Early Field Experience Handbook - Tulane University

The Tulane University Teacher Preparation and Certification Program was granted national accreditation by the

Teacher Education Accreditation Council (TEAC) for a period of five years from 2011-2016.

Early Field Experience Handbook

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N e w O r l e a n s , L A 7 0 1 1 8

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Tulane University Teacher Preparation and Certification Program July 2012

Early Field Experience Handbook

TABLE OF CONTENTS

Introduction 2 Mission of Tulane University

Mission of the Teacher Preparation & Certification Program (TPCP) Becoming a Tulane Teacher-the Core Principles Program Demographics Admission Requirements of TPCP

Overview of TPCP Early Field Experience 5 Candidate Varying Roles in PK-12 Classrooms Early Field Experience Matrix Placement Policy & Process

Dealing with Problems Encountered in Field Settings Reassignment/ Withdrawal & Removal policy

Responsibilities of the Early Field Experience Candidate 11 Attendance Professional Dress and Demeanor Guidelines for TPCP Candidate and PK-12 pupil interaction

Responsibilities of University & University instructor-University Supervisor 13 Legal Responsibilities

Roles & Responsibilities of University instructor-University Supervisor

Responsibilities of the Host School & Mentor Teacher 13 School Site Orientation

Qualifications of Effective Mentor Teachers Developing the Early Field Experience Schedule Roles of the Mentor Teacher Tips for Effective Mentoring Evaluation of Professional Dispositions

Forms 17 Candidate Data Form Field Experience Schedule Form Field Experience Time Log Sample Welcome Letter to Mentor teacher TPCP Professional Dispositions Evaluation

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Introduction

Mission of Tulane University

Tulane's purpose is to create, communicate, and conserve knowledge in order to enrich the capacity of

individuals, organizations, and communities to think, to learn, and to act and lead with integrity and wisdom.

Tulane pursues this mission by cultivating an environment that focuses on learning and the generation of new

knowledge; by expecting and rewarding teaching and research of extraordinarily high quality and impact; and by

fostering community-building initiatives as well as scientific, cultural, and social understanding that integrate

with and strengthen learning and research. This mission is pursued in the context of the unique qualities of our

location in New Orleans and our continual aspiration to be a truly distinctive international university. Tulane’s

mission statement is published on the university website at: http://tulane.edu/about/mission.cfm.

Mission of the Teacher Preparation and Certification Program (TPCP)

The broad goals of the Teacher Preparation and Certification Program are:

To recruit diverse classes of enthusiastic teacher candidates.

To apply principles of modeling, practice, reflection, and educational research to help candidates create for themselves an ever-expanding “toolbox” of skills to serve diverse learners.

To assist candidates in understanding and adapting their skills to ensure that all learners have the opportunity to be successful.

To provide constant and substantial opportunity for candidates to learn, practice, reflect, and grow in both college and field settings.

Both individual courses and the program as a whole are anchored in various principles set forth in professional

standards documents (e.g., the National Association for the Education of Young Children (NAEYC), the National

Board for Professional Teaching Standards (NBPTS), the Teacher Education Accreditation Council (TEAC), and

various content specific organizations such as the National Council for the Teachers of English (NCTE)). In August

of 2005, the twelve certification programs offered at Tulane received state approval, and national accreditation

was awarded by the Teacher Education Accreditation Council (TEAC) in April of 2011.

One of the most important components of the program is the wide variety of early field experiences. Candidates

spend a minimum of 180 hours in New Orleans classrooms before the final clinical: field experience in one or

more of TPCP’s partner schools is required for almost every education course and for several of the core

psychology courses as well. These experiences begin as observations and culminate in the program’s final clinical

experience: student teaching or internship. Tulane’s TPCP is particularly fortunate in its ability to ensure that

candidates become comfortable with diverse learners due to its location at the center of New Orleans, one of

the most ethnically and socio-economically diverse cities in the country. The program’s candidates experience

this diversity through their field experiences across the city and, in addition, experience first-hand both the

promise and perils of school reform efforts currently underway in both high-performing and low-performing

New Orleans schools.

http://tulane.edu/about/mission.cfm

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Becoming a Tulane Teacher - The Core Principles

As developed by the Advisory Council, the mission of the TPCP program at Tulane University is to produce

teachers who:

Demonstrate a professional commitment as educational leaders;

Apply a rigorous academic foundation using informed practice, information technology, and the ability to think creatively and reflectively;

Exemplify sensitivity to all forms of diversity; and

Lead with integrity such that high levels of achievement can be a reality for all learners.

