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Office of Field Experiences Policy Handbook Department of Educational Foundations and Curriculum400 East University Way, Black Hall Suite 101Ellensburg, WA 98926-7410http://www.cwu.edu/~edfoundations/

Central Washington University is an AA/EEO/Title IX Institution. TDD (509) 963-2143

Revised for 2011-12EFC Faculty and CTL approved

CONTACT INFORMATION

Department of Educational Foundations and Curriculum http://www.cwu.edu/~edfoundations/Office of Field Experiences http://www.cwu.edu/~edfoundations/fieldExp/

Certification Office http://www.cwu.edu/~cert/

Dr. Connie Lambert, Dean and CTL DirectorCollege of Education and Professional StudiesCenter for Teaching and [email protected] 509-963-1411

Dr. Barry Donahue, ChairDept. of Educational Foundations and [email protected]

Dr. Gary Ballou, Director of Field ExperiencesOffice of Field [email protected]

Jan Case, Program Support SupervisorOffice of Field [email protected]

Linda Huber, Secretary SeniorDept. of Educational Foundations and [email protected]

EFC Front DeskBlack Hall Suite 101509-963-1461Fax: 509-963-1162

Crystal Weddington, Program Manager/Certification OfficerTeacher Certification [email protected]

Judi Robinette, Program CoordinatorTeacher Certification [email protected]

OFE Policy Handbook 2011-12

mailto:[email protected]







http://www.cwu.edu/~cert/

http://www.cwu.edu/~edfoundations/fieldExp/

http://www.cwu.edu/~edfoundations/

TABLE OF CONTENTS

Contact Information.................................................................................................................2Purpose of Handbook...............................................................................................................5Purpose of the Field Experiences.............................................................................................5Purpose of Supervision............................................................................................................5

EFC 330: FIELD EXPERIENCE.........................................................................................5Prerequisites.............................................................................................................................6Purpose ....................................................................................................................................6Deadlines..................................................................................................................................6Supervisory Duties...................................................................................................................6Placements...............................................................................................................................6Orientation and Final Seminar.................................................................................................7Observations............................................................................................................................7Final Evaluation of Field Experience Candidates....................................................................8Withdrawal from Field Experience..........................................................................................8Waiver of Field Experience ....................................................................................................8

EFC 480: STUDENT TEACHING.......................................................................................9Prerequisites.............................................................................................................................9Overview..................................................................................................................................9Application Deadlines............................................................................................................10Supervisory Duties.................................................................................................................10Placements.............................................................................................................................11Cooperating Teacher Selection..............................................................................................12Interviews...............................................................................................................................12Orientation.............................................................................................................................13Seminars.................................................................................................................................14Cooperating Teacher Orientation...........................................................................................14Student Teaching Observations and Conferences..................................................................15 Frequency of Visits..........................................................................................................15 Initial Conference.............................................................................................................15 Scheduled Observations...................................................................................................15 Lesson Plans.....................................................................................................................16 Observation Records/Analysis.........................................................................................16 Pre-Observation Conference Questions...........................................................................16 Post-Observation Conference Questions.........................................................................17 Drop-in Observations.......................................................................................................17 Final Conference..............................................................................................................18 Final Course Grade..........................................................................................................18Additional Requirements for Student Teaching....................................................................18 Student Evaluation of Instruction (SEOI).........................................................................18 LiveText Requirements.....................................................................................................19 Teacher Performance Assessment....................................................................................19 Work Stoppage Policy......................................................................................................19


Termination of Candidate from Student Teaching................................................................20 Policy on Repeating the Student Teaching Experience.....................................................21 Possible Options or Alternatives for Degree Completion..................................................22

TRAVEL AND REIMBURSEMENT................................................................................22Completing Travel and Reimbursement Forms.....................................................................22

APPENDICES......................................................................................................................23 A – Suggested Student Teacher Interview Questions.......................................................24

B – Student Teacher Forms Checklist..............................................................................25

C – Student Teacher Contact Information........................................................................26

D – Contact Record Sheet.................................................................................................27

E – Cooperating Teacher Experience and Orientation.....................................................28

F – Documentation of Constructivism..............................................................................29

G – Mid-term Evaluation..................................................................................................30

H – Final Evaluation.........................................................................................................34

I – Professional Growth Plan............................................................................................38

J – Student Teacher Record of Contacts...........................................................................42

K – Attributes Scale..........................................................................................................43

L – Student Teacher Drop-in Observation Notes.............................................................45

M – Student Teaching Scheduled Observation Form.......................................................46

N – Student Teaching Observation Teaching Log............................................................48

O – Student Teaching Video Critique...............................................................................50

P – EFC 330 Field Experience Visitation Form...............................................................52

Q – Map of Eastside Field Experience Placements..........................................................53

R – Map of Westside Field Experience Placement...........................................................54


Purpose of the Handbook

The purpose of this document is to outline expectations held by the Department of Educational Foundations and Curriculum (EFC) and the Office of Field Experiences (OFE) for Teacher Education Candidates and Faculty Field Supervisors. It serves to delineate responsibilities and roles for supervision of the Candidates enrolled in EFC 330 Field Experience (formerly Pre-Autumn) and EFC 480 Student Teaching preparing for certification through the Center for Teaching and Learning (CTL).

Purpose of Field Experiences

Making the connection between the CTL conceptual framework and the everyday workings of school settings is important for Candidates. The Field Experience offers Candidates the opportunity to work with a state certified teacher in a concentrated block of time, often as the school year begins. It gives Candidates insight into the organization and systematization of information necessary to organize and manage a classroom.

The Student Teaching experience offers Candidates the opportunity to make the connections between theoretical and philosophical bases of education and concrete examples of how these inform school culture and operations. It affords Candidates a venue in which to demonstrate the knowledge, skills, and dispositions needed to qualify for residency certification. Candidates must satisfactorily meet the outcomes stated in the Final Evaluation and the state required Teacher Performance Assessment.

Purpose of Supervision

The Faculty Field Supervisors are instrumental in monitoring and documenting the progress of both Field Experience and Student Teaching Candidates. They assist the former in grasping the processes involved in organizing and managing a classroom in a school, and the latter in creating classrooms that are safe and productive with effective instructional methods for a variety of learners. The Field Supervisor also should foster in the Field Experience and Student Teaching Candidates a sense of critical reflection that allows for successful completion of the program of study culminating with a successful Student Teaching experience.

Currently, specific duties of the Faculty Field Supervisor may vary depending on location and individual contract, but all Field Supervisors are responsible for acquiring and using a CWU email address for official correspondence and being abreast of relevant CWU information, using the CWU Safari system to check Candidate registration status and enter grades, and establishing an account for access to LiveText for data collection.

EFC 330: Field Experience

All Candidates who have applied for Field Experience must have been issued clearance by the Office of Field Experiences AND the Certification Office before their placement is confirmed, and they can begin the experience. Candidates must also have registered for the course prior to entering the classroom.


Prerequisites

1. Have full admission to the Teacher Certification Program.2. Have current fingerprint clearance (valid through the entire experience).3. Completed 40 hours of Pre-Admission Observation experience, EFC 210, EFC 310, and PSYCH 314.4. Completed Field Experience Application submitted by deadline.

Purpose of EFC 330 Field Experience

EFC 330 Field Experience is a laboratory experience for prospective teachers. The course deals with a the organization of the classroom, professional relationships, school/community relationships, school district organization, instructional support and resource services. Candidates are assigned to off-campus schools for approximately two weeks (60 hours) prior to Fall quarter OR during Fall, Winter, or Spring quarters. During the quarter, the students will work out their hours with the Cooperating Teacher. Grade will be “S” or “U.”

Application Deadline: FALL: APRIL 1 WINTER: NOV. 1 SPRING: FEB. 1

Candidates must complete and submit a hard copy of the Field Experience Application to the OFE and have met the prerequisites to be placed.

Supervisory Duties

1. Verifying with the OFE that Field Experience Candidates have completed all requirements, have been cleared by the Certification Office, and have registered for the course prior to the Field Supervisor confirming a placement.

2. Identifying and securing placements for Field Experience Candidates by contacting local schools, districts, or placement personnel, and working with Cooperating Teachers to ensure that Field Experience Candidates have appropriate placements to their application choices and major/minor areas.

3. Conducting a Field Experience Orientation and a culminating Seminar for their Candidates.4. Ensuring that all Field Experience Candidates understand the nature and intent, as well as the

measurable goals and the assessments used in the Field Experience Workbook.5. Visiting (in-building) each Field Experience Candidate at least once (or, if necessary, multiple times)

during the experience.6. Ensuring that all Field Experience Candidates submit an accurate, completed Field Experience

Workbook, which Field Supervisors evaluate.7. The Field Experience Workbook will be available on the OFE webpage for students to download and

complete. They must upload their completed Workbook to LiveText.8. Completing the Field Experience rubric on LiveText.9. Submitting the signed Cooperating Teacher comments and the Field Supervision Observation forms.10. Entering the grade of “S” or “U” for each Candidate in CWU Safari.

Placements

1. Field Supervisors may begin seeking placements for Candidates after the application deadline based on the preliminary list provided by the OFE, but Field Supervisors cannot confirm the placements until Candidates are cleared.

2. Field Supervisors will use district policies and procedures, which may vary by district.


3. The OFE will provide copies of the Candidates’ Field Experience Applications to Field Supervisors, which they may share with district officials.

4. Field Supervisors notify Candidates of their placement either by CWU email or by phone.5. Candidates should not be allowed to report to a classroom if they are not registered for Field Experience.

Candidates are instructed to register by a given deadline depending on the quarter and provided a course number. A Candidate’s application is authorization for the OFE to register the Candidate. Field Supervisors should check Safari for their class roster or check with the OFE to determine who is registered.

6. While Candidates who are assigned to Field Supervisors should be cleared prior to the distribution of the list, Field Supervisors should check with the OFE with questions about any particular Candidate.

7. Candidates are not allowed to act on their own behalf to request a placement and are expected to abide by the terms and conditions outlined on the application, which is signed and submitted to the OFE.

8. The Cooperating Teacher will determine, in conjunction with the Field Supervisor, the beginning and end dates of the experience, within the requirements of the university and the OFE.

9. Field Supervisors should tell their Candidates to contact their Cooperating Teachers as early as possible to discuss the requirements of their placement.

10. Candidates are expected to be in attendance the entire school day if it is a consecutive experience.11. Candidates should be available for pre- or in-service work days in preparing to open the school for Fall

quarter, including physical preparations, systems preparations, and meetings, if required as part of the placement.

