2008-2010 Candidate Handbook · Web view2010-11-18 · (KWL, Word Maps, Word Splash, etc) ......

GEORGIA’S TEACHER ACADEMY FOR

PREPARATION AND PEDAGOGY

Metro RESA’s TAPP is a Nationally Recognized Teacher Certification Program

Georgia’s Teacher Academy Preparation and Pedagogy Handbook

Table of ContentsMetro RESA Conceptual Framework and Mission Six Non Traditional Pathways for Certification Page 3Role of the MRESA Supervisor Pages 5-6Role of the Administrator Page 7Role of the School Based Mentor Pages 8-9Role of the Candidate Support Team Page 10The Role and Responsibilities of the Candidate Pages 11-12Appendices Summary Page 14Appendix 1 - Advisement Forms A-F Pages 15-22Appendix 2 - Candidate Support Team Pages 23-24Appendix 3 – Disposition Rubric Pages 25-28Appendix 4 – Classroom Observation Record Domain 2 Page 29Appendix 5 – Classroom Observation Record Domain 3 Page 30Appendix 6 - Supervisor/Mentor Pre/Post Conference Form Page 31Appendix 7 – Mentor Log Pages 32-33Appendix 8 – Steps for Completing the Individual Induction Plan/ Individual Induction Plan

Pages 34-35

Appendix 9 – Mentor’s Guide to Examining Student Work Page 36Appendix 10 – Pre-Observation Planning Form Pages 37-38Appendix 11 – Candidate Reflection Form and Student Work Samples Checklist

Pages 39-40

Appendix 12 – Family Contact Log Page 41Appendix 13 – School and District Contribution Log Page 42Appendix 14 – Knowledge of Students and Resources Sheet Page 43Appendix 15 – GA TAPP Traditional Field Experiences Practicum

Pages 44-47

Appendix 16 – Field Experience for One Year Pathway Candidates

Pages 48-50

Appendix 17 – GA TAPP Unit Plan Guide Pages 51-58Appendix 18– Unit Feedback Form Page 59Appendix 19 – Unit Plan Rubric Pages 60-61Appendix 20 – Competencies to be completed for Recommendation for Certification

Pages 62-64

Appendix 21 – Portfolio Content Requirements Pages 65-71Appendix 22 – Program Evaluation Form Pages 72-75Appendix 23 – Dismissal from MRESA GA TAPP Page 76

Metro RESA Conceptual Framework

MRESA is committed to:*Current, research based exemplary practice *Providing opportunities for all students to learn

*Applying understandings to authentic job embedded tasks *Instructors modeling the practices consistentwith sound adult theory*planning and delivering methods of best practices

Metro RESA Mission…creating opportunities for all

students in our culturally diverse society to learn at the highest levels

of competency.

Six NON TRADITIONAL PATHWAYS for Certification:

1. Comprehensive GA TAPP

2. Adjunct Teaching

3. (ADAC)Advanced Degree Alternative Certification

4. Core Academic Preparation

5. Clinical Practice

6. One Year Supervised Practicum

Metro RESA determines the most appropriate pathway for candidates.

GA TAPPProcedures for Meeting the

Requirements

ROLE OF THE MRESA SUPERVISORMENTORING: The program shall provide mentoring by qualified individuals who demonstrate competencies in the knowledge, skills, and dispositions required for accomplished teaching.

Standard I - The program shall demonstrate competencies in the use of questioning and mentoring. Standard II - The program shall demonstrate competencies in observation and feedback techniques, evaluation techniques and instruments and student-teacher conferencing skills.

GUIDELINE 1: A trained RESA Supervisor from the GA TAPP provider shall be assigned to fulfill the following responsibilities in supporting the professional development of the Candidate.

Serve on the Candidate Support Team, meeting at least three times during the school year.

a. Beginning of the school year to discuss expectations and program requirements.

b. Mid -year to discuss progress and recommend further actions to support professional growth.

c. End of the school year to discuss progress, portfolio development, and recommend further actions to support professional growth.

If more guidance is necessary, the Candidate Support Team should meet additional times.

Candidate Support Team (CST) Form (Appendix 2): Documents CST orientation, revisit of roles / responsibilities and forms required in the program. Used to assess and document CST’s

effectiveness and Candidate’s progress.

Pathway Advisement Sheet (Appendix 1a – 1f)

Candidate Support Team(CST) Form (Appendix 2)Used at each CST meeting to determine candidates progression in meeting program requirements

Candidate Disposition Rubric (Appendix 3)

Conduct observations of the Candidate based on the Danielson Framework. Two consecutive “Proficient” observations are required. The number of observations is

determined by GA TAPP Pathway.

Classroom Observation Record Forms are completed for each observation. (Appendix 4 & 5) Copy is provided to the Candidate and kept

by the RESA Supervisor Used to assess Candidate’s progress Shared in the CST meeting.

For each observation, conduct a pre-observation conference to provide a focus for the observation. The Supervisor and the Candidate should agree on the time for the observation, the purpose of the observation, and outcomes for the conference.

RESA Supervisor/Mentor Conference Form documents the type of conference and the decisions made for each type. (Appendix 6) Maintained by the RESA Supervisor and used

as evidence in the Candidate’s CST meeting to determine recommendations.

For each observation, conduct a post-observation conference to facilitate the Candidate in gaining a perspective on teaching through dialogue and joint reflection.

RESA Supervisor/Mentor Conference Form documents the type of conference and the decisions made for each type. (Appendix 6) Maintained by the RESA Supervisor and used

as evidence in the CST meeting to determine recommendations.

Provide feedback for each required unit.

Unit Feedback Form (Appendix 18)Unit Plan Rubric (Appendix 19)

Review portfolio prior to final CST meeting.

Portfolio Content Requirements (Appendix 21)

ROLE OF THE ADMINISTRATORGUIDELINE 2: A building administrator shall be assigned to fulfill the following responsibilities in supporting the professional development of the Candidate:

Assign a school-based mentor in the same field as the Candidate.

Mentor Log (Appendix 7)Candidate Support Team Meeting form(Appendix 2)PSC Data Form filed at MRESA

Assist the mentor in arranging conference and observation times, logistical matters, and support the efforts of the mentor and the activities of the candidate.

Mentor Log (Appendix 7)

Provide release time for the mentor to fulfill the responsibilities of a mentor


Observe the Candidate per system requirements.

Use local system observation instrument for observations. Results are included in the portfolio.

Serve on the Candidate Support Team, meeting at least three times during the school year.Year 1:


b. Mid-year to discuss progress and recommend further actions to support professional growth.

c. Monitor Candidate’s progress of portfolio development.

d. End of the school year to discuss progress and recommend further actions to support professional growth.

If more guidance is necessary, the Candidate/Candidate Support Team should meet additional times.

Candidate Support Team Meeting Form (Appendix 2): Documents CST orientation or revisit of roles and responsibilities, the forms required, the process for the program, the review and/or assessment of the Candidate’s status Used to assess and document CST’s

effectiveness and Candidate’s progress.

Pathway Advisement Form (Appendix 1a – 1f):Used at each CST meeting to determine candidates progression in meeting program pathway requirements

ROLE OF THE SCHOOL BASED MENTORGUIDELINE 3: A school-based mentor, preferably TSS endorsed, shall be assigned to fulfill the following responsibilities in supporting the professional development of the Candidate:

Attend MRESA training to become familiar with GA TAPP Mentor responsibilities and GA TAPP pathway requirements.

GA TAPP Handbook / Handouts

Create a supportive and reflective environment for addressing issues facing the candidate.

Program Evaluation Form (Appendix 22)

Observe the candidate as required by program pathway.

Mentor Log (Appendix 7)Classroom Observation Record - Domain 2 (Appendix 4)Classroom Observation Record - Domain3 (Appendix 5)

Conduct a pre-observation conference to provide a focus for the observation. The mentor and the Candidate should agree on the time for the observation and the purpose of the observation.

RESA Supervisor/Mentor Conference Form documents the type of conference and the decisions made for each type. (Appendix 6) Copy to Candidate Used as evidence in the

Candidate’s CST meeting to determine recommendations.

Conduct a post-observation conference to facilitate the Candidate in gaining a perspective on teaching through dialogue and joint reflection.

RESA Supervisor/Mentor Conference Form documents the type of conference and the decisions made for each type. (Appendix 6) Copy to Candidate used as

evidence in the Candidate’s CST meeting to determine recommendations.

Collaborate with the Candidate for the total # of hours required by GA TAPP Pathway.


Coach Candidate in the Analysis of Student Work

Candidate Reflection Form (Appendix 11)

Use effective instructional coaching to assist teachers in planning, implementing, and assessing classroom instruction engaging all students in active learning.