This mission statement forms the basis for the core principles of the Tulane TPCP model, and led to the

development of five core assessable outcomes. These measurable outcomes are used to create and revise

curriculum, to develop and continually revise an assessment for improvement plan, and to guide continuing

strategic planning for the program.

Core Principle 1 Professional Leadership

Candidates demonstrate a professional commitment to learning through modeling enthusiasm and care in educational contexts as well as development of skills in reflective professional practice and leadership in multiple contexts.

A demonstrated commitment to learning is a necessary foundation for self-evaluation and continuous

professional development, two of the hallmarks of educational leaders. Rather than being instruments of the

mechanistic “installation” of knowledge, Tulane teachers are expected to be catalysts for change, directly

impacting the lives of PK-12 students in a variety of ways, both in and out of the classroom.

Core Principle 2 Rigorous Academic Foundation

Candidates demonstrate a mastery of content and subject-specific pedagogy in their application of research-

based strategies, their professional discourse, and their critical problem-solving.

Research has shown that the depth and breadth of the subject knowledge of a teacher directly impacts the

achievement of students. It is absolutely critical that teachers have a solid mastery of the subjects they teach.

The focus is on an interdisciplinary approach to teaching and learning: candidates build on a strong foundation

in the liberal arts and create curricula that help their students to build connections among multiple content

areas. In addition to the stringent curriculum requirements, candidates learn subject-specific teaching strategies

in the required methods courses and through extensive observations in PK-12 schools.

Core Principle 3 Informed Reflective Practice

Candidates use methods based on research and data; use student achievement data to continuously improve

their pedagogical content knowledge; and demonstrate creative and critical thinking skills.

Familiarity with the research base, adaptability, thoughtfulness, dedication to professional development, a rich

understanding of human development, and a dedication to data-driven decision-making are necessary for

effective teaching. Tulane teachers develop these skills in both the college classroom and through extensive field

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experience in PK-12 schools. The available research on teaching and learning is the foundation for every

education course, and the required psychology courses enrich this knowledge base. Tulane’s teacher candidates

are expected to be adaptive educators who constantly seek ways to improve their professional skills and

knowledge and who value high levels of achievement for themselves and their students.

Core Principle 4 Technological Literacy

Candidates use a variety of digital technology to support the academic achievement of students as well as

their own development in instructional skills and reflective and critical thinking.

In today’s world, the technological resources available for both teachers and students can provide a myriad of

possibilities for learning. Video records of classroom lessons provide opportunities for extensive reflection;

expertise in presentation software, Internet research skills, and computerized record-keeping will enhance

lesson and assessment design; electronic portfolios provide detailed views of candidates’ growth in knowledge

and skill and can enhance professional development both during and after the program.

Core Principle 5 Sensitivity to Diversity

Candidates demonstrate a powerful sensitivity to learner variety and cultural differences and use this

knowledge to raise the self-esteem and achievement of all learners, regardless of their backgrounds and

characteristics.

Much of the available research on the multicultural literacy of teachers focuses on the need for pre-service

teachers to have extensive experience with people from diverse backgrounds. TPCP candidates are expected to

interact frequently with others with different cultural beliefs, appearances and lifestyles, both in college

classrooms and in PK-12 settings. Candidates learn to examine their own assumptions and to become highly

sensitive to issues of gender bias, racism, stereotyping and other forms of prejudice.

Program Demographics

The TPC program is a “hybrid” which features two different student groups engaged in completing the

coursework. One group consists of Tulane undergraduates; these students can take most of the education

courses within their baccalaureate degree, but they cannot complete the final clinical until they are formally

admitted into the TPCP after graduation. The second group consists of post-baccalaureate students who may

have Tulane undergraduate degrees or undergraduate and graduate degrees from other institutions (e.g.,

Harvard, Rice, Brown, Dartmouth, etc.) who attend as part-time students through the School of Continuing

Studies. These postgraduate students take all courses required through the Tulane TPCP and complete their

certification, usually within three to four years. Within this post-graduate group are those teaching under the

Louisiana practitioner’s license: these full-time “teachers–in-training“attend the same classes and complete

projects which are differentiated for their needs and teaching responsibilities. By state policy, these post-grad

“practitioners” must complete all program requirements within three years

Admission Requirements of TPCP

Undergraduates who have decided early to earn a teacher’s certificate at Tulane usually begin the education

coursework during the first semester of the sophomore year, and complete the professional courses by the end of

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the senior year. Undergraduates who begin the program coursework later in their degree programs can finish the

courses as part-time students after the baccalaureate degree program is finished. Undergraduates are not

formally admitted to the program until the bachelor’s degree is completed. Any remaining coursework and the

clinical (either student teaching or internship) are finished after the undergraduate degree.