12. The Candidate, in conjunction with the Field Supervisor and the Cooperating Teacher, will determine the specific days and hours of the experience if it is during the quarter.

13. Candidates should be in the classroom with certified teachers at all times for liability reasons.14. Candidates are not responsible for planning or executing lessons they develop, but will work with

Cooperating Teachers as directed. Candidates should be encouraged to take an active role in the classroom rather than just observe.

Orientation and Final Seminar

1. Field Supervisors are responsible for conducting an Orientation for their Field Experience Candidates. 2. Notification of the time, place, and date of the Orientation should be sent to Candidates no later than 2

weeks prior to the beginning of the Field Experience using CWU email addresses. 3. Candidates will download copies of the Field Experience Workbook from the OFE webpage.4. The Orientation should include information regarding completion of the Field Experience Workbook

and expectations of attendance and participation. 5. Contact information for the supervisor should be shared at the orientation if it has not been shared prior

to the event.6. A Final Seminar will be scheduled at the time of Orientation by the Field Supervisor for all Field

Experience Candidates for a time following the completion of or during the final full week of the Field Experience.

7. The Candidates will upload their completed Workbook to LiveText by this final Seminar.

Observations

1. Field Supervisors are required to visit each Field Experience Candidate supervised at least once over the course of the Field Experience.

2. This visit is to ensure that Candidates are aware of the purposes, goals, and assessments for the Field Experience.


3. Field Supervisors will discuss the Candidate’s performance with the Cooperating Teacher and ask him/her to complete the evaluation at the end of the Candidate’s Workbook. The Candidate will need to provide an electronic copy of this form to the Cooperating Teacher, which can be added to the Workbook. Candidates should also provide a signed hard copy to the Field Supervisor at the Final Seminar.

4. Field Supervisors will complete a Field Experience Observation Form (Appendix P) as a result of the observation, sign and submit it to the OFE.

5. Because Candidates are not responsible for developing lesson plans and teaching, this experience is less directed than Student Teaching.

Final Evaluation of Field Experience Candidates

1. Grades for the Field Experience will be either Satisfactory (S) or Unsatisfactory (U). 2. In determining a Candidate’s final grade, the Field Supervisor should consider the following things:

a. attendanceb. professional appearance and dispositionc. compliance with Cooperating Teacher directivesd. accurate completion of the Field Experience Workbook

3. It is the Field Supervisor’s responsibility to assess the Workbook and complete the rubric on LiveText for each Candidate no later than one week after the end of Field Experience.

4. Field Supervisors should enter grades in Safari for each Candidate within one week of completion for the Pre-Fall time period or by the quarterly deadlines established by the Registrar for Fall, Winter and Spring quarters.

Withdrawal or Removal from Field Experience

1. If Candidates wish to withdraw from Field Experience, they must do so via email by the deadlines stated on the application to both the Field Supervisor and the OFE.

2. Candidates are responsible for withdrawing themselves from the course using Safari within the stated deadlines. After the deadlines, the Director of Field Experiences must give permission to withdraw.

3. The Candidate will be held financially responsible for the course if they withdraw after the stated deadline or do not report to complete the experience.

4. Both Field Supervisors and the OFE are expected to make every effort to keep the Candidate in the course after the deadline to withdraw.

5. When a placement has been confirmed, and the Candidate withdraws or doesn’t report, he/she will receive a grade of Unsatisfactory.

6. If the placement is rescinded at the request of the Cooperating Teacher, the Field Supervisor should notify the Director of Field Experiences.

7. If the Candidate’s behavior resulted in the placement being rescinded, he/she will be expected to meet with the Director of Field Experiences to discuss the situation.

8. The Candidate will receive a grade of Unsatisfactory, and the Candidate will need to repeat the Field Experience.

Waiver of Field Experience

1. The Field Experience Waiver Form and other required documentation must be submitted to the Director of Field Experiences no later than one full quarter prior to the quarter for which the waiver is being sought. The Waiver Instructions and Form will include the deadlines for application.


2. Candidates may apply for a waiver if they have substantial experience in a school working with a classroom teacher. In most cases. waivers will be granted only if:

a. The Candidate worked as a full-time paid paraprofessional in a school for a period of at least one full school year.

b. The Candidate completed the Careers in Education/Teaching Academy in high school.3. Candidates may download the Field Experience Waiver Instructions and Waiver Form from the OFE

webpage.

EFC 480: Student Teaching

All Candidates who have applied for Student Teaching must have been issued clearance by the Office of Field Experiences AND the Certification Office before their placement is confirmed, and they can begin the experience. Candidates must also have registered for the course.

Prerequisites

1. Full admission to the Teacher Certification Program 2. 3.0 GPA for at least the last 45 graded quarter credits (the total may exceed 45 in order to take an entire

quarter into account)3. Successful completion of all other Professional Education Program courses 4. A minimum of 75% of major and minor successfully completed 5. Current fingerprint and character clearance from the Washington State Patrol (WSP), FBI, and Office of

Superintendent of Professional Practice (OPP) that is valid for the entire field experience6. Proof of purchase of $1 million liability insurance (WEA or other organization)7. Proof of registration to take (not necessarily pass) the WEST-E exam prior to beginning Student

Teaching8. Completed Application for Certification on file with the Teacher Certification Office9. Submission of an updated Character and Fitness form10. Approval for Student Teaching by the Candidate’s major and minor departments (if applicable)

Overview of Student Teaching

Student Teaching is the capstone experience of the Teacher Certification Program in which Candidates have an opportunity to demonstrate the knowledge, skills, and dispositions appropriate for degree completion and certification in the State of Washington.

Student Teaching is a full-time, one-quarter, 16 credit experience, and Candidates are not allowed to take additional coursework during this quarter.

Candidates are to be in school every day of the quarter (the actual number of days varies by quarter), and teaching full-time for a minimum of 20 days. Fall quarter Candidates are strongly encouraged to begin “volunteering” when their Cooperating Teacher begins working, but Student Teaching does not “officially” begin until the CWU quarter begins due to liability issues for students and supervisors.

If days are missed, they must be made up before it can be verified the Candidate has successfully completed the Student Teaching experience.


Field Supervisors must verify through supervision and appropriate documentation that Candidates have adequately met the competencies required by Central Washington University in the Final Evaluation and the State of Washington by completion of the Teacher Performance Assessment (TPA).

Field Supervisors will not evaluate their Candidates’ TPAs but must ensure Candidates complete and upload them to LiveText by the deadline determined by the OFE.

Application Deadlines FALL: APRIL 1 WINTER: OCT. 1 SPRING: DEC. 1

Candidates interested in applying for Student Teaching should apply using the online Student Teaching Application Database (STAD) available on the OFE webpage. Candidates must submit the Student Teaching Application and meet all prerequisites to be placed.

Supervisory Duties

1. Verifying with the OFE from the Student Teacher Application Database, (STAD) under “View Filing Status” that Candidates have completed all requirements and have been cleared by the Certification Office prior to confirming placement in a school.

2. Identifying and securing placements for Candidates by contacting local schools, districts, or placement personnel, and working with Cooperating Teachers to ensure that Candidates have placements appropriate to their application choices and major/minor and certification areas (see Placements below).

3. Notifying Candidates of their placement either by CWU email or by phone. 4. Conducting Student Teacher Interviews (see Interview section below and Appendix A for Suggested

Student Teacher Interview Questions).5. Conducting Student Teacher Orientation for assigned Candidates (see Orientation section below). 6. Conducting a Cooperating Teacher Orientation regarding the processes/procedures of CWU’s Student

Teaching experience and providing a copy of the Cooperating Teacher Handbook to each Cooperating Teacher available from the OFE webpage (see Cooperating Teacher Orientation section below).

7. Conducting (or arranging with another Field Supervisor to conduct) a minimum of five (5) Student Teacher Seminars to be completed in conjunction with the Student Teaching experience (see Seminar section below).

8. Conducting a minimum of four (4) Scheduled Observations on separate days of each Candidate teaching lesson plans submitted to Supervisor (see Observation and Conferences section below and Appendices for Student Teacher Forms).

9. Conducting weekly Drop-in Observations (not including weeks of scheduled observations) to ensure the Candidate is progressing appropriately. Candidates are expected to have lessons prepared in advance and available for the Field Supervisor for any lesson they teach (see Observation and Conferences section below and Appendices for Student Teacher Forms Checklist).

10. Conducting regular conferences with both the Candidates and Cooperating Teachers (with at least one in the first 5 days) regarding expectations, progress, and suggestions for the improvement in and demonstration of knowledge, skills, and dispositions for successful completion of the Student Teaching experience.

11. Ensuring that Candidates complete and upload to LiveText the Teacher Performance Assessment (TPA) for evaluation and scoring. Supervisors will not evaluate and score TPAs submitted by their own Candidates.

12. Engaging Candidates in dialogues about (and providing the opportunity for) critical self-reflection of both the pedagogical process and content area competencies.

13. Acting as an advocate for the Candidate when necessary.


14. Alerting the OFE early, consistently, and in writing of any issues, which may arise during a Student Teaching placement. Only the Director of Field Experiences may approve withdrawal (refer to Withdrawal of a Candidate section below).

15. Recommending additional goals and objectives for Candidates who, during the Student Teaching experience, exhibit personal and/or professional dispositions that are incongruous with the Departmental mission statement, CTL, and the conceptual framework, or stated program goals.

16. Developing a Plan of Improvement for a Candidate who is deemed by the Field Supervisor and/or the Cooperating Teacher to be not meeting the appropriate requirements or making satisfactory progress, delineating specific expectations and dates by which they should be met, and keeping the Director informed of the progress.

17. Designating a place and arranging for alternative experiences for Candidates in the event of a work stoppage by districts in which Candidates are placed, or in the event an alternative placement must be found after Student Teaching begins.

18. Attending Field Faculty meetings or training held at CWU Centers or on the Ellensburg campus. 19. Attending EFC Department meetings, as requested.20. CWU policy requires employees and students to use their CWU Groupwise email. Check it (or forward

it to a personal email) at least several times a week for information and updates from the CEPS, EFC and the OFE. Assistance is provided by the [email protected] or 509-963-2001.

21. Providing Candidates the opportunity to complete a Student Evaluation of Instruction (SEOI) form confidentially (see more information in the Seminar section) at the end of the quarter during which supervision occurs. A student should be asked to mail the self-addressed, stamped envelope with the forms to the OFE, and the OFE will send these forms to Field Supervisors.

22. Providing Cooperating Teachers the opportunity to complete the Cooperating Teacher Evaluation of the University Supervisor form at the end of the quarter during which supervision occurs. The OFE will send these forms to Field Supervisors.