Program Evaluation Form (Appendix 22)Candidate Reflection Form (Appendix 11)

Collaborate with the Candidate in the Individual Induction Plan (IIP)

development and implementation of an Individual Induction Plan (IIP) that supports the professional growth of the teacher.

(Appendix 8).A minimum of three to include at least one of each: Classroom environment (Domain

Two: Danielson Framework), Instructional planning and delivery

(Domain One & Three: Danielson Framework), and

Evidence of student learning (Domain One, Three, & Four: Danielson Framework)

Support the Candidate in the assembling of a portfolio that demonstrates professional growth in standards-based practices.

Portfolio Content Requirements (Appendix 21)

Role of the Candidate Support TeamGUIDELINE 4: A Candidate Support Team shall be assigned to the Candidate composed of the supervisor, the school-based mentor, and a building administrator to fulfill the following responsibilities:

Meet at least three times during the school year.


b. Mid-year to discuss progress and recommend further actions to support professional growth.

Monitor Candidate’s progress of portfolio development.

c. End of the school year to discuss progress and recommend further actions to support professional growth.

If more guidance is necessary, the Candidate Support Team should meet additional times.

Candidate Support Team (CST) Form (Appendix 2): Documents CST orientation or revisit of roles and responsibilities, the forms required, the process for the program, the review and/or assessment of the Candidate’s status, and the recommendations for the IIP (Appendix 8). The IIP is completed by the Mentor and the Candidate prior to the CST meeting. Copy to each member of CST Used to assess and document CST’s effectiveness

and Candidate’s progress.Pathway Advisement Sheet (Appendix 1a – 1f)Used at each CST meeting to determine candidates progression in meeting program requirements

Competencies to be Completed for Recommendation for Certification (Appendix 20) Documents the evidence of meeting program competencies. Copy to Candidate Support Team Used to determine progress and recommendation

for completion of program for Candidate

Evaluate progress of the Candidate and areas that need to be addressed.CST may recommend additional resources or coursework if additional support is necessary.

Candidate Support Team (CST) form (Appendix 2): Documents CST orientation or revisit of roles and responsibilities, the forms required, the process for the program, the review and/or assessment of the Candidate’s status, and the recommendations for the Individual Induction Plan (IIP) (Appendix 8). Copy to each member of CST Used to assess and document CST’s effectiveness and

Candidate’s progress. Candidate’s Observation Records

THE ROLE AND RESPONSIBILITIES OF THE CANDIDATEDEMONSTRATION OF KNOWLEDGE, SKILLS, AND DISPOSITIONS: The program shall require the demonstration of competencies in the knowledge, skills, and dispositions required for accomplished teaching.

GUIDELINE 5: The Candidate shall develop a portfolio to demonstrate professional competencies aligned with Danielson’s Framework including the following:Meet seminar and course requirements for program pathway

Submit required lesson plans for each announced observation (including pre-observation plan and reflection.

Seminar Sign -in sheetGA TAPP Pathway Advisement Sheet (Appendix 1a – 1f)

Pre observation Planning Form (Appendix 10)Candidate Reflection Form(Appendix 11)Lesson Plan Form (from Appendix 17)

Unit Plans to evidence proficiency in organizing the curriculum and planning instruction that engages students and promotes student achievement

Unit Plan Guide Units will include a minimum of 5 daily lesson plans.(Appendix 17) Units are due Spring Semester Year 1 and Fall Semester Year 2 for 2 Year GA TAPP program.For all 1 year programs the Unit is due in the first semester of enrollment.

Artifacts to evidence proficiency in the four domains of the Danielson framework.

Student Work Samples Checklist (Appendix 11A)Family Contact Logs(Appendix 12)School and District Contribution Log (Appendix 13)Unit Plan (Appendix 17)Unit Plan Rubric (Appendix 24)Portfolio Content Requirements (Appendix 21)Knowledge of Students and Community(Appendix 14)

Use student work to evaluate and inform practice.

Student Work Samples with feedback to assess effectiveness of practice and Candidate feedback to students ( Appendix 9)

GUIDELINE 6: The Candidate, in conjunction with the mentor teacher shall develop an Individual Induction Plan to guide the professional growth of the

teacher addressing the following:

Classroom environment (Domain Two: Danielson Framework)

Individual Induction Plan (IIP) (Appendix 8)

Instructional planning and delivery (Domains One & Three: Danielson Framework)


Evidence of student learning (Domain One, Three, & Four: Danielson Framework)


GUIDELINE 7: The Candidate shall observe highly effective classroom teachers as required by program pathway.

Complete a Field Experience Practicum as required by program pathway

GA TAPP Candidates use (Appendix 15 A,B, C, & D)OYSP, ADAC. Clinical Practice, & Core Academic use (Appendix 16 A,B,& C)

GUIDELINE 8: The Candidate shall analyze and evaluate the program, including supervised experience in working with students, parents, and working with interdisciplinary teams of professionals.

Reflect on program experiences. Program Evaluation Form (Appendix 22)

GUIDELINE 9: The Candidate shall maintain satisfactory progress in fulfilling classroom responsibilities.

Maintain appropriate progress. Classroom Observation Forms (Appendix 4 & Appendix 5)Advisement Sheets (Appendix 1a – 1f)

GUIDELINE 10: The program shall require the Candidate to meet the requirements as specified in rule 505-2-.08, Special Georgia Requirements.

Fulfill Special Georgia Requirements. Advisement Sheet (Appendix 1a – 1f)

APPENDICES

Appendices Summary

When? Who? What do I need?Candidate Support Team Meeting

Supervisor: Advisement Form Appendix 1a – 1fSupervisor: Appendix 2 CST FormSupervisor: Appendix 3 Disposition Rubric

Formal Observation by Mentor and Supervisor

Mentor/ Supervisor: Observation Record Domain 2 – Appendix 4Mentor/Supervisor: Observation Record – Appendix 5Mentor/Supervisor: Pre/Post Observation Conference Form – Appendix 6 Candidate: Pre-Observation Planning Form – Appendix 10 (given to mentor/supervisor)Candidate: Lesson Plan Form – Appendix 17 (given to mentor/supervisor)Candidate: Candidate Reflection Form – Appendix 11Candidate/Mentor: Student Work Samples Checklist – Appendix 11A

Unit Plan Candidate: GA TAPP Unit Plan Guide – Appendix 17Supervisor: Unit Plan Feedback form – Appendix 18 Supervisor: Unit Plan Rubric – Appendix 19

Mentor and Candidate Mentor and Candidate: Individual Induction Plan – Appendix 8Mentor and Candidate: Mentor Guide to Examining Student Work - Appendix 9

Portfolio (discussed with Mentor and Supervisor)

Candidate: Portfolio Content Requirements – Appendix 21

Field Experience GA TAPP(discussed with Mentor)

Candidate: Appendix 15Field Experience Verification Form – Appendix 16

Field Experience (OYSP)(discussed with Mentor)

Candidate: Appendix 15 bottom section only

Mentor Mentor: Mentor Log – Appendix 7

Candidate Candidate: Family Contact Log – Appendix 12Candidate: School and District Contribution Log – Appendix 13Candidate: Knowledge of Students and Resources Sheet – Appendix 14

Final CST Meeting Supervisor: Competencies to be completed for Recommendation for Certification – Appendix 20Candidate: Program Evaluation Form – Appendix 22

Georgia Teacher Academy for Preparation and Pedagogy Year One Comprehensive GATAPP Advisement Sheet

2010-2012

Candidate Name _____________________________________ School ______________________________ System _________________________

Year One Fall Semester DateFall CST MeetingSupervisor Observation #1 (full period)Supervisor Observation #2 (full period)Mentor Observation #1 (30 min drop in)Mentor Observation #2 (full period)Mentor Observation #3 (30 min drop in )IIP written with MentorAugust Seminar (Program Requirements)September SeminarOctober SeminarNovember SeminarField Experience 1 ( 6 hours or 1 day)Mentor Log (50 hours)Mid Year CST Meeting (IIP discussed and Teacher Disposition Rubric scored)

Year One Spring Semester DateSupervisor Observation #3 (full period)Supervisor Observation #4 (full period)Mentor Observation #4 (30 min drop in)Mentor Observation #5 (full period)Mentor Observation #6(30 min drop in )Unit Plan Submitted and ApprovedJanuary Seminar (Portfolio)Field Experience 2 – ( 6 hours or 1 day)Field Experience 3 – ( 6 hours or 1 day)Mentor Log (25 hours)End of Year CST Meeting (IIP reviewed discussed and Teacher Disposition Rubric scored)

Appendix 1A GA TAPP

Georgia Teacher Academy for Preparation and Pedagogy Year Two Comprehensive GATAPP Advisement Sheet