Candidates with a baccalaureate degree (from Tulane or elsewhere) enroll as part-time students through the

School of Continuing Studies and then seek admission to TPCP. Many of these individuals have full-time jobs

while they are working on achieving certification. It requires three to four semesters for most of these students

to complete the preliminary professional coursework, followed by the clinical internship year. The TPCP faculty

and staff work closely with students and certification specialists in the Louisiana State Education Department to

ensure the successful completion of the licensure requirements in a timely fashion.

Post-Baccalaureate students who wish to work as classroom teachers while they complete the certification

coursework may be required to complete several program requirements early in order to obtain the Louisiana

Practitioner’s License (Type 2).

Full acceptance into the Teacher Preparation and Certification Program (TPCP) requires the following conditions:

Completion of TPCP’s Intent to Seek Certification Application Transcripts verifying baccalaureate degree with minimum of 2.5 GPA Score reports for Praxis I or ACT/SAT/Graduate degree exemption Score Reports for Praxis II: Content area Admission letter from Tulane's School of Continuing Studies. (To apply visit

http://www.scs.tulane.edu/admission_tuition/tuition.htm ) Initial Advising Appointment & Transcript review Verified Background check Two Formal Reference Letters Completion of level 1 coursework Completion of the program’s level 1 E-Folio after completing the first semester of course work

All students must complete background checks as a service learning requirement to work in schools, therefore all background clearances and reference letters are due to TPCP's main office two weeks before classes begin.

Students who are interested in earning a teaching certification must schedule an advising appointment and submit documents to TPCP's main office two weeks before classes begin. TPCP advisors will review all required documents.

Overview of TPCP Early Field Experience Placements

Early field experience/service learning in one or more public schools is required in every education course in the

program except EDUC 3400. TPCP candidates observe master teachers; tutor individuals and small groups; serve

as literacy tutors; and teach small-group and whole class lessons. Some of these placements are coordinated

through the Center for Public Service or through non-profit groups such New Orleans Outreach, while others are

coordinated by the TPCP. By the time candidates enter the final clinical (student teaching or internship), they will

have completed almost 200 hours of field-based learning. Assignments and activities require TPCP candidates to

make direct links between the research being studied in the college classroom and what they are observing or

https://fs19.formsite.com/mhodges3/form236037971/secure_index.html

http://www.scs.tulane.edu/admission_tuition/tuition.htm

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doing in PK-12 classrooms. Tulane University is fortunate to have a cadre of highly qualified mentor teachers who

are eager to help train the next generation of educators. As the program continues to grow, this cooperation will

expand as contacts in other neighboring districts are identified and developed.

Non-practitioner candidates are placed in K-12 classrooms according to their designated certification area and

grade levels. Post-baccalaureate candidates who are teaching full-time under PL 2 licenses will complete the field–

based activities in their classrooms. Assignments and projects may be adjusted to meet the individual needs of

these practitioners.

Candidate Roles in PK-12 Classrooms

As TPCP candidates progress through their certification programs, they are expected to engage in a variety of

activities in the classrooms in which they complete their field experiences/service learning. There are three

types of roles assumed by TPCP candidates in PK-12 classrooms: level 1- general classroom assistant, level 2-

literacy tutor/literacy teaching assistant, and Level 3 - teaching assistant. These roles correspond to the TPCP

course requirements and the candidate’s level of proficiency as a pre-service teacher. As candidates gain

professional knowledge and skills, they are expected to demonstrate that learning in the field classroom setting

as well as in the university classroom.