23. Completing and submitting, monthly and in a timely manner, accurate travel and mileage reimbursement forms to the OFE. Contact the OFE for forms and instructions.

24. Completing and submitting hard copies of all signed forms and electronic copies of the other forms (see Appendix L Record of Contacts) for each Candidate to the OFE at the end of the quarter during which supervision occurs.

25. Entering the required Final Evaluation scores in LiveText.26. Ensuring the Candidates’ TPAs have been uploaded to LiveText appropriately (see appropriate

descriptions below).27. Entering Candidate grades in Safari by the deadline established by the Registrar.28. Submitting requested material for annual review to the Director of Field Experiences for review by the

EFC Chair and Department Personnel Committee.

Placements

1. In some locations, a Lead Field Supervisor will make all the placements for Candidates assigned to Supervisors in their area. This is based on the individual Field Supervisor’s employment contract.

2. Most Student Teaching assignments will be made at locations near the CWU Centers outside the Kittitas Valley. Due to the limited number of available placements in the Kittitas Valley, selection of Candidates for that area only will be by lottery. Candidates are made aware of this fact early in their program and are responsible for making necessary living arrangements outside of Ellensburg.

3. Field Supervisors will use district policies and procedures, which may vary by district.4. Field Supervisors will provide district personnel with a copy of the Candidate’s application, and they

will notify the Candidate if the district requests an interview with the Candidate. OFE Policy Handbook 2011-12


5. Candidates are not allowed to seek a school district placement on their own behalf.6. Maps of available placement areas are available on the OFE webpage, (see Appendices Q and R) and

Field Supervisors may contact the OFE with specific questions. 7. Candidate requests for choice of geographic area and grade levels will be considered, with final

responsibility for Student Teaching placement resting with the Director of Field Experiences.8. Field Supervisors notify Candidates of their placement either by CWU email or by phone.

Cooperating Teacher Selection

1. The selection of Cooperating Teachers will vary depending on a school district’s procedures for placement of Candidates.

2. Most school districts require that Field Supervisors who are placing Candidates go through the district’s human resources and/or placement office.

3. The first step in placing Candidates should be contacting the district office to discuss protocol for placement (if not already known). Clustering Candidates in buildings provides a cost saving.

4. Using personal contacts is an inevitable part of the placement process (i.e., friends and colleagues offer that a specific teacher or principal would like to host a Student Teacher), but it is imperative to follow the established placement protocols of the district(s) in which placement is being sought.

5. Because the district has the ultimate say regarding which schools and teachers receive Candidates from Central Washington University, it is necessary to make appointments with appropriate district personnel to discuss the nature of our program, particularly the conceptual framework and constructivism. Some schools/districts may have different philosophical foundations which undergird their missions.

6. It is essential that the Field Supervisor is able to discuss constructivism within the context of a variety of philosophical frameworks with the Cooperating Teacher. For more information on the conceptual framework, please visit http://www.cwu.edu/~ectl/cwuconceptualframework.pdf.

7. Cooperating Teachers must have a minimum of three years successful teaching experience and hold certification in the area(s) in which they will serve as Cooperating Teachers.

8. Cooperating Teachers have volunteered to host a Candidate in their classrooms, or they are assigned by the building administrator or principal to host a Candidate.

9. Cooperating Teachers may request a Candidate by completing a request form from the OFE webpage, which they submit to the OFE, then it is forwarded to the Field Supervisor.

10. CWU professors may give Candidates a letter of recommendation for placement with a certain Cooperating Teacher, which they upload to their Student Teaching Application.

11. Field Supervisors must be able to foster a sense of teamwork and mentorship between the Candidate and the Cooperating Teacher.

12. Field Supervisors must ensure that the Candidate has an advocate, as well as ensuring that appropriate knowledge, skills, and dispositions are demonstrated and that the Cooperating Teacher is satisfied with the Candidate’s progress and performance.

Interviews

1. Field Supervisors will interview Candidates they will supervise usually at the end of the quarter prior to the Student Teaching experience.

2. Field Supervisors should obtain the list of Candidates assigned to them by accessing the Student Teaching Application Database (STAD).

3. One purpose of these interviews is to get a better understanding of the Candidate’s professional goals, placement preferences, personal attributes and dispositions, verbal skills, working knowledge of pedagogical terminology, and personal educational philosophy.


http://www.cwu.edu/~ectl/cwuconceptualframework.pdf

4. Interviews should be 10-20 minutes in duration and will occur either in Ellensburg, at one of the CWU Centers, or via DE or telephone when necessary.

5. Field Supervisor Contact information should be shared with the Candidate during the interview process if it has not already been done. This information may be professional/school contact information and/or personal/home information, as deemed necessary for Candidates to reach supervisors in a timely manner (see Appendix C Student Teacher Contact Information).

6. It is important to ask the Candidate during the interview to outline personal connections and schools they may have attended in the district(s) indicated as preferred placement possibilities.

7. Field Supervisors must follow any restrictions on placements imposed on, and outlined for, Candidates as advised by the OFE.

8. See Appendix A for Suggested Student Teacher Interview Questions. Field Supervisors may use any or all of the questions and/or add questions of their own necessary to gauge the strengths, areas needing improvement, philosophy, approach, etc., of the Candidate.

9. Field Supervisors should instruct Candidates where to locate the Student Teaching Handbook on the OFE webpage and ask Candidates to download, review, and bring it to the Orientation.

Orientation

Field Supervisors do the following in the Student Teacher Orientation:1. Provide Candidates (if this has not already been done) with the names of a Candidate’s school and

Cooperating Teacher. Candidates may also be able to access this information on the STAD under “View Filing Status” after they have been cleared, or they be notified by email.

2. Exchange contact information with Candidates (see Appendix C Student Teacher Contact Information).3. Discuss the roles of the Field Supervisor and Cooperating Teacher in the experience.4. Candidates should have downloaded and reviewed the Student Teaching Handbook from the OFE

webpage and bring a copy to the Orientation.5. Candidates should be provided an electronic copy of the appropriate TPA Handbook and templates to

print and bring to the Orientation. 6. Reiterate the conceptual framework and the principles of constructivism. More information on

constructivism is at http://www.cwu.edu/~ectl/cwuconceptualframework.pdf. Remind Candidates to discuss constructivism during the first week with their Cooperating Teachers.

7. Discuss expectations for performance, attendance, notification protocols for Candidate absences, dress, language, and professional and personal attributes during Student Teaching. Refer to the Student Teaching Handbook.

8. Explain the assessment systems including the Student Teacher Attributes, Professional Growth Plan, Mid-Term and Final Evaluations, the TPA, and LiveText expectations for Candidates. Explain the responsibilities of the Cooperating Teacher and Field Supervisor in completing these assessments during the course of Student Teaching.

9. Discuss in detail the importance of submitting lesson and unit plans to the Cooperating Teacher at least one week in advance and to the Supervisor no less than 2 days prior to a Scheduled Observation. It is expected that all written documents should reflect appropriate organization, and accurate spelling, and grammar.

10. Provide a list of seminar dates, locations, and topics (see Seminar section below).11. Provide a calendar of dates for submission of required forms, lessons and the TPA.12. Provide the Candidates an opportunity to ask questions regarding any issues of concern.


http://www.cwu.edu/~ectl/cwuconceptualframework.pdf

Seminars

1. Field Supervisors must offer a minimum of 5 Student Teacher Seminars for the group of Candidates being supervised. In some locations, the Lead Field Supervisor coordinates with the other Field Supervisors to conduct the seminars jointly for all Candidates assigned to that area.

2. Seminars are required for Candidates, and, if missed, must be made up in a manner determined by the Field Supervisor.

3. The Seminars serve a variety of purposes: a. Candidates may connect with other Candidatesb. Candidates are encouraged to share stories and best practices c. Candidates may ask questions about certification and/or educational issues of each other and of

the Field Supervisord. Candidates can obtain information regarding finding a job post-Student Teaching e. Candidates are provided opportunities for additional training, education, and information about

very specific issuesf. Candidates complete the Student Evaluation of Instruction (SEOI)

4. Field Supervisors should hold Seminars regarding these topics:a. Ethical conduct, professionalism and State Codesb. Résumé writing and interviewing skillsc. Child abuse and reporting informationd. Classroom management tips and techniques e. Teacher Performance Assessment

5. Seminars may be conducted in a variety of places, but are most often held in a University Center or other place that is relatively central for the Field Supervisor’s group of Candidates.

6. Seminars may be conducted either by the assigned Field Supervisor in conjunction with other Field Supervisors in the area, or by invited speakers with expertise in the scheduled discussion area (with the Field Supervisor in attendance).

Cooperating Teacher Orientation

Field Supervisors should do the following in the Cooperating Teacher Orientation:1. Acquaint the Cooperating Teacher with the conceptual framework of the program.2. Provide copies of the A-9 Voucher (for stipend) and the Continuing Education Credit form (Clock

Hours) form available from the OFE. 3. Discuss the various responsibilities of the Cooperating Teacher over the course of the quarter and

provide a copy of the Cooperating Teacher Handbook (also available on the OFE webpage).4. Discuss the Student Teacher Attributes Scale form (Appendix K), which is to be completed by the

Cooperating Teacher and sent twice to the Field Supervisor by dates the Field Supervisor provides. 5. Clarify the role of the Field Supervisor. 6. Establish a professional relationship with the Cooperating Teacher.7. Discuss the TPA process, requirements and timeline for implementation.8. Discuss the process for completing the Mid-Term and Final Evaluation of the Candidate (Appendices H

and I).9. Provide the Cooperating Teacher an opportunity to ask questions about any issue of concern.10. Delineate the process for withdrawing or removing a Candidate from the classroom (see Termination of

a Candidate section below).


Student Teaching Observations and Conferences

Frequency of Visits

1. Field Supervisors must arrange an Initial Conference between themselves, the Candidate and the Cooperating Teacher, to discuss expectations for the Candidate and required forms.

2. Field Supervisors are responsible for conducting a minimum of four Scheduled Observations during the course of the quarter, which must occur on separate dates.

3. These Schedule Observations must be documented and typed using the form provided in Appendix L or M, emailed to the student, and submitted electronically to the OFE at the end of the quarter.

4. Field Supervisors are responsible for conducting weekly Drop-in Observations (or as many as possible, not including weeks of scheduled observations) depending on individual factors during the course of a quarter. These observations must be documented using the form provided in Appendix L, but do not need to be submitted to the OFE.