2010-2012


Year Two DateFall CST MeetingSupervisor Observation #5 – Full PeriodSupervisor Observation #6– Full PeriodMentor Observation #7 – Full PeriodMentor Observation #8 – Full PeriodUnit Plan submitted to Supervisor and ApprovedField Experience 4 (6 hours or 1 day)Field Experience 5 ( 6 hours or 1 day)Mid Year CST Meeting (IIP results discussed and Teacher Disposition Rubric scored)

Special GA RequirementsHB 671 Course Exceptional Child (All Candidates)Teaching of Reading and Writing (if seeking 4-8 Certification or SPED Certification )Mentor Log (75 hours total)Portfolio Reviewed by SupervisorEnd of the Year CST Meeting (IIP results discussed and Teacher Disposition Rubric scored)

Appendix 1A GA TAPP

Georgia Teacher Academy for Preparation and Pedagogy Year One Comprehensive GATAPP

Special Education Advisement Sheet2010-2012


Year One Fall Semester DateFall CST MeetingSupervisor Observation #1 (full period)Supervisor Observation #2 (full period)Mentor Observation #1 (30 min drop in)Mentor Observation #2 (full period)Mentor Observation #3 (30 min drop in)IIP written with MentorField Experience 1 ( 6 hours or 1 day)Mentor Log (50 hours)Mid Year CST Meeting (IIP discussed and Teacher Disposition Rubric scored)

Year One Spring Semester DateJanuary Seminar (Portfolio)Supervisor Observation #3 (full period)Supervisor Observation #4 (full period)Mentor Observation #4 (30 min drop in)Mentor Observation #5 (full period)Mentor Observation #6(30 min drop in )Unit Plan #1 Submitted and ApprovedField Experience 2 – ( 6 hours or 1 day)Field Experience 3 – ( 6 hours or 1 day)Mentor Log (25 hours) 75 totalEnd of Year CST Meeting (IIP discussed and Teacher Disposition Rubric scored)

Appendix 1B GA TAPP

Georgia Teacher Academy for Preparation and Pedagogy Year Two Comprehensive GATAPP

Special Education Advisement Sheet2010-2012


Year Two DateFall CST MeetingSupervisor Observation #5 – Full PeriodSupervisor Observation #6– Full PeriodMentor Observation #7 – Full PeriodMentor Observation #8 – Full PeriodUnit Plan #2 submitted to Supervisor and ApprovedField Experience 4 (6 hours or 1 day)Field Experience 5 ( 6 hours or 1 day)Mid Year CST Meeting (IIP results discussed and Teacher Disposition Rubric scored)

Special GA RequirementsHB 671 Course Exceptional Child (All Candidates)Teaching of Reading and Writing (needed for 4-8 Certification or SPED Certification)

Required MRESA Courses for SPED(to be completed during 2010-2012)

Behavior ManagementAutismManaging the LD/BD ClassroomCo-Teaching Evaluation of SPED Students (satisfied through local system training)

Mentor Log (75 hours total)Portfolio Reviewed by SupervisorEnd of the Year CST Meeting (IIP results discussed and Teacher Disposition Rubric scored)

Appendix 1B GA TAPP

Georgia Teacher Academy for Preparation and Pedagogy One Year Supervised Practicum Advisement Sheet


Program Requirements for Semester 1 DateProgram Information SeminarSemester 1 CST MeetingSupervisor Observation #1 (full period)Supervisor Observation #2 (full period)Mentor Observation #1 (full period)Mentor Observation #2 (full period)Mentor Observation #3 (30 min drop in )IIP written with MentorUnit Plan submitted to Supervisor and ApprovedField Experience 1 – Full Period Observation Field Experience 2 – Full Period ObservationMentor Log (50 hours)Mid Year CST Meeting (IIP discussed and Teacher Disposition Rubric scored)

Program Requirements for Semester 2 DateSupervisor Observation #3 (full period)Supervisor Observation #4 (full period)Mentor Observation #4 (full period)Mentor Observation #5 (full period)Mentor Observation #6(30 min drop in )Portfolio Seminar

Special GA RequirementsTeaching of Reading and Writing (if seeking 4-8 Certification or SPED Certification)HB 671 Exceptional Child Course (All Candidates)Field Experience 3 – Full Period Observation Field Experience 4 – Full Period ObservationPortfolio Reviewed and Approved by SupervisorMentor Log (25 hours)End of Year CST Meeting (IIP results discussed and Teacher Disposition Rubric scored)

Appendix 1C GA TAPP

Georgia Teacher Academy for Preparation and Pedagogy Clinical Practice Advisement Sheet


Program Requirements for Semester 1 DateProgram Information SeminarSemester 1 CST MeetingSupervisor Observation #1 (full period)Supervisor Observation #2 (full period)Mentor Observation #1 (full period)Mentor Observation #2 (full period)Mentor Observation #3 (30 min drop in )IIP written with MentorUnit Plan submitted to Supervisor and ApprovedField Experience 1 – Full Period Observation Field Experience 2 – Full Period ObservationMentor Log (50 hours)Mid Year CST Meeting (IIP discussed and Teacher Disposition Rubric scored)



Appendix 1D GA TAPP

Georgia Teacher Academy for Preparation and Pedagogy Advanced Degree (ADAC) Advisement Sheet


Program Requirements for Semester 1 DateProgram Information SeminarSemester 1 CST MeetingSupervisor Observation #1 (full period)Supervisor Observation #2 (full period)Mentor Observation #1 (full period)Mentor Observation #2 (full period)Mentor Observation #3 (30 min drop in )IIP written with MentorUnit Plan submitted to Supervisor and ApprovedGACE Professional Pedagogy Test passedGACE Content Assessment PassedField Experience 1 – Full Period Observation Field Experience 2 – Full Period ObservationMentor Log (50 hours)Mid Year CST Meeting (IIP discussed and Teacher Disposition Rubric scored)



Appendix 1E GA TAPP

Georgia Teacher Academy for Preparation and Pedagogy Core Academic Pathway Advisement Sheet


Program Requirements for Semester 1 DateProgram Information SeminarSemester 1 CST MeetingSupervisor Observation #1 (full period)Supervisor Observation #2 (full period)Mentor Observation #1 (full period)Mentor Observation #2 (full period)Mentor Observation #3 (30 min drop in )IIP written with MentorUnit Plan submitted to Supervisor and ApprovedGACE Professional Pedagogy Test (passed)Field Experience 1 – Full Period Observation Field Experience 2 – Full Period ObservationMentor Log (50 hours)Mid Year CST Meeting (IIP discussed and Teacher Disposition Rubric scored)



APPENDIX 2GA TAPP

Appendix 1F GA TAPP

Candidate Support Team

Signatures: Date: ___________

_______________________________Candidate/Beginning Teacher

______________________________

_____________________________School-based Administrator

_____________________________Mentor MRESA Supervisor

Please circle appropriate meeting:

Fall CST Mid -Year CST End of Year CST

Assessment of Progress-CommentsApprovals: (What did the Candidate do to demonstrate meeting competencies?)

Evidence

Competencies Below Proficient Level:

Evidence:

Attach: Notes and/or additional comments Professional Development/Individual Induction Plan (PDP/IIP) Advisement Sheet Evidence

Metro RESA GA TAPPTeacher Dispositions Rubric

Candidate’s Name ______________________________ System _____________________ School ____________________________________

Candidate Support Team Signatures: Candidate ____________________________Mentor ____________________________________________

Administrator _____________________________________________________ RESA Supervisor _____________________________________

ElementUnsatisfactory Basic Proficient Distinguished Score

0 1 2 3Knowledge of child and adolescent development

Teacher displays little or no knowledge of the developmental characteristics of the age group.

Teacher displays partial knowledge of the developmental characteristics of the age group.

Teacher displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns.

In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, teacher displays knowledge of the extent to which individual students follow the general patterns.

Knowledge of the learning process

Teacher sees no value in understanding how students learn and does not seek such information.

Teacher recognizes the value of knowing how students learn, but this knowledge is limited or outdated.

Teacher’s knowledge of how students learn is accurate and current. Teacher applies this knowledge to the class as a whole and to groups of students.

Teacher displays extensive and subtle understanding of how students learn and applies this knowledge to individual students.

Knowledge of students’ skills, knowledge, and language proficiency

Teacher displays little or no knowledge of students’ skills, knowledge, and language proficiency and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency but displays this knowledge only for the class as a whole.

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of students.

Teacher displays understanding of individual students’ skills, knowledge, and language proficiency and has a strategy for maintaining such information.

APPENDIX 3GA TAPP

Knowledge of students’ interests and cultural heritage

Teacher displays little or no knowledge of students’ interests or cultural heritage and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ interests and cultural heritage but displays this knowledge only for the class as a whole.

Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for individual students.

Knowledge of students’ special needs

Teacher displays little or no understanding of students’ special learning or medical needs or why such knowledge is important.

Teacher displays awareness of the importance of knowing students’ special learning or medical needs, but such knowledge may be incomplete or inaccurate.