The first role assumed by TPCP candidates in classroom settings is that of a general classroom assistant

(Level 1): helping the mentor teacher with clerical duties, distributing materials, and some small group or

individual tutoring as needed by the mentor teacher. Candidates at this level are typically required to teach only

one “mini-lesson” of 20-30 minutes which is observed by the university instructor. The focus of this level of field

experience is to enable the candidate to gain first-hand experience with the complex nature of instructional

decision-making and the components of classroom and school culture.

The second role assumed by TPCP candidates is that of a literacy tutor or literacy teaching assistant (Level

2). Candidates enrolled in the Early Childhood certification program have several early clinical experiences

working with individual children as literacy tutors or “reading buddies.” The focus of these field experiences is

on the candidate’s gaining direct experience working with struggling or reluctant readers, using diagnostic tools,

and designing intervention plans. In conjunction with the reading methods courses, early childhood and

secondary candidates assume the role of a literacy teaching assistant. In this role, candidates must design and

teach a variety of “literacy” mini-lessons/activities, collect student achievement data, analyze that data, and

evaluate the effectiveness of their instructional decisions. Several of these literacy activity mini-lessons are

observed by the university instructor.

By the time a TPCP candidate is enrolled in the final two methods courses, he or she is expected to serve as a

teaching assistant (Level 3), helping the classroom teacher with grading, small group activities, and whole

class instruction whenever possible. For each methods course, the candidate is expected to design a full two

week curriculum unit and design/ teach a minimum of two full lessons. These two “microteaching labs” are

observed and video-taped by the university instructor each semester. The candidate is expected to meet the

instructional standards for a beginning teacher and is evaluated using the revised TPCP Instructional Skills

Evaluation, based on Charlotte Danielson’s Framework for Teaching (2011). This evaluation rubric is aligned

with the state’s new COMPASS evaluation system for K-12 teachers which will be implemented in fall of 2012. In

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addition to the required classroom hours, candidates are expected to participate in 10-15 hours of professional

development activities: attending faculty meetings/workshops, participating in an open house or parent-teacher

conferences, and/or attending one of the professional workshops offered by local groups such as The Stone

Center for Latin American Studies, the Audubon Institute and the National World War II Museum.

TPCP Early Field Experience Matrix

The table which follows shows the number of clock hours, school locations, and the nature of the required field

experience/service learning for each of the TPCP courses. The lists of schools apply to Tulane undergraduate

and non-practitioner postgraduates: the post-baccalaureate practitioners currently enrolled in the TPCP are

located in both private and public schools and range across four parishes.

Course Activities School Placements* Clock-Hours & Role

EDLA 2000 (3 hrs) Education in a Diverse Society

* Work as classroom assistant and tutor

Banneker Elementary, , McDonough 15 KIPP School, Dibert Charter School, Warren Easton H.S., and others

20 hours (required for ALL undergraduates in course) Level 1 Classroom Assistant

EDLA 2890-01 ( 1 hr) Service Learning in the Public Schools ( for undergraduates) OR EDUC 3250 ( 1 hr) Focused Field Experience I (for post-grads)

* Work as classroom assistant/ tutor * Teach 1 30 minute lesson * Reflective journals * Work as classroom assistant/ tutor * Teach 1 30 minute lesson * Reflective journals

Same as EDLA 2000

Same as EDLA 2000

(Variable for practitioners)

40 hours (required for ALL TPCP undergraduates in EDLA 2000) Level 1 Classroom Assistant 40 hours (required for ALL TPCP post-graduates in EDLA 2000) Level 1 Classroom Assistant

EDUC 3400 (3 hrs) Classroom Management/ Instructional Design & Assessment

No required field

experience hours

EDUC 3260 (1 hr.) (For post-grads ONLY) Focused Field Experience II (Co-requisite with EDUC 3400 for post-grads only as necessary for PL2)

* Work as classroom assistant/tutor * Teach 1 30-45 minute lesson * Reflective journals / activities in classroom resource file

Same as EDUC 3250

(Variable for practitioners)

40 hours

Level 1 Classroom Assistant

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EDUC 3000 (3 hrs)

Emergent Literacy

* Literacy tutor *Diagnostic assessments & intervention plan

Audubon Charter, Lafayette Academy, (Variable for practitioners)

20 hours Level 2 Literacy Tutor

EDLA 3160 (3 hrs.)