5. Field Supervisors may have to arrange additional visits based on the needs of the Candidate and Cooperating Teacher.

6. Field Supervisors must arrange a Mid-Term and Final Conference between themselves, the Candidate and the Cooperating Teacher, to discuss the Mid-Term and Final Evaluations (Appendices G and H) for the Candidate and complete required forms.

Initial Conference

The Initial Conference serves as an introduction to exchange contact information and to:1. Outline expectations and obligations of the Candidate.2. Outline a suggested progression for Candidate assumption of responsibilities.3. Discuss the various forms that will be completed by all three parties during the quarter.4. Provide deadlines for necessary forms and for lesson plans.5. Discuss strategy and the timeline for completing the Teacher Performance Assessment. 6. Offer the opportunity for all parties to clarify expectations and responsibilities.

Scheduled Observations (pre-arranged visits with the Candidate)

1. Scheduled Observations should be preceded by a pre-conference (see Observation Questions below).2. The Candidate must provide a copy of the lesson plan to be implemented prior to the scheduled visit.

The Supervisor observes the Candidate complete a full lesson. Observations vary in length, depending on grade level, subject area, and school schedule.

3. The observation is followed by a post-conference, preferably with both the Candidate and the Cooperating Teacher.

4. The observation should result in written comments using the form provided in Appendix L or M, which should be shared with the Candidate and Cooperating Teacher, and then a final copy should be typed and emailed to the student.

5. These Scheduled Observation forms should be sent electronically to the OFE at the end of the quarter. 6. Candidates should reflect on their lessons and discuss each observation and the resulting feedback with

their Field Supervisor.


Lesson Plans

1. Candidates are required to submit all lesson plans to the Cooperating Teacher at least one week in advance. All lessons plans should be accessible for Field Supervisor review in the classroom and submitted to the Field Supervisor no later than two days in advance of Scheduled Observations.

2. Candidates are required to submit lesson plans to the Cooperating Teacher for all lessons they teach even when no observations are being made. Cooperating Teachers may require approval of lesson and/or unit plans on a different timeline (more lead time for approval than one week).

3. Candidates should deliver their lesson plans using the CWU method taught in EFC 340 and in the format required by the Cooperating Teacher and/or Field Supervisor (either hard or electronic copy).

Observation Records/Analysis

After an observation is completed, the Field Supervisor should prepare for a post-observation conference with the Candidate and the Cooperating Teacher, and do the following:

1. Share comments and notes with the Candidate. The data for a post-observation conference should be: Objective Accurate Clear to all parties Relevant to Candidate’s performance (regarding knowledge, skills or dispositions) Clearly connected to desired changes or Plan of Improvement (in knowledge, skills or dispositions)

2. Provide a typed copy of the Scheduled Observation form (Appendix L or M) to the Candidate including all observation notes regarding planning, preparation and implementation of lesson(s).

3. Document any verbal feedback provided to the Candidate.4. Send all Scheduled Observation forms and other non-signed forms electronically to [email protected].

Mail signed copies of Mid-term Evaluation and Final Evaluation as well as other signed forms to the OFE at the end of the quarter (see Appendix L).

Pre-Observation Conference Questions

Some suggested questions Field Supervisors may use to help guide a Candidate during pre-observation conferences:

1. What is the objective of the lesson?2. What is the subject of the lesson and how does it fit with your Cooperating Teacher’s timeline for

curriculum?3. What type of verbal instructions will you give to students?4. What will you be responsible for during the lesson?5. What will students be responsible for during the lesson?6. What accommodations have you made or will make for students with various learning styles and

abilities?7. What strengths do you see in your plan or strategy?8. What areas of your plan/strategy seems the weakest? 9. How do you anticipate and plan for what will happen as a result of your planning?10. How will you know if the objectives for the lesson have been achieved?



Post-Observation Conference Questions

Field Supervisors may include Cooperating Teachers, building administrators and/or other district personnel on post-observation conferences if it is felt that this will provide clarification regarding duties and responsibilities or establishing expectations for the Candidate’s performance, continuance and/or removal from Student Teaching.

The Post-Observation conference should be used as an opportunity for the Field Supervisor to:1. Encourage the Candidate in reflective self-analysis regarding strategies, techniques and skills to be

honed or incorporated to improve the Candidate’s performance prior to the next scheduled observation. 2. Engage the Candidate in discussions about observed knowledge, skills, and dispositions. 3. Collaborate with the Candidate to establish a list of goals to be accomplished prior to the next scheduled

observation.

Some questions and suggestions Field Supervisors may use to help engage Candidates during Post-Observation conferences:

1. What was your overall impression of how the lesson went?2. What do you feel were strengths of the lesson?3. What do you feel could be improved upon for your next lesson?4. Did students accomplish the goals you established for them? How can you tell? What did you do to

ensure that they were successful?5. What classroom management issues arose for you? Could you have planned for them? If so, how? If

not, what do you know now that will help you plan for your next lesson?6. Use an approachable voice.7. Demonstrate care and concern in a professional manner.8. Demonstrate empathy.9. Use open-ended questions.10. Inquire about Candidate’s intent/purpose.11. Use self-reflective questioning techniques.12. Hold Candidates accountable for given expectations in terms of fulfilling requirements accurately and in

a timely manner.

Drop-in Observations (not pre-arranged)

1. Field Supervisors may notify the Candidate of a visit or arrive unannounced to observe.2. Drop-in observations do not require pre- and post-conference sessions.3. The evaluations may be in the form of an email, text message, Blackboard or other electronic delivery

system, phone call or a conference with the Candidate, but must be documented on the form provided in Appendix L.

4. These observations serve as the springboard for discussions regarding the Candidate’s performance, progress regarding professional development, and the Candidate’s participation as a member of the larger school community or culture (including the relationship with the Cooperating Teacher).

5. Weekly Drop-in Observations should occur weekly over the course of an academic quarter, but the number and length of time of these visits is to be decided by Field Supervisors.

6. More visits may occur depending on the Candidate’s strengths and after consultation with the Cooperating Teacher regarding a Candidate’s performance.


7. Documentation of the observations and meetings with Candidates and Cooperating Teachers is absolutely essential for ensuring quality of experiences, continuity of services, and compliance with the mission of the EFC Department. This also provides critical evidence in the event the Candidate must be removed from their placement early.

8. Observations serve to maintain a professional relationship with the Cooperating Teacher9. Supervisors should alert the OFE of situations, which may need immediate action in order for the

Candidate to satisfactorily complete the Student Teaching experience before removing the Candidate from Student Teaching, except in emergency situations (see the Termination of a Candidate section).

Final Conference

The Final Conference should serve as an opportunity in which all three parties discuss:1. The Final Evaluation form that was completed as a result of the final scheduled observation.2. The Candidate’s reflective self-analysis regarding strategies, techniques, and skills. 3. Suggested areas of improvement and acknowledgement of achievement and growth.4. The process for Candidates to receive scores from the TPA.5. Copies of the Final Evaluation should be made available to the Candidate and Cooperating Teacher. 6. All forms must be signed before submitting to the OFE.

Final Course Grade

1. Candidates will receive a grade of Satisfactory (S) or Unsatisfactory (U) at the end of the Student Teaching quarter.

2. Grades must be entered into Safari by the deadlines established by the Registrar’s Office for the quarter in which the supervision occurred.

3. The Field Supervisor has the ultimate authority to assign a grade to the Candidate, but in cases where the assigning of a grade may not be easily accomplished, this should be done in consultation with the Candidate, the Cooperating Teacher, and building administrators, or other school district personnel as appropriate.

Additional Requirements for Student Teaching

Student Evaluation of Instruction (SEOI)

1. During the final Student Teaching Seminar, Field Supervisors will distribute SEOI forms, which will be provided by the OFE, along with a Self-Addressed Stamped Envelope (SASE).

2. Choose a Candidate to place the information in the SASE. 3. After delivering the instructions on how to complete the form, the Field Supervisors are to leave the

room while the forms are being completed. 4. The Candidate should collect all completed forms and mail them or deliver them to the administrative

office (whichever is most convenient for the Candidate). 5. Field Supervisors are not to handle completed data forms. 6. The OFE will provide SEOI results in the form of a summary sheet of scores and student comments to

the Field Supervisor after grades have been posted.7. A copy of the summary sheet will be provided for review by the Chair and the Department Personnel

Committee.


LiveText Requirements

1. Field Supervisors should contact LiveText support to establish an account or for technical assistance. Ph: (509) 963-1671 or Email: LiveText @cwu.edu

2. Candidates must upload their completed TPA in the approved format to LiveText as instructed.3. Field Supervisors are responsible for entering the Final Student Teaching Evaluation (FSTE) data into

the Assessment Rubric assigned to Student Teaching on LiveText.4. The Director of Field Experiences is listed as a co-instructor on each section of Student Teaching for the

express purpose of being able to ensure that all FSTE data is entered.

Teacher Performance Assessment (TPA)

1. Field Supervisors must be familiar with the TPA in order to provide instruction to Candidates in completing the TPA.

2. Supervisors should provide an electronic copy of the appropriate TPA Handbook and templates to the Candidates prior to their orientation and ask them to print a copy of it.

3. Supervisors may not review or edit the Candidate’s actual TPA before submission. 4. The components will be uploaded to LiveText and scored by external evaluators, with an anticipated

return of scores to the Candidate in two weeks. 5. Additional training and information on the TPA will be provided by the OFE on an as needed or as

requested basis. Supervisors may apply to be a national scorer with Pearson.

Work Stoppage Policy

The following policy defines the role of Central Washington University Candidates and other University personnel assigned to school districts during work stoppages. This statement in no way abrogates individual rights, nor does it endorse any party in the dispute.

1. While officially representing Central Washington University, Candidates and faculty shall not be involved in work stoppages, or related activities. Picket lines will be respected.

2. If a work stoppage occurs, Central Washington University Candidates shall report immediately, either in person, via email or via telephone, to their Field Supervisor.

3. It shall be the responsibility of the University Field Supervisor assigned to the area to make every effort to provide for alternative learning experiences for the Candidates during a work stoppage.

4. In developing alternative experiences, the Field Supervisor should consider, first, reassigning the Candidate to schools in the area not affected by the stoppage and, second, initiating procedures for rescheduling the experience. Such procedures require the concurrence of the Director of Field Experiences.

5. The length of the work stoppage will determine the nature of the alternative experiences. In the case of Candidates, a six-week period of Student Teaching in the alternative experience would be the minimum time to meet the full requirement for Student Teaching.