Teacher is aware of students’ special learning and medical needs.

Teacher possesses information about each student’s learning and medical needs, collecting such information from a variety of sources.

Teacher interaction with students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for the teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for the teacher.

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

Teacher interactions with students reflect genuine respect and caring for individuals as well as groups of students. Students appear to trust the teacher with sensitive information.

Student interactions with other students

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate disrespect for one another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed.

Importance of the content

Teacher or students convey a negative attitude toward the content, suggesting that it is not important or has been mandated by others.

Teacher communicates importance of the work but with little conviction and only minimal apparent buy-in by the students.

Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent commitment to its value.

Students demonstrate through their active participation, curiosity, and taking initiative that they value the importance of the content.

Expectations for learning and achievement

Instructional outcomes, activities and assignments, and classroom interactions convey low expectations for at least some students.

Instructional outcomes, activities and assignments, and classroom interactions convey only modest expectations for student learning and achievement.

Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for most students.

Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for all students. Students appear to have internalized these expectations.

Student pride in work

Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete a task rather than to do high-quality work.

Students minimally accept the responsibility to do good work but invest little of their energy into its quality.

Students accept the teacher’s insistence on work of high quality and demonstrate pride in that work.

Students demonstrate attention to detail and take obvious pride in their work, initiating improvements in it by, for example, revising drafts on their own or helping peers

Response to student misbehavior

Teacher does not respond to misbehavior, or the response is inconsistent, is overly repressive, or does not respect the student’s dignity.

Teacher attempts to respond to student misbehavior but with uneven results, or there are no major infractions of the rules.

Teacher response to misbehavior is appropriate and successful and respects the student’s dignity, or student behavior is generally appropriate.

Teacher response to misbehavior is highly effective and sensitive to students’ individual needs, or student behavior is entirely appropriate.

Expectations for learning

Teacher’s purpose in a lesson or unit is unclear to students.

Teacher attempts to explain the instructional purpose, with limited success.

Teacher’s purpose for the lesson or unit is clear, including where it is situated within broader learning.

Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning, linking that purpose to student interests.

Directions and procedures

Teacher’s directions and procedures are confusing to students.

Teacher’s directions and procedures are clarified after initial student confusion.

Teacher’s directions and procedures are clear to students.

Teacher’s directions and procedures are clear to students and anticipate possible student misunderstanding.

Explanations of content

Teacher’s explanation of the content is unclear or confusing or uses inappropriate language.

Teacher’s explanation of the content is uneven; some is done skillfully, but other portions are difficult to follow.

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

Teacher’s explanation of content is imaginative and connects with students’ knowledge and experience. Students contribute to explaining concepts to their peers.

Use of oral and written language

Teacher’s spoken language is inaudible, or written language is illegible. Spoken or written language contains errors of grammar or syntax. Vocabulary may be inappropriate, vague, or used incorrectly, leaving students confused.

Teacher’s spoken language is audible, and written language is legible. Both are used correctly and conform to standard English. Vocabulary is correct but limited or is not appropriate to the students’ ages or backgrounds.

Teacher’s spoken and written language is clear and correct and conforms to standard English. Vocabulary is appropriate to the students’ ages and interests.

Teacher’s spoken and written language is correct and conforms to standard English. It is also expressive, with well-chosen vocabulary that enriches the lesson. Teacher finds opportunities to extend students’ vocabularies.

Feedback to students

Teacher’s feedback to students is of poor quality and not provided in a timely manner.

Teacher’s feedback to students is uneven, and its timeliness is inconsistent.

Teacher’s feedback to students is timely and of consistently high quality.

Teacher’s feedback to students is timely and of consistently high quality, and students make use of the feedback in their learning.

Lesson adjustment

Teacher adheres rigidly to an instructional plan, even when a change is clearly needed.

Teacher attempts to adjust a lesson when needed, with only partially successful results.

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

Teacher successfully makes a major adjustment to a lesson when needed.

Response to students

Teacher ignores or brushes aside students’ questions or interests.

Teacher attempts to accommodate students’ questions or interests, although the pacing of the lesson is disrupted.

Teacher successfully accommodates students’ questions or interests.

Teacher seizes a major opportunity to enhance learning, building on student interests or a spontaneous event.

Persistence When a student has difficulty learning, the teacher either gives up or blames the student or the student’s home environment.

Teacher accepts responsibility for the success of all students but has only a limited repertoire of instructional strategies to draw on.

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school.

Student completion of assignments

Teacher’s system for maintaining information on student completion of assignments is in disarray.

Teacher’s system for maintaining information on student completion of assignments is rudimentary and only partially effective.

Teacher’s system for maintaining information on student completion of assignments is fully effective.

Teacher’s system for maintaining information on student completion of assignments is fully effective. Students participate in maintaining the records.

Classroom Observation RecordDomain 2: The Classroom Environment

Teacher: RESA Supervisor:

Subject: Date:

2a: Respect and Rapport

Level of Performance U B P D

Teacher Interaction w/students:Interactions are friendly, demonstrate warmth, caring & respect.Students exhibit respect for teacher. Student Interaction:Student interactions are polite and respectful.

2b: Culture for Learning

Level of Performance U B P D

Importance of Content:Teacher conveys genuine enthusiasm for subject/students demonstrate consistent commitment to content.Student Pride in WorkStudents accept teacher insistence on high quality work and pride in work.Expectations for Learning and Ach:Instructional goals, activities, interactions, and classroom environ. Convey high expectation for student achievement.

2c: Classroom Procedures

Level of Performance. U B P DManagement of Inst. GroupsTasks for groups are organized/groups are managed so most students are engaged.Transitions are smooth/little time wasted.

Materials are handled routinely and smoothly/little time lost.Non-instructional duties are efficient with little waste of time.Volunteers/parapros are productively and independently engaged during the entire class time.

2d: Student Behavior

Level of Performance U B P DManaging Student BehaviorExpectations: Standards of conduct are clear to all students.Monitoring: Teacher is alert to student behavior at all times.Response to Misbehavior: Teacher response to misbehavior is appropriate And successful; respects student’s dignity.

2e: Classroom Environment Level of Performance U B P DSafety and Arrangement:The class is safe and the arrangement is a resource for learning activities.Accessibility to Learning and Use of Physical Resources: Teacher uses physical resources skillfully, and all learning is equally accessible to all students.

APPENDIX 4GA TAPP

Classroom Observation RecordDomain 3: Instruction

Teacher _______________________ RESA Supervisor _________________

Subject _______________________ Date______________________

3a: Communicating Clearly and Accurately Levels of Performance U B P DDirections/Procedures: Teacher directionsare clear/contain an appropriate level of detail..

Oral & Written Language:Teacher’s spoken & written lang. is clear and correct. Vocabulary is appropriate for student age and interests.

3b: Using Questioning & Discussion Techniques Levels of Performance U B P DQuality of questions: Teacher’s questions are high quality. Teacher uses good wait time.Discussion Techniques: Class interactions represent true discussion w/appropriateteacher interaction.

Student Participation: Teacher engages all students in discussion.

3c: Engaging Students in Learning Levels of Performance U B P DRepresentation of Content:Representation of content is appropriate and links w/student knowledge & experience.

Activities/Assignments:Act./Assignments are appropriate. Almostall students are engaged.Grouping of Students:Instructional groups are productive & appropriate to students or to instruct. goals & engage students mentally.Instructional Materials & Resources:Instruct. materials & resources are suitable and meet needs of students.Structure & Pacing: Lesson is clearly defined & aligned w/ activities. Pacing is consistent.

3d: Providing Feedback to Students Levels of Performance U B P DQuality: Accurate, Substantive, Constructive, & Specific:Feedback is consistently high quality.

Timeliness: Feedback is consistentlyprovided in a timely manner.

3e: Demonstrating Flexibility and Responsiveness Levels of Performance U B P DLesson Adjustment: Teacher makes a minoradjustment to lesson that occurs smoothly.Response to Students: Teacheraccommodates students ? /or interests.Persistence: Teacher persists in seeking approaches for students who are having difficulty learning, possessing a repertoire of strategies.

Appendix 5GA TAPP

Metro RESA Supervisor/Mentor Pre/Post Conference Form

__________________ _________________ Candidate School System

__________________ _________________Metro RESA Supervisor Date

PRE OBSERVATION CONFERENCE

Date_____________ Time_______________Lesson Notes:(Note specific focuses as requested by the candidate)

Recommendations:

POST OBSERVATION CONFERENCE

Date______________ Time_____________Results(Including strengths & weaknesses as noted)

Recommendations:

Signatures: Supervisor__________________ Mentor_____________

Appendix 6GA TAPP

Mentor Log

Candidate _____________________ Mentor _______________________ RESA Supervisor ________________ This log is used to record all time spent working with a candidate. The log must be submitted to your system representative in order for Mentors to receive stipend pay.*Year One= 75 hours *Year Two= 75 hours

Codes for Mentoring ActivityA = Pre Observation ConferenceB = Formal ObservationC = Informal ObservationD = Post Observation ConferenceE = General Mentoring

Date Activity Code

Length of Time for Activity (Minutes)

Mentor Signature

Candidate Signature

Administrator Signature

Mentor Log (cont.)