Children’s & Adolescent Literature

* Participate in Reading Buddies program * Reflective journals

Newcomb Nursery School, Sophie B. Wright Charter, Crocker Charter, Samuel Green Charter, Lafayette Academy; McDonough 15 KIPP (Variable for practitioners)

20 hours

Level 2 Literacy Tutor

EDUC 3800 (3 hrs.) Reading Methods

(Field Experience Activities attached to practica)

EDUC 3810 ( 1 hr) ECE Reading Practicum (co-requisite for EDUC 3800 ECE

Reading Methods)

* Literacy Lesson plans * Reading tutoring * Diagnostic assessments * Participation in various professional development activities

Lafayette Academy, Hynes Charter, Sophie B. Wright Charter, Samuel Green Charter, St. Andrew’s Episcopal; Audubon Charter, St. George’s Episcopal and others (Variable for practitioners)

40 hours Level 2 Literacy Teaching Assistant in PK-3

EDUC 3820 (1 hr.)

Reading practicum for SEC and DANC (co-requisite for EDUC 3800)

* Lesson plans * Reading tutoring * Skill assessments * Participation in various professional development activities

Audubon Charter, Warren Easton H.S., Lafayette Academy, Sophie B. Wright Charter, Samuel Green Charter, (Variable for practitioners)

40 hours Level 2 Literacy Teaching Assistant in 6-9 (Focus on middle school grades)

EDUC 3500 (3 hrs.)

Early Childhood Methods I (Language Arts, Social Studies & Humanities)

* Microteaching labs and observations * UBD Unit/lesson plans * Reflective journals

Lusher Elementary, McGehee School, Ursuline Academy, Hynes Charter, St. Andrew’s Episcopal, Audubon Charter (Variable for practitioners)

50 hours (including up to 10 hours of professional development activities) Level 3 Teaching Assistant in PK-3

DANC/EDUC 3610 Practicum in Dance (co-requisite EDUC 3500)

Instructional activities from 3500 applied to dance education in grades 4-5

Lusher Elementary, Audubon Charter, NOCCA Academy, NOCCA Riverside

20-40 hours Level 3

Teaching Assistant in grades 4-5

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EDUC 3900 (3 hrs.)

ECE Methods II (Math & Science)

* Microteaching labs and Observations * UBD Unit/lesson plans * Reflective journals

Same as EDUC 3500 (Variable for practitioners)

50 hours (including up

to 10 hours of

professional

development activities)

Level 3 Teaching Assistant in PK-3

EDUC 5010 (3 hrs.)

Secondary Methods I

* Microteaching labs and observations * UBD Unit/lesson plans * Reflective journals * Participation in various professional development activities

Lusher High School, N.O. Sci High, Sophie B. Wright Charter, S. J. Green Middle, Warren Easton H.S., Renew H.S. (Variable for practitioners)


to 10 hours of

professional


Level 3 Teaching Assistant in 9-12 (Focus on senior high

grades)

EDUC 5090-5140 Secondary Methods II 5090- Social Studies 5100- Science 5110- English 5120- Math 5130- World Language 5140- Dance

* UBD unit/lesson plans * Microteaching labs & Observations * Reflective journals * Participation in various professional development activities

Lusher High School, N.O. Sci High, Sophie B. Wright Middle, S.J. Green Middle, Ben Franklin H.S., Warren Easton H.S., Renew H.S. (Variable for practitioners)


to 10 hours of

professional


Level 3 Teaching Assistant in 9-12 (Focus on senior high grades)

(* As other schools complete Experiential Education Agreements with Tulane’s Center for Public Service, this list will be revised and expanded.)

Placement Policy

While practitioners can accept teaching positions at both public and private schools, TPCP non-practitioner

candidates can only be placed in school settings for which the university has a signed Experiential Education

Agreement. Non-practitioner candidates are placed in K-12 classrooms according to their designated certification

area and grade levels. In addition, the previous field settings are taken into consideration since candidates must

have placements across the grade span of their licensure program (e.g. both PK/K and 1-3 for Early Childhood

candidates and middle school (6-8) and senior high (9-12) for Secondary candidates). TPCP candidates are NOT

placed at schools where a candidate’s children are enrolled or where a family member is employed.