Termination of a Candidate from Student Teaching

1. For Candidates who struggle to meet requirements:a. The Field Supervisor should develop in conjunction with the Cooperating Teacher an individual

written plan of improvement delineating specific expectations for the Candidate to meet. b. The Field Supervisor should provide the opportunity for the Candidate to meet the expectations

before removing the Candidate from Student Teaching.c. Copies of transcripts/messages regarding all conversations should be kept as a record of the

conference and submitted to the OFE as supplementary materials to required observation forms.2. Removal from the Student Teaching experience may be initiated either by the Candidate or by the Field

Supervisor in collaboration with the Cooperating Teacher or school district. 3. Field Supervisors should notify the Director of Field Experiences before notifying the Candidate or

initiating their removal, and the Director will make the final decision. 4. Candidates should be made aware that their professional dispositions may influence a Cooperating

Teacher’s or school district’s decision to retain them. 5. Determination of a grade of W (Withdrawal) or U (Unsatisfactory) will be determined in part by

university deadlines and the Director of Field Experiences based on each Candidate’s unique situation and the timing of the termination of Student Teaching.

When the request to withdraw comes from the Candidate:

1. The Candidate must first meet with both the Cooperating Teacher and the Field Supervisor to discuss issues that necessitate a withdrawal.

2. The Field Supervisor should contact the Director of Field Experiences by telephone, if possible, followed by a brief email or memo explanation of the situation.

3. The Candidate will, as soon as possible, make an appointment with the Director of Field Experiences either in person or by telephone to discuss the conditions for which a withdrawal is being sought.

4. Following the meetings with the Field Supervisor, Cooperating Teacher and the Director of Field Experiences, the Candidate may elect to either:

a. continue in the placement with stipulations, if necessary, based on the Candidate’s and Cooperating Teacher’s understanding of the situation; or

b. officially withdraw from Student Teaching (which usually also means withdrawing from the university for the quarter).

5. If it is determined that the Candidate will be given a second Student Teaching experience, he/she will be required to reapply for Student Teaching by the deadlines established for the quarter in which that additional experience is sought. (See the section Policy on Repeating Student Teaching Experience).

When the request to terminate Student Teaching is the result of a recommendation by the Field Supervisor, the Cooperating Teacher, or the school district:

1. The Field Supervisor should notify the Director of Field Experiences by telephone if possible, followed by a brief email or memo explanation of the situation.


2. The Candidate will, as soon as possible, make an appointment with the Director of Field Experiences to discuss the situation either in person or by telephone.

3. When appropriate, the Field Supervisor or Director of Field Experiences may seek and request assistance from other professionals such as teachers, building administrators, healthcare providers, counselors, and university faculty.

4. The Field Supervisor and the Cooperating Teacher must produce appropriate documentation of the Candidate’s inability or unwillingness to overcome identified weaknesses after repeated counseling and unsuccessfully meeting the previously developed and agreed upon written Plan of Improvement provided by the Field Supervisor.

5. Agreement must be reached among the Field Supervisor, the Cooperating Teacher and, when applicable or possible, a building administrator that all efforts have been exhausted and termination is the best course of action. Disagreement will be discussed with the Director on an individual basis.

6. If the Cooperating Teacher or building administrator determines the Candidate’s behavior is so inappropriate that it requires his/her immediate removal from the building, CWU will terminate the Student Teaching placement immediately, the above mentioned process notwithstanding.

Policy on Repeating the Student Teaching Experience

Student Teaching is offered by permission only. The course is unique in that its participants represent, both the University and the Teacher Certification Program. Candidates permitted to enroll must demonstrate the knowledge, skills, and dispositions appropriate for degree completion and certification in the State of Washington.

1. The Candidate may enroll in an Advanced Practicum experience to be completed during the following quarter, contingent upon the Director of Field Experiences, in consultation with the Field Supervisor and other faculty as appropriate, determining the Candidate would benefit from additional practice.

a. The Director outlines specific goals and objectives in a Plan of Improvement that must be monitored and supervised, and the Director assigns a different Field Supervisor than the one who supervised the Candidate’s Student Teaching.

b. The credits may be from 12-15 for the Advanced Practicum.c. The option to reapply for Student Teaching may be offered should the Candidate successfully

complete the Advanced Practicum. d. The Candidate will be required to reapply and register for Student Teaching by the deadlines

established for the quarter in which the second Student Teaching experience is sought. e. The Candidate should understand that Student Teaching is a by-permission-only course, and the

decision to allow a second Student Teaching experience should not be assumed to be pre-approved. Approval will be based on successful completion of the Advanced Practicum and the recommendation of the Field Supervisor and Director of Field Experiences.

2. If a Candidate is unsuccessful during the first attempt at Student Teaching, the Candidate may request a second Student Teaching placement.

3. Permission must be sought for each enrollment in Student Teaching.4. The Director of Field Experiences, in consultation with the Field Supervisor(s) and Cooperating

Teacher(s) involved in the initial experience (and the Field Supervisor for the Advanced Practicum, if applicable), the Chair of the EFC Department, and the Candidate in question, will determine whether the Candidate will be allowed a second Student Teaching experience.

5. If a second Student Teaching experience is approved, a Plan of Improvement will be developed to guide the Candidate in remediation of areas where improvement was deemed necessary. If the Candidate enrolled in an Advanced Practicum, this would substitute for the Plan of Improvement.


6. If a second Student Teaching experience is permitted, one full academic quarter must elapse between the quarter of initial placement and the second placement. The Plan of Improvement may be completed during the quarter between the initial and second placement and/or during the second placement.

7. During this quarter, the Candidate will be responsible for working with his/her advisors and the Director of Field Experiences to ensure the established Plan of Improvement is being implemented or has been successfully completed.

8. The Candidate must reapply by the deadline established by the OFE for the quarter in which Student Teaching is sought.

9. If a Candidate has questions about course repetition, University policy is clearly stated in Undergraduate/Graduate catalog.

10. A Candidate may not repeat the Student Teaching experience more than once.

Possible Options or Alternatives for Degree Completion

When a Candidate has failed to complete Student Teaching successfully, the Candidate may apply for one or more of the following:

1. The Candidate may apply to an established non-certification degree program.2. The Candidate may apply for an Individualized Studies major for degree completion. Approval of this

option rests entirely with the Office of the Vice President for Undergraduate Affairs.a. Information regarding requirements for successful completion of this major (and possible degree

completion) is available at http://www.cwu.edu/~avpugrad/individualstudy.html.b. An unsuccessful Student Teaching experience leading to the development of this major will not

entitle the Candidate to any additional privileges based on initial planned graduation date and/or degree confirmation.

c. If the Candidate chooses this option, reapplication for Student Teaching may not occur until three (3) academic years have elapsed from the quarter of withdrawal.

Completing Travel and Reimbursement Forms

1. The nature of the work of a Field Supervisor will require travel to and from various Student Teaching sites.

2. Field Supervisors are required to submit all travel and mileage reimbursement forms to the OFE no later than the 10 th of the month following the travel for which reimbursement is sought.

3. Questions about form completion and submission should be directed to the OFE.4. All forms should be legible and completed using the calculations explained by the OFE.5. It is highly recommended that reimbursement forms be submitted in a word processed format to

eliminate the possibility of delay in submitting the request or receipt of the reimbursement.


http://www.cwu.edu/~avpugrad/individualstudy.html

Appendices and Forms

Appendix A Suggested Student Teacher Interview Questions

Appendix B Student Teacher Forms Checklist

Appendix C Student Teacher Contact Information

Appendix D Contact Record Sheet

Appendix E Cooperating Teacher Experience and Orientation

Appendix F Documentation of Constructivism

Appendix G Final Evaluation

Appendix H Midterm Evaluation

Appendix I Professional Growth Plan

Appendix J Student Teacher Record of Contacts

Appendix K Attributes Scale

Appendix L Student Teacher Drop-in Observation Notes

Appendix M Student Teaching Scheduled Observation Form

Appendix N Student Teacher Observation Teaching Log

Appendix O Student Teaching Video Critique

Appendix P EFC 330 Field Experience Visitation Form

Appendix Q Map of Eastside Field Experience Placements

Appendix R Map of Westside Field Experience Placements


Suggested Student Teacher Interview Questions Appendix A

Personal Qualifications, Background and Preferences

1. Tell me a little about yourself.2. Why did you choose to become a teacher?3. What would you say are your best qualities?4. What are your strengths?5. Do you consider yourself to be an organized person?6. What are your ideas about grades as markers of identity and/or ability?7. What age students do you feel you would like to work? Why?

Professional Relationships

1. What type of person would be ideal to work with? Why?2. Who do you feel should be responsible for classroom management and discipline? Why?3. How do you respond to criticism? Of yourself? Of your work? What is the best way to approach you

regarding your performance?4. What difficulties have you had in getting along with teachers or building staff?5. What are some personality characteristics that you find particularly difficult to deal with?6. What are some things that you think you would/could do to establish a good working relationship with a

cooperating teacher and other building faculty/staff?

Relationships with Students

1. What type of student do you find it relatively easy to work with? What kind of students do you feel you could most effectively teach?

2. What type of students do you feel would be most challenging for you?3. What do you feel is the role of multiculturalism or adaptive education in the classroom?

Instructional Techniques

1. What assessment tools would you use to measure/indicate student learning?2. In what ways could you individualize instruction for a student? (Present a scenario for the Candidate.)3. Describe your teaching strategies in 20 words or fewer.4. How do you think you could integrate technology into your teaching?5. What types of “hands-on” or interactive projects could be incorporated into your teaching?

Philosophy

1. What is your personal philosophy of education and teaching?2. How does constructivism fit within your philosophy or approach?


3. STUDENT TEACHER FORMS CHECKLIST Appendix B

Central Washington UniversityDepartment of Educational Foundations and Curriculum

Student Teacher: _____________________________ Quarter/Year: _________________

ID #: ________________________ Supervisor: ___________________________________

School/District: ________________________________________________________________

Cooperating Teacher: ______________________________ Subject: __________________

A-19 Invoice Voucher * (available from Office of Field Experiences)

Contact Record Sheet (optional)

Cooperating Teacher Experience and Orientation *

Documentation of Constructivism *

Final Dispositional Survey * (student completes on LiveText)

Final Evaluation *

Final Reflection (optional)

Mid-term Evaluation *

Professional Growth Plan *

Record of Student Teacher Contacts *

Student Teacher Attributes Scale 2X*

Student Teacher Drop-In Observation Notes * 1.__ 2.__ 3.__ 4.__ 5. __ 6. __

Student Teacher Scheduled Observation Form * 1.___ 2.___ 3.___ 4.___

Student Teacher Observation/Teaching Log *

Teacher Performance Assessment * (student uploads to LiveText)

Video Critique * (practice for TPA)

* = Required

Please see Record of Student Teacher Contacts for list of which documents are submitted.