Appendix 7GA TAPP

Appendix 7GA TAPP

Date Activity Code

Length of Time for Activity (Minutes)

Mentor Signature

CandidateSignature

Administrator Signature

TOTAL:

Steps for Completing the Individual Induction Plan

Step 1: The Mentor and Candidate discuss Domains I, II, III, and IV and the rubrics that accompany them.

Step 2: The Mentor and Candidate determine which of the effective practices the candidate would most like to improve.

Step 3: They prioritize the list of practices selecting the three or four most important and set those improvement practices as goals

Step 4: Together the pair completes one IIP form per goal as follows:

Circle the appropriate Domain containing the practice Write down the Improvement goal(s) for that practice Begin with the end in mind: Answer the two questions with specific

teacher or student behaviors that would indicate that the goal had been achieved. What products or performance would be evidence of achievement?

Methods/Strategies determine what the candidate needs to accomplish the goal---what strategy, i.e., a professional learning course, observing a master teacher in that goal, a case study…

Time Line: When does the candidate need to participate in the strategies and have all recommended strategies or methods completed?

Resources/Support: Who supplies the strategy/method or arranges it for the candidate? For example, the mentor may need to set up an observation, a principal may need to arrange release time, and the candidate may need to register for a Professional Learning class…

Indicators of Progress: This is a working tool that the Mentor and the Candidate visit often. What is evident in the candidate’s practice that indicates that improvement is taking place OR not?

Appendix 8GA TAPP

(1 of 2)

Individual Induction PlanCandidate ____________________________________________System___________________________Mentor_____________________________________________________

Component of: Domain I Domain II Domain III Domain IV (Circle appropriate domain)

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Goals:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How will I know when I’m there? What evidence will support my conclusion?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Methods/Strategies Time Line Resources/Support Indicators of Progress

APPENDIX 8GA TAPP

(2 of 2)

Mentor’s Guide to Examining Student Work A reflection/question guide for the mentor to coach the candidate

in the analysis of student work.

How is this work evidence of the expected learning goal? Candidate will include the rubric that reflects the following: the learning goal: level of learning:Candidate will include student work scored at three levels:__High__Middle__Low If this work is evidence of the expected learning goal, then to what level on the scoring rubric does this fall and what evidence places the work at that level?

What do you think you did in planning and instruction that might have contributed to successful student learning?

If this work is not evidence of the expected learning goal, then what adjustments in teaching and learning need to be made and how do you plan to implement the adjustments?

Pre-Observation Planning Form

Name: School:

APPENDIX 9GA TAPP

Appendix 10GA TAPP

Mentor: Principal: RESA Contact: Content Specialist (As appropriate): Date of Pre-conference: Time: Grade Level: Subject:

1. Describe the students in the class, including those with special needs:

2. What are the goals of the lesson? (Copy the plan):

3. Why are the goals suitable for your students?

4. How do the goals support the district curriculum, QCC, and content standards?

5. How do you plan to engage the students in the learning?

6. How will you differentiate instruction?

7. What instructional materials or other resources will you use? (Attach a sample):

8. How do you plan to assess student achievement of the goals? (Copy of assessment):

9. How do you plan to use the results of the assessment?

10. Teacher Comments:

Candidate Reflection Form (This form is used for Post-Observation Conference)

Name _________________________ Date ________________________

School ________________________ Subject ______________________

As I reflect on the lesson, to what extent were students productively engaged? (Component 4a, 1e, 3c)

Did the students learn what I intended? Were my instructional goals met? How do I know, or how and when will I know? (Component 1f and 4a)

Appendix 11GA TAPP

Did I change my goals or instructional plan as I taught the lesson? Why? (Component 1e and 3e)

If I had the opportunity to teach this lesson again to this same group of students, what would I do differently? Why? (Component 4a)

Student Work Samples Checklist

How is this work evidence of the expected learning goal? Include Rubric: the learning goal: level of learning:

If this work is evidence of the expected learning goal, then to what level on the scoring rubric and what evidence places the work at that level?

If this work is not evidence of the expected learning goal, then what adjustments in teaching and learning need to be made and how do you plan to implement the adjustments?

Appendix 11AGA TAPP

Family Contact Log

Student’s Name

Parent(s)’s

Name(s)

Date

Date Attempte

d

Method of Contact Topic Outcome

Father/Guardian Phone Note Conference Email

Mother/Guardian Number How delivered

Meeting Location

Address

APPENDIX 12 GA TAPP

School and District Contribution Log

Date Activity Served in What

Capacity

For School/District

Verified by

Knowledge of Students and Resources SheetName: ________________________ School: __________________________

Appendix 14GA TAPP

APPENDIX 13GA TAPP

Grade Level: ________ Subject: ___________School Year: ________________

1. What techniques do you use to learn about your students’ background knowledge? and skills?

…interests outside of school?

...cultural heritage?

2. What resources are available to enhance your students’ experience in this subject?

(ex., Films, videos, museums, and experts in the community)

3. What resources are available for students if needed?(ex., counseling, medical facilities, and clothing contributions)

Field Experiences Practicum forTraditional GA TAPP Pathway

In addition to other field experiences recommended by the Candidate Support Team, all candidates will participate in a practicum in a school or schools that is/are culturally and socio-economically different from the candidate’s home school. Release time will be provided by the school/system. See Appendix 15B for required grade levels.

APPENDIX 15 AGA TAPP

Candidates are encouraged to include observations at Summer Schools and Evening Schools limiting time away from the regular school day.A focus for the practicum should be determined in a pre-conference with the candidate’s mentor teacher and should address the following questions:

What are the similarities?What are the differences?How would these differences impact my lesson planning?

The practicum experience should be followed with a post conference with mentors using Appendix 15D to guide discussion.All documentation must be included in the candidate’s portfolio.

Field Experiences Practicum for ADAC, OYSP, CP, or Core Academic Pathways

General Education Candidates must complete 4 full period observations. These observations may occur in the candidate’s home school. Use Appendices 16 A, B, and C.

NOTE: Candidates seeking P-12 certification must complete 4 full period observations: Pre-K-3, 4-5, 6-8, and 9-12. In order to fulfill this requirement, the candidate will need to arrange observation time at the different grade levels.

Field Experience/Practicum Matrix for Traditional GA TAPP Pathway

Field ofCertificationSought

FieldExperienceRequired

30 hourPracticum inSocio-EconomicallyAnd CulturallyDifferentSchools

Evidence ofCompletion

Location ofEvidence

Middle Grades 4-5 At least one visit Observation Portfolio

APPENDIX 15B

(4-8) 6-8 from each of thetwo groups listed

FormsAdvisement SheetMentor Log

Candidate File

Secondary[Disciplines]

7-89-12

At least one visit from each of thetwo groups listed

Observation FormsAdvisement SheetMentor Log

PortfolioCandidate File

Foreign Language, Art, Dance, Drama, Health and PE, Music, and Technology

PreK-34-56-89-12

At least one visit from each of theFour groups listed



Interrelated SpecialEducation

PreK- 34-56-89-12

At least one visit from each of the groups listed



GA TAPPField Experience Verification Form

This certifies that____________________________ completed a FieldName

Experience Practicum at_____________________________________________School

on_______________________Time of observation (Start) ___________ Date

(Finish)___________

Classroom/grade level observed___________________________________

Appendix 15C

Observed Teacher’s Signature_____________________________________

GA TAPPPost-Observation Conference Verification Form

Date of Post-Observation Conference__________________________________________________

MentorSignature________________________________________________________

CandidateSignature______________________________________________________The attached sheet should be answered by the candidate and discussed with the mentor in the Post Observation Conference for each Field Experience.

Traditional GA TAPP Program CandidatesPlease attach to each Field Experience Verification Form.

What was the focus of your observation?

What are the demographics of the school to which you are assigned? See School Finder at www.doe.k12.ga.us

What are the demographics of the school you observed? See School Finder at www.doe.k12.ga.us

What are the similarities of the two schools?

Appendix 15DGA TAPP

)

http://www.doe.k12.ga.us/

http://www.doe.k12.ga.us/

What are the differences between the two schools?

How would these differences impact your planning and preparation?

Was the implementation of technology observed? If so, how was it utilized?