Student Teacher Contact Information Appendix CCentral Washington University

Department of Educational Foundations and Curriculum_____________________________________________________________________________

Candidate Name Usual Schedule

___________________________________

Candidate Phone #

__________________________________

Candidate E-mail Address

___________________________________

School Name

___________________________________Times You Are Out of the Room/Not Teaching:

School Address Recess ___________________________________________________________ Lunch ________________________

Specials (PE, Art, Library, Computer, etc.___________________________________ ________________________

________________________School Phone # ________________________

__________________________________ Professional Meetings

Building/Room # ____________________________________

__________________________________Other Scheduled Events

Cooperating Teacher(s)__________________________________ ____________________________________

____________________________________Grade Taught ______________________________________________________________________

Other Dates/Times Supervisor Should Be Aware Of:Subject(s) Taught ______________________________________________________________________ ___________________________________ ___________________________________ ___________________________________


Subject(s) Time(s) Room #

Contact Record Sheet

Candidate Name School Supervisor

Date Minutes Type of Contact Brief Summary A E F Ob Ph Pl Sem O

A E F Ob Ph Pl Sem O

















Total Contacts

Total Time

Key: Advising (A) Email (E) Form-filling (F) Observation (Ob) Phone (Ph) Placement (Pl) Seminar (S) Other (O)


Department of EducationalFoundations and Curriculum

Office of Field Experiences Black Hall 101 400 E. University Way Ellensburg, WA

98926Phone 509.963.1460 Fax 509.963.1162

Appendix D

Cooperating Teacher Experience and OrientationEvidence of compliance with candidate field experience policies program approval standard.

Teacher Name: Date:

E-mail: Grade Level/Subject:

School : District:

Quarter (check one): Fall Winter Spring Year:

Demographic Information: Please check one of the following race/ethnic identifiers. The information provided on this form will be separated from names, schools and districts and will only be aggregated by academic quarter.

White (not of Hispanic origin)

Black or African-American (not of Hispanic origin)

Hispanic or Latino

Asian or Pacific Islander

Native American, American Indian or Alaskan Native

Other Category: Please Identify

Two or more of the above categories (please identify here)

Prefer not to disclose

Name of Student Teacher:

I verify that I have had at least three years’ experience as a classroom teacher. Yes No

I have been given a handbook which outlines my responsibilities as a cooperating teacher. Yes No

I have been oriented to my role and my responsibilities by the University Supervisor. Yes No

Signatures: Cooperating Teacher Date

University Supervisor Date

Please return to the address at the top of the form as soon as possible.


Appendix EDepartment of EducationalFoundations and Curriculum


98926Phone 509.963.1460 Fax 509.963.1162

Documentation of Collaboration and Discussion of Constructivism*

Cooperating Teacher

and I

Student Teacher

discussed and reviewed the theory and practice of constructivism and its application in schools, and particularly in the classroom in which I will complete Student Teaching. We also discussed and planned for how it will be evidenced in the Student Teaching experience. The following reflective comments are a synopsis of our discussion and include constructivist strategies that are appropriate to the content and grade level in which I will complete Student Teaching.

Reflective Comments (add additional pages as needed):

Signatures: Cooperating Teacher Date

Student Teacher Date

*It is the policy of the College of Education and Professional Studies, the Center for Teaching and Learning, and the Department of Educational Foundations and Curriculum that all Student Teachers collaborate with and discuss constructivism and constructivist philosophies with their Cooperating Teachers and determine ways in which constructivism will be used in unit and lesson planning and delivery as a component of successful completion of the Student Teaching experience.



Office of Field Experiences Black Hall 101400 E. University Way Ellensburg, WA

98926Phone 509.963.1460 Fax 509.963.1162

Appendix F

Student Teacher Mid-Term EvaluationStudent Teacher: Supervisor:

School : District:


This comprehensive assessment report indicates the level of effectiveness (positive impact on student learning) demonstrated by the student teacher named above during his/her internship in a P-12 school setting. The student teaching skills assessed are consistent with the Washington Administrative Code (WAC 181-78A-270) (1) (a-d), the pedagogy assessment areas, the constructivist learning model and goals of the Center for Teaching and Learning, Central Washington University to prepare pre-service teachers to become “Facilitators of Learning in a Diverse World.” To this end, the candidate’s performance is assessed in ten learner outcome areas:

1. Use of Constructivism 2. Use of Foundational Knowledge3. Instructional Planning for Effective Teaching4. Classroom Management and Discipline5. Assessment of Student Performance 6. Diverse Populations7. School, Home and Community8. Professionalism9. Technology10. Communication

ASSESSMENT

Ratings used to evaluate the student teacher’s knowledge, skills and performance in effectuating the positive impact on student learning are:

#1 rating means… The student teacher’s performance does not meet the competency requirements. The student teacher is unable to perform, even when assisted, as necessary to develop a meaningful & positive experience for all students.

#2 rating means… The student teacher has mixed results in demonstrating this competency - needs assistance either to perform competently or explain reasons for his/her action(s).

#3 rating means… The student teacher’s performance meets most of the competency requirements - student teacher is able to implement and display positive impact on students.

#4 rating means… The student teacher’s performance exemplifies best practice most of the time.#5 rating means… The student teacher’s performance exemplifies best practice all the time.

1. Use of Constructivism




98926Phone 509.963.1460 Fax 509.963.1162

Appendix G

Candidates must demonstrate their ability to utilize the constructivist-learning model to create positive impact on student learning by:

1 2 3 4 5 Performance Indicators

1.1 Articulating adequate knowledge & understanding of constructivism whendiscussing student performance.

1.2 Applying student centered strategies when working with students’ learningneeds.

1.3 Incorporating student ideas to develop new learning opportunities.1.4 Providing opportunities for students to reflect on their learning.1.5 Demonstrating a positive impact on student learning.

2. Use of Foundational KnowledgeCandidates must demonstrate their foundational knowledge to create positive impact on student learning by:

1 2 3 4 5 Performance Indicators2.1 Demonstrating knowledge that aligns with state learning goals.

2.2 Aligning state learning goals and the essential academic learningrequirements with subject matter content (GLE).

2.3 Demonstrating sound knowledge of content areas.

2.4 Demonstrating knowledge of the impact of technology and societalchanges on schools.

2.5 Demonstrating knowledge of the moral, social, and political dimensions ofclassrooms, teaching and schools.

2.6 Demonstrating knowledge of the responsibilities, structure, and activitiesof the profession.

3. Instructional Planning for Effective TeachingCandidates must demonstrate their ability to design and manage the instructional and physical environment as well as the human dynamics of the classroom by:


3.1

Understanding the use of research and experience-based principles and effective practice to encourage the intellectual, social, and personal development of students and including how status/historically marginalized families effects students.

3.2 Planning, implement and assess an instructional unit.

3.3 Constructive planning which reflect instructional strategies for students of diverse cultural or linguistic backgrounds.

3.4 Adapting instructional strategies for exceptional students.3.5 Adapting instructional strategies for students at all levels of academic ability.3.6 Evaluating effective lessons using the essential elements of lesson plan design.3.7 Aligning lesson plan to EALRs, WASL, GLE.

4. Classroom Management and DisciplineCandidates must demonstrate their ability to manage the physical environment and human dynamics of the classroom by:

1 2 3 4 5 Performance Indicators4.1 Maintaining a positive affective classroom environment.

4.2 Knowing and applying appropriate interventions incorporating student involvement and interactions.

4.3 Maintaining instructional momentum.4.4 Applying theory of human development to motivate students.4.5 Handling student disruptions quickly and effectively.4.6 Handling transitions effectively.


4. Classroom Management and Discipline (cont.)


4.7 Monitoring the classroom effectively.

4.8 Using effective verbal and nonverbal communication to foster active inquiry and behavior with students.

4.9 Managing the physical environment of the classroom to meet instructional, social and physical needs of students.

5. Student Performance AssessmentCandidates must demonstrate their ability to use both formative (ongoing) and summative (final) evaluation techniques in order to assess positive impact on students, program and their own teaching by:

1 2 3 4 5 Performance Indicators5.1 Assessing student basic skill levels in content areas.5.2 Assessing student reading levels and identifying content area reading

requirements.5.3 Planning and evaluating instructional unit’s positive impact on students.5.4 Selecting and administering appropriate measures for summarizing student

performance.5.5 Reporting assessment results to students.5.6 Reporting assessment results of positive impact on student learning to parents.5.7 Using performance based & authentic assessment data of students’ learning.

6. Diverse PopulationsCandidates must demonstrate their ability to work effectively with students of various backgrounds, disabilities, capabilities, and racial and/or ethnic populations by:

1 2 3 4 5 Performance Indicators6.1 Demonstrating understanding of the various values, life styles, history, and

contributions of various identifiable subgroups of society.6.2 Working effectively with students from racial and/or ethnic populations.6.3 Working with parents of students from racial and ethnic populations.6.4 Preparing culturally responsive lessons for students,6.5 Demonstrating positive impact on students from diverse racial/ethnic groups.6.6 Demonstrating positive impact on students requiring special instruction.6.7 Dealing with dehumanizing biases of racism, sexism, prejudice and discrimination.

7. School, Home, and CommunityCandidates must demonstrate their ability to integrate educational policies with the school, home, and community by:

1 2 3 4 5 Performance Indicators7.1 Participating in the designing of activities that involve parents in the learning

process of their children.7.2 Using community resources to enhance school programs.7.3 Working cooperatively with parents to support student success.7.4 Working cooperatively with colleagues to support student success.

8. ProfessionalismCandidates must demonstrate professionalism by demonstrating their ability to:

1 2 3 4 5 Performance Indicators8.1 Being committed to education as a profession.8.2 Demonstrating an understanding of and commitment to each student.8.3 Demonstrating an awareness of his or her limitations and strengths, evaluating,

and implementing steps for continued professional growth.


8. Professionalism (cont.)

1 2 3 4 5 Performance Indicators8.4 Communicating a caring, patient attitude and personal commitment to working with

and educating students.8.5 Participating effectively in group decision making, be flexible in personal &

professional relationships in daily teaching situations.8.6 Demonstrating energy and enthusiasm in teaching.8.7 Demonstrating ethical and professional behavior.8.8 Providing holistic evidence of reflection throughout the teaching experience.

9. TechnologyCandidates must demonstrate the use of technology by:

1 2 3 4 5 Performance Indicators9.1 Using technology in preparing material for students.9.2 Integrating technology into instruction to support positive impact on student

learning.9.3 Using email and/or software effectively to communicate with other students and/or

adults.