Field Experience Practicum for One Year Pathway Candidates

(OYSP, Core Academic, Clinical Practice, and ADAC)

All One Year Practicum Candidates will complete a practicum which requires the observation of 4 highly effective classroom teachers. These observations may take place in the candidate’s home school with the exception of SPED candidates and candidates seeking P-12 certification (ex: Foreign Language, Art, Dance, Drama, Health, PE, etc).

SPED and P-12 candidates should observe classrooms from the following grade levels:Grades:*PreK-3*4-5*6-8*9-12

Forms 16 B,C, should be used for all observations.

Appendix 16AGA TAPP

GA TAPPField Experience Verification Form

This certifies that____________________________ completed a FieldName

Experience Practicum at_____________________________________________School

on_______________________Time of observation (Start) ___________ Date

(Finish)___________

Classroom/grade level observed___________________________________

Observed Teacher’s Signature_____________________________________

GA TAPPPost-Observation Conference Verification Form

Date of Post-Observation Conference__________________________________________________

MentorSignature________________________________________________________

CandidateSignature______________________________________________________The attached sheet should be answered by the candidate and discussed with the mentor in the Post Observation Conference for each Field Experience.

Appendix 16B

GA TAPP

OYSP, Core Academic, Clinical Practice, and ADAC CandidatesAttach to Appendix 16B for each Field Experience observation

Please list specific reasons for selecting this teacher to observe.

What was the focus of your observation?

What instructional skills or classroom management skills does this teacher use effectively?

What changes would you implement as teacher of record for this class?

Was the implementation of technology observed? If so, how was it utilized?

Appendix 16CGA TAPP

GA TAPP Unit Plan GuideTeacher: Course:Grade Level:Schedule (Regular or block?):Estimated time to teach unit:

School & System: Date:

Unit Title:Which standards will be taught in this unit?

Include # and entire standard

APPENDIX 17

GA TAPP(1 of 8)

What do you want students to know, be able to do, and understand at the end of this unit?

Students will UNDERSTAND THAT:

Students will BE ABLE TO: Students will KNOW:

Clarified Learning Goals

APPENDIX 17GA TAPP(2 of 8)

What “big ideas” do you want your students to remember long term?

What will students DO that will lead them to understanding?

(Think Critical Thinking Skills)

What do the students need to KNOW to be able to do the DO things in the DO column? (Keep to a minimum…not a wish list and not the focus of

the unit.)

How will you know they learned the above?

Assessments:Formative (Informal):

Summative (Formal):

Unit Title & Concept:

Topic: Topic: Topic: Topic: Topic:

Key Vocabulary: (Again, keep to the barest minimum.)

Content Map

The “Topics” are the organizing ideas for the unit.

APPENDIX 17GA TAPP

(3 of 8)

Unit Essential Question:

Authentic Culminating Assessment

EQ:

Target Learning Goals (What learning/understanding will your students be demonstrating? See Clarified Learning Goals.

The Task/Activity:

Critical Thinking Skill(s) Included


Culminating Assessment Rubric\ \ \ Scale \ \Criteria \ \

1Just Beginning

2Almost There

3Meets the Standard

4WOW!

APPENDIX 17

GA TAPP(5 of 8)

____ New Learning/Acquisition Lesson Plan (New knowledge/information or skills) Subject:(Grade level/Content)QCC(s/GPS:

Learning Goal(s): (What do you want them to know and/or do?)

Essential Question:(Go straight to planning your Summarizing…Remember Backwards Design…)

Activate Learning:(KWL, Word Maps, Word Splash, etc)

Teaching Strategies: (Keep in mind: Lectures-Distributed Guided Practice, Distributed Summarizing in Pairs, Graphic Organizers, Mnemonics, etc)

Scaffolding and/or Differentiation: Remember to identify your differentiation component. Provide evidence of planning for differentiation of content, process or product to meet the varied needs/strengths/interest of your students.

Summarizing: (Used as informal ‘assessment’—Answers EQ—TOD, 3-2-1, etc…How will you know they learned what you wanted them to learn in the lesson? Can they answer the EQ?)

Keep in mind: For every 2-3 New Learning/Acquisition lessons you will want to plan 1 (one)

Extending/Refining Lesson. Acquisition lesson should contain only the new knowledge or skills that the

students need to be able to complete the Ext/Ref lesson.


_______Critical Thinking/ Extending/Refining Lesson Plan(What are you going to have your students do with the new knowledge/skills they learned in the acquisition lessons?)

Subject:(Grade level/Course)

QCC(s)/GPS:

Learning Goal(s):(What will they do with the knowledge or skills?)(Compare/Contrast, Classify, Induction,Deduction, Error Analysis, Constructing Support, Abstracting, Analyze Perspectives)

Essential Question:

Beginning:(Review, mini-lesson, etc)

Middle: Student Centered!!!(Critical Thinking: Compare/Contrast, Classify, Induction, Deduction, Error Analysis, Constructing Support, Abstracting, Analyze Perspectives)

Differentiation: Remember to identify your differentiation component. Provide evidence of planning for differentiation of content, process or product to meet the varied needs/strengths/interest of your students.

End/Sharing: (Whole group or small group)

Remember: For every 2-3 Acquisition lessons you will want 1 (one) Extending/ Refining lesson…It is best to plan Ext/Ref lessons before the Acquisition lessons.

Planning a Unit 1. Unit Title & Concept

Step #1 Backwards Design=Identify Desired ResultsWhat should your students learn?

2. StandardsWhich standards will be taught in this unit? (# AND written out)


APPENDIX 17GA TAPP (8 of 8)

3. Content MapWhat are the “organizing ideas/topics” of the unit?Only NOUNS, no verbs…no assignments or activities (teacher or student!)Include Key Vocabulary (keep to a minimum)

4. Unit Learning Goals (This is when you clarify just exactly what you want the students to learn in this unit. Start with the “big ideas”/UNDERSTANDING (What do you want your students to remember long term?)Next, what should your students be able to DO that will lead them to understanding? Then decide what must your students KNOW (facts or skills) to be able to “DO.” Keep these to a minimum…not a long wish list!

5. Write the Unit EQ. Tie to CONCEPT…Focus it on the big understanding of the unit.Step #2 Backwards Design=Determine Acceptable Evidence (Assessments)How will you know the students learned what they were supposed to learn?

6. Plan the Authentic Culminating Assessment Real-world, real workDemonstration of “big learning”Includes critical thinking (Compare/Contrast, Classify, Induction, Deduction, Constructing Support, Abstracting, Analyze Perspectives, or Error Analysis)

a)b)

7. Create a) Checklist & b) Rubric for Authentic Culminating Assessment

8. Plan traditional test, if appropriate, to be used in addition to Authentic Assessment. 9. Identify the formative assessments in your unit and how you will use those to inform your instruction.

Step #3 Backwards Design=Plan Learning Experiences & InstructionWhat will your students do AND what will you do so that they learn?

10. Write Extending & Refining Lessons (critical thinking skills!) and plan Learning Tasks (not critical thinking skills but activities important to the learning) that will lead your students to understanding.Make decisions based on the learning goals. Include graphic organizers specific to the task of comparing & contrasting, classifying, constructing support, induction, deduction, etc.

11. Write Acquisition Lessons.Based on those goals in the KNOW columnWhat do your students need to know (or basic skills) to be able to successfully complete the Ext/Ref lessons or the learning tasks.Include a graphic organizer whenever possible to support students in collecting, organizing and storing information for use in a future lesson or task.

12. Determine order of lessons.Revisit the unit clarified learning goals and cite the lesson in which each goal is taught.

13. Plan the LAUNCH for the unit.What can you do to create interest & link the new learning to what the students already know? This may be the activating strategy from a lesson or a lesson itself, or simply telling or reading a story, or a separate activity.

14. Plan & incorporate opportunities in DIFFERENTIATION of content, process or products based on students’ readiness, interests, or profiles. Be very clear about what you are doing to provide differentiation for students.