10. CommunicationCandidates must demonstrate their ability to utilize the constructivist-learning model to create positive impact on student learning by:

1 2 3 4 5 Performance Indicators10.1 Sharing pertinent information on student progress with parents.10.2 Orally communicating clearly, directly and appropriately.10.3 Writing clearly and in a direct manner.10.4 Accepting differences in philosophy, pedagogy, & learning methods of students,

colleagues and parents.

Reflective Comments:

University Supervisor Signature Date Student Teacher Signature Date


Student Teacher Final EvaluationStudent Teacher: Supervisor:

School : District:


This comprehensive assessment report indicates the level of effectiveness (positive impact on student learning) demonstrated by the student teacher named above during his/her internship in a P-12 school setting. The student teaching skills assessed are consistent with the Washington Administrative Code (WAC 181-78A-270) (1) (a-d), the pedagogy assessment areas, the constructivist learning model and goals of the Center for Teaching and Learning, Central Washington University to prepare pre-service teachers to become “Facilitators of Learning in a Diverse World.” To this end, the candidate’s performance is assessed in ten learner outcome areas:

1. Use of Constructivism 2. Use of Foundational Knowledge3. Instructional Planning for Effective Teaching4. Classroom Management and Discipline5. Assessment of Student Performance 6. Diverse Populations7. School, Home and Community8. Professionalism9. Technology10. Communication

ASSESSMENT

Ratings used to evaluate the student teacher’s knowledge, skills and performance in effectuating the positive impact on student learning are:

#1 rating means… The student teacher’s performance does not meet the competency requirements. The student teacher is unable to perform, even when assisted, as necessary to develop a meaningful & positive experience for all students.

#2 rating means… The student teacher has mixed results in demonstrating this competency - needs assistance either to perform competently or explain reasons for his/her action(s).

#3 rating means… The student teacher’s performance meets most of the competency requirements - student teacher is able to implement and display positive impact on students.

#4 rating means… The student teacher’s performance exemplifies best practice most of the time.#5 rating means… The student teacher’s performance exemplifies best practice all the time.




98926Phone 509.963.1460 Fax 509.963.1162

Appendix H

1. Use of ConstructivismCandidates must demonstrate their ability to utilize the constructivist-learning model to create positive impact on student learning by:


1.1 Articulating adequate knowledge & understanding of constructivism whendiscussing student performance.

1.2 Applying student centered strategies when working with students’ learningneeds.

1.3 Incorporating student ideas to develop new learning opportunities.1.4 Providing opportunities for students to reflect on their learning.1.5 Demonstrating a positive impact on student learning.

2. Use of Foundational KnowledgeCandidates must demonstrate their foundational knowledge to create positive impact on student learning by:

1 2 3 4 5 Performance Indicators2.1 Demonstrating knowledge that aligns with state learning goals.

2.2 Aligning state learning goals and the essential academic learningrequirements with subject matter content (GLE).

2.3 Demonstrating sound knowledge of content areas.

2.4 Demonstrating knowledge of the impact of technology and societalchanges on schools.

2.5 Demonstrating knowledge of the moral, social, and political dimensions ofclassrooms, teaching and schools.

2.6 Demonstrating knowledge of the responsibilities, structure, and activitiesof the profession.

3. Instructional Planning for Effective TeachingCandidates must demonstrate their ability to design and manage the instructional and physical environment as well as the human dynamics of the classroom by:


3.1

Understanding the use of research and experience-based principles and effective practice to encourage the intellectual, social, and personal development of students and including how status/historically marginalized families effects students.

3.2 Planning, implement and assess an instructional unit.

3.3 Constructive planning which reflect instructional strategies for students of diverse cultural or linguistic backgrounds.

3.4 Adapting instructional strategies for exceptional students.3.5 Adapting instructional strategies for students at all levels of academic ability.3.6 Evaluating effective lessons using the essential elements of lesson plan design.3.7 Aligning lesson plan to EALRs, WASL, GLE.

4. Classroom Management and DisciplineCandidates must demonstrate their ability to manage the physical environment and human dynamics of the classroom by:

1 2 3 4 5 Performance Indicators4.1 Maintaining a positive affective classroom environment.

4.2 Knowing and applying appropriate interventions incorporating student involvement and interactions.

4.3 Maintaining instructional momentum.4.4 Applying theory of human development to motivate students.4.5 Handling student disruptions quickly and effectively.4.6 Handling transitions effectively.


4. Classroom Management and Discipline (cont.)


4.7 Monitoring the classroom effectively.

4.8 Using effective verbal and nonverbal communication to foster active inquiry and behavior with students.

4.9 Managing the physical environment of the classroom to meet instructional, social and physical needs of students.

5. Student Performance AssessmentCandidates must demonstrate their ability to use both formative (ongoing) and summative (final) evaluation techniques in order to assess positive impact on students, program and their own teaching by:

1 2 3 4 5 Performance Indicators5.1 Assessing student basic skill levels in content areas.5.2 Assessing student reading levels and identifying content area reading

requirements.5.3 Planning and evaluating instructional unit’s positive impact on students.5.4 Selecting and administering appropriate measures for summarizing student

performance.5.5 Reporting assessment results to students.5.6 Reporting assessment results of positive impact on student learning to parents.5.7 Using performance based & authentic assessment data of students’ learning.

6. Diverse PopulationsCandidates must demonstrate their ability to work effectively with students of various backgrounds, disabilities, capabilities, and racial and/or ethnic populations by:

1 2 3 4 5 Performance Indicators6.1 Demonstrating understanding of the various values, life styles, history, and

contributions of various identifiable subgroups of society.6.2 Working effectively with students from racial and/or ethnic populations.6.3 Working with parents of students from racial and ethnic populations.6.4 Preparing culturally responsive lessons for students,6.5 Demonstrating positive impact on students from diverse racial/ethnic groups.6.6 Demonstrating positive impact on students requiring special instruction.6.7 Dealing with dehumanizing biases of racism, sexism, prejudice and discrimination.

7. School, Home, and CommunityCandidates must demonstrate their ability to integrate educational policies with the school, home, and community by:

1 2 3 4 5 Performance Indicators7.1 Participating in the designing of activities that involve parents in the learning

process of their children.7.2 Using community resources to enhance school programs.7.3 Working cooperatively with parents to support student success.7.4 Working cooperatively with colleagues to support student success.

8. ProfessionalismCandidates must demonstrate professionalism by demonstrating their ability to:

1 2 3 4 5 Performance Indicators8.1 Being committed to education as a profession.8.2 Demonstrating an understanding of and commitment to each student.8.3 Demonstrating an awareness of his or her limitations and strengths, evaluating,

and implementing steps for continued professional growth.


8. Professionalism (cont.)

1 2 3 4 5 Performance Indicators8.4 Communicating a caring, patient attitude and personal commitment to working with

and educating students.8.5 Participating effectively in group decision making, be flexible in personal &

professional relationships in daily teaching situations.8.6 Demonstrating energy and enthusiasm in teaching.8.7 Demonstrating ethical and professional behavior.8.8 Providing holistic evidence of reflection throughout the teaching experience.

9. TechnologyCandidates must demonstrate the use of technology by:

1 2 3 4 5 Performance Indicators9.1 Using technology in preparing material for students.9.2 Integrating technology into instruction to support positive impact on student

learning.9.3 Using email and/or software effectively to communicate with other students and/or

adults.

10. CommunicationCandidates must demonstrate their ability to utilize the constructivist-learning model to create positive impact on student learning by:

1 2 3 4 5 Performance Indicators10.1 Sharing pertinent information on student progress with parents.10.2 Orally communicating clearly, directly and appropriately.10.3 Writing clearly and in a direct manner.10.4 Accepting differences in philosophy, pedagogy, & learning methods of students,

colleagues and parents.

Reflective Comments:

University Supervisor Signature Date Student Teacher Signature Date


Professional Growth Plan for Candidates ApplyingFor Washington State Residency Certificates

The Professional Growth Plan (PGP) is a plan that incorporates individual-based goals in alignment with professional teaching standards. All candidates applying for a Washington State teaching certificate after January 2004 will need to submit a PGP to the department for examination prior to certification.

The following Center for Teaching and Learning Standards describe competencies Central Washington University’s candidates for the Residency Certificate will address:

CTL.1 DOMAIN: I) Evidence of Candidate Learning

CTL.1.1 STANDARD: Candidates demonstrate subject matter knowledge in the context of their endorsement areas

CTL.1.2 STANDARD: Candidates demonstrate reflective teaching skillsCTL.1.3 STANDARD: Candidates demonstrate a thorough understanding of meeting the needs

of diverse learnersCTL.1.4 STANDARD: Candidates demonstrate an understanding of teaching as a professionCTL.1.5 STANDARD: Candidates demonstrate an understanding of creating a productive

environment.CTL.2 DOMAIN: II) Assessment of Teaching and LearningCTL.2.6 STANDARD: The CTL utilizes an assessment system that reflects the conceptual

framework, which incorporates unit and program candidate performance, faculty performance, curriculum, and resources

CTL.2.7 STANDARD: The CTL implements data collection, analysis, and evaluation systemsCTL.2.8 STANDARD: The CTL collects candidate work samples that document positive impact

on student learning

CTL.2.9 STANDARD: The CTL has fully developed evaluations for program improvementCTL.3 DOMAIN: III) Evidence of CTL Faculty PerformanceCTL.3.10 STANDARD: The CTL evaluates faculty qualifications and effectivenessCTL.3.11 STANDARD: The CTL evaluates faculty for modeling best professional practices in

teachingCTL.3.12 STANDARD: The CTL evaluates faculty for modeling best professional practices in

scholarshipCTL.3.13 STANDARD: The CTL evaluates faculty for modeling best professional practices in

serviceCTL.3.14 STANDARD: CTL faculty are actively engaged learners and scholarsCTL.3.15 STANDARD: The CTL evaluates professional education faculty performance




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Appendix I

CTL.3.16 STANDARD: The CTL facilitates faculty professional developmentCTL.4 DOMAIN: IV) Evidence of Institutional PerformanceCTL.4.17 STANDARD: The CTL provides the leadership and authority for the preparation of

candidates to meet professional, state, and institutional standardsCTL.4.18 STANDARD: The CTL ensures adequate budget allocations are comparable to other

units in the institutionCTL.4.19 STANDARD: The CTL policies and practices ensure fair workload for all personnelCTL.4.20 STANDARD: The CTL ensures facilities support candidates in meeting standardsCTL.4.21 STANDARD: The CTL ensures unit resources include technologyCTL.5 DOMAIN: V) Evidence of Program DesignCTL.5.22 STANDARD: The CTL conceptual framework establishes a shared vision for the unit’s

effort in preparing educators to work effectively in P-12 schools.CTL.5.23 STANDARD: The CTL recruits, admits, retains, and transitions candidates through the

preparation programCTL.5.24 STANDARD: The CTL program faculty members and school partners collaboratively

design, implement, and evaluate field experiencesCTL.5.25 STANDARD: The CTL faculty collaborate within programs, with school partners, and

across the unit to ensure continuous program improvementCTL.5.26 STANDARD: Candidates have opportunities to learn from diverse representations of

faculty, P-12 practitioners, candidates, and P-12 students and families.