UNIT FEEDBACK FORMParticipant _______________________________________________________Unit Title _________________________________________________________Date _____________________________________________________Content:

Teacher has selected appropriate QCC/GPS content standards Teacher has organized the study around a concept Teacher has clarified objectives, which include facts, understandings, and

skillsEssential Question:

Teacher has articulated objectives in the form of essential questions Teacher has provided support and understanding of the unit through

essential questionsAssessment:

Teacher has defined an authentic assessment that clearly assesses the intended outcomes

Teacher has designed a scoring rubric that clearly describes the criteria and levels of quality

Teacher uses formative assessment to plan instructionLesson/Instruction:

Teacher uses a “launch” strategy to create interest in the unit Teacher builds in activating and summarizing activities Teacher uses appropriate cognitive instructional strategies Teacher provides differentiation for diverse learners

Differentiation: Teacher provides differentiation for diverse learners Teacher has included challenging tiered activities to develop higher level

thinking skillsComments:

Unit Plan Rubric


APPENDIX 18

GA TAPP

Mastery Meets More Planning Needed

ContentAlignment with QCC/GPS is clear and explicit with learning activities and assessments directly related to students’ attainment of the standards

Content is organized around a substantive concept and learning clearly leads to an understanding of the concept. Objectives are clarified to articulate facts, understandings stated as generalizations, and skills

Clear alignment with QCC / GPS objectives with most learning activities and assessments directly related to students’ attainment of the standards Content is organized around a concept but concept may not be completely developed in the learning activities. Objectives for the most part involve facts, understandings, and skills

Alignment with QCC/ GPS is difficult to determine or learning activities and assessments are not related to the students’ attainment of the standards Content is not organized around a concept

Objectives are unclear or only address factual knowledge

EssentialQuestions

Questions clearly communicate the learning objectives, provide the central focus, and inspire student interest Lesson essential questions support and lead to understanding of the unit essential question Students are given many opportunities to answer the essential questions

Questions communicate the learning objectives, and are somewhat interesting

Most lesson essential questions support the unit essential question Opportunities are provided for students to answer the essential questions

Questions are missing, unclear, or poorly stated or do not relate to unit objectives.

Lesson essential questions do not relate to the unit essential question Students do not answer the essential questions

Mastery Meets More Planning Needed

AssessmentThe product or performance is authentic and clearly assesses the unit objectives.

The scoring rubric clearly describes the dimensions, criteria, and levels of quality. Formative assessment is used throughout the unit and clearly drives instruction.

The product or performance assesses the unit objectives but may not be authentic. The scoring rubric describes the dimensions, criteria, and levels of quality. Formative assessment is used throughout the unit.

Assessment is unrelated to the unitObjectives. Scoring rubric is absent or is only a checklist. No evidence of formative assessment

LessonsAcquisition lessons implement all the key components: activating strategies, collaborative pairs, graphic organizers, and summarizing strategies.

Extending and refining lessons are well developed, engaging, and use higher level thinking skills such as compare and contrast, induction, decision-making, etc. They require students to do something with their knowledge.

Acquisition lessons use most of the key components: activating strategies, collaborative pairs, graphic organizers, and summarizing. Extending and refining lessons use higher level thinking skills such as compare and contrast, induction, decision-making, etc requiring students to do something with their knowledge.

Missing key components Few, if any extending and refining lessons or lessons use higher level thinking skills and only require students to recall information

Differentiation

Uses appropriately challenging tiered activities involving higher level thinking and focuses on key understandings. Varies many tasks by student interest or learning profile

Most tiered activities involve higher level thinking and focus on key concepts and generalizations

Varies some tasks by student interest or learning profile

No tiered activities or activities are designed to differentiate according to student readiness

No accommodation for student interest or learning profile

Unit Plan Rubric …continued

Competencies to Be Completed for Recommendation for Certification

After all work of Phase I has been completed and submitted to RESA, the Candidate Support Team, the Candidate, and any other appointed member of the CST, will review the following competencies to assess the progress of the candidate and will recommend further development of teaching skills in a Professional Development Plan (PDP):

Candidate Competency Completion Form:

Candidate:_____________________________ System: _______________

The Georgia Teacher Alternative Preparation candidate, to receive certification recommendation by Metro RESA, must meet the following competencies. The candidate has completed the competencies marked with X. An explanation for incomplete competencies is included in the attached document.

I. Planning and Preparation_____1. The teacher demonstrates solid knowledge of content, of connections and prerequisite relationships, of content-related pedagogy and of connections with technology._____2. The teacher demonstrates a working knowledge of age-group characteristics, of different students’ approaches to learning, of students’ skills and knowledge levels, and of students’ interests and cultural heritage.

____3. The teacher demonstrates an appreciation of the diversity of the students, the staff, and the community and capitalizes on the richness of that diversity._ ___ 4. The teacher selects goals that are valuable, clear, suitable for diverse students, and balanced among types of learning._ ___ 5. The teacher actively seeks and utilizes varied instructional materials and community resources, including technology, to enhance teaching and learning._ __ _ 6. The teacher’s instructional plans are coherent and structured in learning activities, resources, groupings, and time allocations are varied and suitable to the students and to the instructional goals._ ___ 7. The teacher utilizes varied assessment methods, including those through technology, that are congruent with the goals for learning; students understand the criteria and standards; and the teacher utilizes assessment results to plan for and differentiate instruction.

II. The Classroom Environment _ ___ 8. Teacher/student interactions and student/student interactions are friendly, warm, caring, polite, respectful, and developmentally and culturally appropriate.

APPENDIX 20GA TAPP

_ ___ 9. The teacher establishes a culture of learning where students are committed to the value of the subject, accept the teacher’s high expectations, and take pride in quality work and conduct._ ___ 10. The teacher effectively manages instructional groups, transitions, materials, supplies, non-instructional duties, and supervision of volunteers and paraprofessionals._ ___ 11. The teacher makes standards of conduct clear, is consistently alert to student behavior, and responds appropriately, respectfully, and successfully to student behavior

_ ___ 12. The teacher arranges the classroom and organizes physical space and materials skillfully, resourcefully, and with safety in mind.

III. Instruction_ ___ 13. The teacher’s directions, procedures, and oral and written language are communicated clearly and accurately._ ___ 14. The teacher’s questions and discussion techniques are of high quality and engage all students._ ___ 15. The teacher utilizes engaging and varied representations of content, instructional strategies, assessment techniques, activities, assignments, technology, grouping configurations, materials and resources, structure and pacing._____16. The teacher’s feedback to students is consistently high quality and in a timely manner._ ___ 17. The teacher demonstrates flexibility and responsiveness by adjusting lessons, responding to students, and being persistent._ ___ 18. The teacher accurately assesses lessons’ effectiveness and demonstrates an understanding of how to modify subsequent lessons.

IV. Professional Responsibilities____19. The teacher maintains accurate, complete records of student assignments and learning and of non-instructional activities._____20. The teacher frequently and successfully provides instructional information and student progress information to parents and engages families in the school program._____21. The teacher is supportive of and cooperative with colleagues and volunteers and makes substantial contributions to school and district projects._____22. The teacher actively seeks professional development to enhance content and pedagogical skills and actively assists other educators._____23. The teacher proactively serves all students, challenges negative attitudes, and takes a leadership role in high quality decision-making._____24. The teacher understands and actively participates in the school’s School Improvement process.

These Competencies will be important in determining a focus for the Observation of the Candidate process for the Mentor, the School Administrator, the System Coordinator, the RESA Coordinator, and all other Candidate Support Team Members.

Candidate Support Team Signatures:

RESA Supervisor: __________________________________________

School- Base Mentor: ________________________________________

School-Based Administrator: ___________________________________

Teacher Candidate: ___________________________________

Date: _____________

The GA TAPP candidate, to receive certification recommendation by Metro RESA, must meet the following competencies.

Domain 1 Planning & Preparation

Competency

Evidence to be documented in Portfolio

Danielson 1a_____1. The teacher demonstrates solid knowledge of content, connections and prerequisite relationships, content-related pedagogy and connections with technology.

Advisement Sheet Current Georgia Teaching Certificate Transcripts

o Collegeo Professional Learning

Log

Portfolio Content Requirements

Candidate: ______________ System: ________________

Appendix 21

GA TAPP

o Content Test Scores Content Map or Syllabus Classroom Observations by

Mentor (content specialist)

Danielson 1bLesson Plan Rubric

_____2. The teacher demonstrates a working knowledge of age-group characteristics, different students’ approaches to learning, students’ skills and knowledge levels, and students’ interests and cultural heritage.

TWO Lesson plans demonstrating knowledge of: Learning styles Differentiation strategies Age-group characteristics Student interests and

cultural heritage

Lesson Plan Rubric with Diversity Component

____3. The teacher demonstrates an appreciation of the diversity of the students, the staff, and the community and capitalizes on the richness of that diversity.

TWO Lesson plans demonstrating knowledge of diversity relating to: Students Staff Community

Danielson 1cUnit Planning GuideUnit Plan Rubric

____4. The teacher selects goals that are valuable, clear, suitable for diverse students, and balanced among types of learning.

Unit Plans utilizing: Content Map Clarified Learning Goals Acquisition Lessons Extending and Refining

Lessons Graphic Organizers Differentiation Strategies Authentic Assessments Rubrics

Danielson 1dKnowledge of Students and Resources Sheet

____5. The teacher actively seeks and utilizes varied instructional materials and community resources, including technology, to enhance teaching and learning.

Lesson plans utilizing: Varied instructional

materials Community resources Technology

Danielson 1eUnit Planning GuideUnit Plan Rubric

____6. The teacher’s instructional plans are coherent and structured in learning activities, resources, groupings. Time allocations are varied and suitable to the students and to the instructional goals.

Unit Plans Content Map Clarified Learning Goals Acquisition Lessons Extending and Refining

Lessons Performance Tasks and

Checklist Graphic Organizers Differentiation Strategies Authentic Assessments Rubrics

Danielson 1f ____7. The teacher utilizes varied assessment methods, including technologies that are congruent with the goals for learning. Students understand the criteria and standards. The teacher utilizes assessment results to plan for and differentiate instruction.

Assessments include: TWO Formal TWO Informal Note: Copyrighted materials, textbook tests and worksheets cannot be used as documentation unless you describe how you adapted and implemented those materials in your classroom. TWO Examples of Student

Performance records (Ex. Pre/post tests) with Differentiation Strategies

Domain 2Classroom

EnvironmentCompetency

Evidence to be

documented in Portfolio

Danielson 2aGlasser’s Choice PowerPoint

____8. Teacher/student interactions and student/student interactions are friendly, warm, caring, polite, respectful, and developmentally and culturally appropriate.

ONE Video Clip ONE lesson plan using

Glasser’s Choice Implementation(This theory can be found on the MRESA website under Resources)

Other evidence that may include at least ONE of the following:o Student interviewso Observation Record o Student and teacher

noteso Student Inventories or

surveys

Danielson 2b ____9. The teacher establishes a culture of learning where students are committed to the value of the subject, accept the teacher’s high expectations, and take pride in quality work and conduct.

ONE Video Clipo 2 Observation Records by

MRESA supervisor and mentor

o 1 Student Inventory or survey

Danielson 2c ____10. The teacher effectively manages instructional groups, transitions, materials, supplies, non-instructional duties, and supervision of volunteers and paraprofessionals.

ONE Video Clip ONE Classroom

Environment Plan Other evidence that may

include at least ONE of the following:o Observation Recordo Volunteer or

paraprofessional plans or explanations (if applicable)

Danielson 2d ____11. The teacher makes standards of conduct clear, is consistently alert to student behavior, and responds appropriately, respectfully, and successfully to student behavior.

ONE Video clip ONE Discipline plan Posted student rules ONE Observation Record One course syllabus or

other document indicating student rules

Danielson 2e ____12. The teacher arranges the classroom and organizes physical space and materials skillfully, resourcefully, and with safety in mind.

ONE Video Clip ONE Classroom floor plan

and rationale Other evidence that may

include:Observation Record, paraprofessional, or volunteer plan

Domain 3Instruction Competency

Evidence to be

documented in Portfolio

Danielson 3a ____13. The teacher’s directions, procedures, and oral and written language are communicated clearly and accurately.

ONE Video Clip At Least ONE Observation

Record Other evidence that may

include at least ONE of the following:o Lesson plans with oral and

written directions and procedures

o Environment Plan

Danielson 3b ____14. The teacher’s questions and discussion techniques are of high quality and engage all students.

ONE Video Clip ONE Observation Record Other evidence that may

include at least ONE of the following:o Lesson plans that include

lecture notes, questions used in a class discussion, engaging activities

o Seating charts to show questioning routines

Danielson 3cLesson Planning and Delivery Rubric

____15. The teacher utilizes engaging and varied representations of content, instructional strategies, assessment techniques, activities, assignments, technology, grouping configurations, materials and resources, structure and pacing.

ONE Video Clip ONE Observation Record ONE Lesson plan that

includes:o Materials and resourceso Structure and pacingo Instructional strategieso Activities and

assignmentso Assessment techniques

Other evidence that may include:o Photographs of bulletin

boards or learning centers

o Examples of games or reward systems

o Grouping configurationso Student Performance

Records

Danielson 3d _____16. The teacher’s feedback to students is consistently high quality and in a timely manner.

ONE Video Clip ONE Observation Record THREE OR MORE Examples

of various achievement levels of student work with written content related feedback

Danielson 3e ____17. The teacher demonstrates flexibility and responsiveness by adjusting lessons, responding to students, and being persistent.

ONE Video Clip ALL Observation Reflection

Forms ENTIRE Mentor Log with All

Mentor Observations and Conferences

Domain 4Professional

Responsibilities

Competency

Evidence to be documented in Portfolio

Danielson 4a ____18. The teacher accurately assesses lessons’ effectiveness and demonstrates an understanding of how to modify subsequent lessons.

ALL Observation Reflection Forms

ALL Copies of Administrators’ evaluations including Annual Evaluation

All copies of Supervisor Observations with pre/post observation conferences

Danielson 4b ____19. The teacher maintains accurate, complete records of student assignments and learning and of non-instructional activities.

ONE Grade Report ONE Progress Report ONE Attendance and

Assignment Document AT Least ONE example of

each Special Education Record (if applicable)

ONE Non-Instructional Report

Danielson 4c _____20. The teacher frequently and successfully provides instructional information and student progress information to parents and engages families in the school program.

ONE Parent Contact Log ONE Weekly report (if

applicable) ONE Teacher-generated

newsletter or letter to parents

At Least ONE Email documentation to parents

Other evidence may include parent conference minutes

Danielson 4d _____21. The teacher is supportive of and cooperative with colleagues and volunteers and makes substantial contributions to school and district projects.

ONE Journal of Practicum Experiences

ONE School and District Contribution Log

Danielson 4e _____22. The teacher actively seeks professional development to enhance content and pedagogical skills and actively assists other educators.

ALL Professional Learning transcripts

COMPLETE list of seminars attended

Other evidence that may

include:o Minutes from staff,

department, team, or grade level meetings

o Any additional staff development

Danielson 4f _____23. The teacher proactively serves all students, challenges negative attitudes, and takes a leadership role in high quality decision-making.

Other evidence that may include At Least One of the following:o Before or after school

tutoring or activitieso Department or grade

level strategic meetings

_____24. The teacher understands and actively participates in the school’s School Improvement process.

School Improvement Plan and committee assignment

Documentation of Participation in School/ Improvement Process

Individual Induction Plans

Program Evaluation FormCandidate: ____________________________________________________ Date: __________________________

School: ______________________________________________Mentor: ___________________________________________________

RESA Coordinator: _______________________________________School Administrator: ____________________________________

Please comment upon the following prompts with “Yes”, “No”, or “Somewhat” and provide explanations

Prompt Mentor RESA Supervis

or

School Administrat

or

Comments

Assisted me in establishing goals for myself; for my classMade suggestions for time management

Helped me learn to plan and prepare for instructionAssisted me in understanding the diversity of my students and their familiesAssisted me in developing a rapport of respect with my students Helped me plan for the physical environment of my roomEncouraged me to develop a variety of classroom management techniques




or

School Administrat

or

Comments

Assisted me in developing a discipline plan

Made suggestion for utilizing technology in my teachingAssisted me in utilizing different teaching strategiesHelped me to learn to differentiate instructionMade suggestions for growth and improving my delivery of instructionHelped me to design alternative assessment/performance assessmentsObserved me frequently and provided quality feedback

Made suggestions for parent conferences

Encouraged me to reflect upon my own teaching and other performances

Facilitate my observing other teachers




or

School Administrat

or

Comments

Assisted me in integrating fully with other faculty and staff

Included me in all professional activities

Promoted my professional growth

Respected my views and opinions

Gave me confidence

Was approachable

Was accessible


Strong aspects of collaboration with my:Mentor:

RESA Supervisor:

School Administrator:

Our collaboration could have been improved by:Mentor:

RESA Supervisor:

School Administrator:

Other comments:

Candidate Signature: ________________________________________

Date: ______________________________________

Delivered/mailed/faxed to: _____________________________ Date: ___________


Dismissal from MRESA GA Teacher Academy for Preparation and Pedagogy Programs

A candidate may be dismissed from a GA TAPP program for failure to:

Attend all required classes Attend all required seminars Pay fees before or on due date Complete and submit all assignments on time Submit original work without citing sources Make appropriate progress toward Proficient performance per program

requirements Maintain Satisfactory progress on all program and school evaluations Follow recommendations of the Candidate Support Team Take the appropriate Praxis II/GACE test(s) Demonstrate appropriate dispositions as outlined in handbook. Continue employment with member system

Appeal Process

A candidate referral process for dealing with behavioral and academic problems is outlined below. If there is a problem, discussions will take place among the following people in the following order:

Candidate discusses the problem with the Program Coordinator Program Coordinator discusses problem with the Pathway Supervisor Program Coordinator discusses the problem with the School Administrator

and System Coordinator If no resolution is forthcoming, the Program Coordinator discusses the

problem with the RESA Executive Director. The RESA Executive Director makes the final decision.

__________________________________________________________________Candidate Signature Date

APPENDIX 23GA TAPP

2008-2010 Candidate Handbook · Web view2010-11-18 · (KWL, Word Maps, Word Splash, etc) ......

Documents

Transcript of 2008-2010 Candidate Handbook · Web view2010-11-18 · (KWL, Word Maps, Word Splash, etc) ......