Your PGP will be a document that will specify your strength and growth areas for teaching relevant to the WAC 181-78A-270 standards for Knowledge and Skills, Effective Teaching, Professional Development, Teaching as a Profession, and Performance Assessment. A template is provided for your use.

1. Describe 3-5 areas of strength and 3-5 areas of growth that have been identified during your student teaching experience. Identify the appropriate CTL Standard for each strength and area of growth. This could be developed in collaboration with your supervisor and/or cooperating teacher during one of your conferences.

2. Identify and describe 2-3 individual goals as a focus for the next two years of your career. Provide a short rationale for why you selected these goals and how they relate to the Center for Teacher and Learning Standards and Washington State WAC standards.

Note the method and resources that could be helpful to you in achieving your goals. Explain these giving specific details (books, educators, courses, materials) wherever possible.


Professional Growth Plan for Candidates ApplyingFor Washington State Residency Certificates

Student Teacher: Student ID: School : Dates:

Subject(s) : Grade Level(s):

Endorsement(s) Sought: Expected Certification Year: Areas of strength with related CTL standards:

Areas of desired growth with related CTL standards:




98926Phone 509.963.1460 Fax 509.963.1162

Appendix I

Individual Professional Development Goals with Rationale:

Methods and Resources for Achieving Goals:

Student’s Signature_____________________________________________ Date______________________

Please submit the original to the University Field Supervisor, who will then submit it to the Department of Educational Foundations and Curriculum.

Keep a copy for your records.


Student Teacher Record of ContactsStudent Teacher: Supervisor:

School : District:


(Record the date of each contact you make with your student teacher in the appropriate box.)Week 1 2 3 4 5 6 7 8 9 10 11

Contact

Conference

Drop-in Observation

Scheduled Obser./Conf.

Mid Eval Conference

Final Eval Conference

Seminar

REQUIRED STUDENT TEACHING DOCUMENTS:

Students Legend: Documentation of Constructivism (signed w/CT)1 1 due to Jan Case, Office of Field Experiences Observation/Teaching Log1 2 retained by University Supervisor (may be requested) Professional Growth Plan (PGP)1 3 upload to LiveText Teacher Performance Assessment3

Supervisors 1 2 3 4 Scheduled Observation Forms1 Record of Student Teacher Contacts1 Student Teacher Mid-Term Evaluation1

Student Teacher Final Evaluation1

Final Evaluation Scores3 Cooperating Teachers

Coop. Teacher Experience & Orientation Form1

Student Teacher Attributes Form 2x1

A-19 Invoice Voucher1

Video Critique (practice for TPA)2

Signature: University Supervisor Date



Office of Field Experiences Black Hall 101

400 E. University Way Ellensburg, WA 98926

Phone 509.963.1460 Fax 509.963.1162

Appendix J

Student Teacher Attributes ScaleDirections: The Cooperating Teacher must complete this form twice during the Student Teaching experience of the candidate being hosted—once near mid-term and once near the completion of the final evaluation by the University Supervisor.

Student Teacher: Date Submitted:

School : District:

Cooperating Teacher : Grade Level(s):


Mid-Term Attributes Final Attributes

1. Attendance (Student Teacher is present and prepared on a daily basis.)

Absent more than two times

Present most of the time

Alwayspresent and prepared

2. Presence (is poised and professional with students, staff, and parents.)

Lacks confidence

Somewhat confident

Alwaysexhibits confidence

3. Meets deadlines (completes tasks on time and to expected professional levels.)

Rarely on time Mostly on time Always on

time

Rarely at expected level

Mostly at expected level

Always at expected level

4. Initiative (a self-starter who accepts responsibility.)Rarely shows initiative

Adequate initiative Outstanding

initiative

5. Flexibility (can quickly adjust/make changes to plans and in implementation.)

Inflexible Somewhat flexible Consistently

flexible

6. Sensitivity (open-minded, accepts differences and diverse learners.)





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Appendix K

Insensitive to others’ needs

Occasional sensitivity Consistent

sensitivity

7. Learns from others (observes and listens to others, accepts constructive criticism, and responds with appropriate professionalism to feedback.)

Unreceptive Occasional receptivity Consistent

receptivity

8. Desire to improve teaching (responds to constructive suggestions, incorporates suggestions appropriately and quickly.)Makes no effort to improve

Some effort to improve Always trying

to improve

9. Commitment to total school program (participates in school activities and works with students, parents, and colleagues outside of the school day.)

Inadequate Adequate Outstanding

10. Oral communication (uses appropriate and clear language with students, staff, and parents.)Unclear/ Unorganized

Relatively clear Clear and

effective

11. Written communication (writes with clarity and with appropriate professionalism.)Unclear/ Unorganized

Relatively clear Clear and

effective

Clarifying/additional remarks (use additional page(s) as needed):

Signatures: Student Teacher/Teacher Candidate Date

Cooperating Teacher Date



Student Teacher Drop-in Observation Notes Student Teacher/Candidate Grade/Subject Date Obs. #

Supervisor/Observer Lesson Title/Topic

1. These notes supplement Scheduled observations, e.g., Mid-term/Final Evaluations.2. These notes may be used to inform decisions regarding student continuation in placement.3. These notes should include times specific observations are made.

Time Notes





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Appendix L

Student Teaching Scheduled Observation

Student Teacher: Date:

School : District:


Lesson Title(s):

Categories during scheduled observations will be rated as: Not Demonstrated, Emerging, Competent, or Exceptional.

Use of Constructivism: Ability to utilize the constructivist learning model to create a positive impact on student learning.

Not Demonstrated Emerging Competent Exceptional

Comments:

Use of Foundational Knowledge: Uses foundational knowledge of subject matter, learning methods, curriculum goals, student attributes and community resources to create a positive impact on student learning.


Comments:





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Appendix M

Instructional Planning for Effective Teaching: Ability to design and implement instruction is adapted to the student dynamics of the classroom.


Comments:

Classroom Management and Discipline: Ability to manage the physical environment and student dynamics of the classroom.


Comments:

Student Performance Assessment: Ability to use authentic assessment techniques to create a positive impact on student learning.


Comments:

Diverse Populations: Ability to work effectively with students of various backgrounds, disabilities, capabilities, and racial and/or ethnic populations.


Comments:


Student Teaching Observation/Teaching LogEvidence of program approval requirements for the successful completion of field experiences for all teacher certification candidates.

Student Teacher: Date Submitted:

School : District:

Cooperating Teacher : Grade Level(s):


For each day you are in the classroom, indicate the date/number of hours spent observing and teaching.

Date Hrs.

Observing

Hrs. Teaching

Date Hrs.

Observing

Hrs. Teaching

Date Hrs.

Observing

Hrs. Teaching

Date Hrs.

Observing

Hrs. Teaching

Date Hrs.

Observing

Hrs. Teaching

Date Hrs.

Observing

Hrs. Teaching





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Appendix N

Date Hrs.

Observing

Hrs. Teaching

Total Hours Observing

Total Hours Teaching

Signatures: Student Teacher Date

Cooperating Teacher Date



Student Teaching Video CritiqueStudent Teacher: Date:

School : Time of Video:


Lesson Title(s):

Directions: The student teacher and cooperating teacher complete this form independently and discuss the student teacher’s performance. Submit both forms to the university supervisor.

The Student Teacher will attach a copy of the lesson plan.

1. Not Applicable 2. Needs Improvement 3. Satisfactory 4. Excellent 5. Outstanding

NA1

NI2

S3

Ex4

O5

1. The Student Teacher was well acquainted with the subject 1.

2. Exhibited enthusiasm for the subject 2.

3. Spoke in a clear voice 3.

4. Offered an interesting anticipatory set 4.

5. Presented the lesson in an organized way 5.

6. Brought out important points 6.

7. Made frequent use of proximity to monitor students 7.

8. Made sense of the material taught 8.

9. Used visual material to clarify the lesson 9.

10. Ensured visual material was easily seen by all 10.

11. Used visual material to illustrate important points 11.

12. Used visual material throughout lesson 12.

13. Labeled visual material 13.

14. Had lesson plans available for reference 14.

15. Summarized important points 15.

16. Answered questions correctly 16.





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Appendix O

17. Actively involved students 17.

18. Used activities to assist students in constructing knowledge (not rote) 18.

19. Used transition time between segments: minutes 19.

20. List involving activities:

a.

b.

c.

d.

22. Gave positive individual reinforcement 22.

23. Gave positive group reinforcement 23.

24. Note positive teaching techniques:

a.

b.

c.

d.

e.

f.

25. What positive teaching techniques need or could be added to the

lesson? (Candidate and Cooperating Teacher offer suggestions)

a.

b.

c.

d.

e.

f.

26. Gave success of lesson from candidate’s/teacher’s point of view 26.

27. Gave Success of lesson from student attitude 26.

28. Actively involved students 28.

Reflective comments on lesson (add additional page(s) as needed):

Cooperating Teacher Signature Date


EFC 330 Field Experience Visitation Form

As the Field Supervisor for EFC 330 Field Experience, I verify that I completed the following:

1. Conducted course Orientation2. Conducted at least one classroom visit for each Candidate3. Conducted Course Exit seminar4. Reviewed of Candidates’ Field Experience Workbooks5. Ensured Candidates upload Workbook to LiveText6. Submitted rubric on LiveText for each Candidate

Comments concerning Candidate:

____________________________ __________________University Field Supervisor Date





Phone 509.963.1460 Fax 509.963.1162

Appendix P

Eastside Field Experience Placements

1. Wenatchee Valley2. Kittitas County3. Lower Grant County4. Yakima/Selah5. Surrounding Yakima6. Lower Yakima Valley


Appendix Q

Westside Field Experience Placements

1. South Snohomish2. North/Central King3. South King4. Pierce


Appendix R

web viewoffice of field experiences . policy handbook. department of educational foundations and...

Documents