Each semester, (2-3 weeks before the start of classes), the Program Coordinator will send an informational letter

to the principals of the schools with which Tulane has agreements. This letter will explain the various types of early

field experience/service learning roles TPCP candidates can assume and ask for recommendations regarding

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mentor teachers willing to work with Tulane students. Depending on the course and the nature of the early field

experience component, the course professor will work with a coordinator from Tulane’s Center for Public Service,

or directly with a school based coordinator to communicate with qualified mentor teachers who are interested in

working with TPCP candidates in their classrooms.

Each semester, the professor of each TPCP course with a field experience component will compile a list of the

candidates who require a PK-12 classroom placement and have these candidates complete the Candidate Data

form (no later than the first class meeting). The university instructor is responsible for sharing that information

with the school coordinator (usually an administrator). Once mentor teachers have been identified, the school

coordinator and course professor will match TPCP candidates with mentor teachers.

The university instructor will provide each mentor teacher a copy of the course syllabus, a brief description of

the course-field connections and a list of PK-12 classroom activities appropriate for that early field experience

role. At the first meeting of the mentor teacher and the TPCP candidate, the Field Experience Schedule will be

completed with copies retained by the candidate, and the mentor teacher. The candidate will give a copy of the

Field Experience Schedule to the university instructor who will turn a copy to the TPCP office NO LATER THAN

ONE MONTH after the start of each semester.

All TPCP candidates placed in PK-12 classroom settings will have completed a Louisiana State Police or NOPD background check and are required to complete the orientation hosted by the partner school.

Dealing with Problems Encountered in Early Field Experience Placements

The best approach for dealing with any issue concerning a TPCP candidate or a field experience placement is to

address any concerns immediately before small issues develop into major problems. Effective communication

among all three parties (candidate, PK-12 mentor teacher, and university supervisor) is vital. TPCP candidates

should familiarize themselves with the field experience requirements of the course(s) in which they are enrolled

and ask clarification questions of the mentor teacher or university instructor whenever necessary. Mentor

teachers, as veteran educators, may have to explain strategies/decisions/routines to help pre-service candidates

understand the critical thinking that underlies effective professional decision-making.

Although PK-12 mentor teachers should discuss issues with the teacher candidate as they occur, they should

also contact the university supervisor with concerns about multiple problems with attendance or unprofessional

dress or behavior. These conversations should be documented and candidates should be given an opportunity

to correct minor problems. Mentor teachers and university supervisors should work together to provide

effective coaching for any candidate not meeting expectations.

Change of Placement/ Withdrawal & Removal Policy

The vast majority of TPCP field experience placements are positive experiences for both the TPCP candidate and

the PK-12 candidate. However, in unusual situations, there is a need to change a candidate’s placement. This

will only be done after the university supervisor has communicated with both the candidate and the PK-12

mentor and has made multiple attempts to resolve the problem. While every effort is made to match

candidates to appropriate field placements and mentor teachers, sometimes situations develop that cannot be

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resolved (e.g. an emergency medical leave resulting in a new PK-12 classroom teacher who is not able to be an

effective mentor). If the unacceptable situation is caused by factors other than a candidate’s behavior, the

candidate will be given another placement and allowed to finish the field experience requirements if time

permits.

In some cases, the candidate withdraws from the course: this necessitates withdrawal from the field placement

as well. If a candidate is in” good standing” and withdraws from a course and the co-requisite field experience,

that candidate will be allowed to re-enroll in the course and field experience component at a later date. If, after

several documented coaching attempts, the candidate is still not meeting expectations, that candidate can be

removed from the field placement setting. Any unprofessional or unethical behavior that negatively impacts

the well-being of the PK-12 students in the field placement is grounds for immediate removal. Since field

experience is a graded component of TPCP courses, unsatisfactory performance in a field placement can lead to

unsatisfactory course grades as well.

Failure to maintain an education GPA of 3.0 or multiple unsatisfactory evaluations from

PK-12 mentor teachers or university supervisors can result in a candidate being

counseled out or dismissed from the program.

Responsibilities of the Early Field Experience Student

Attendance

Before a TPCP candidate begins working in any field placement, the candidate MUST attend an orientation

hosted by the school site: this meeting may involve the site coordinator, the university instructor, all TPCP

candidates who will be at that school for the semester, and, if possible, the mentor teachers who have agreed to

work with the pre-service candidates. Items addressed at this meeting include: the course requirements and

field-based learning expectations; the school’s visitor policy and location of school sign-in log; a brief tour of the

school; if possible, a brief meeting between candidates and their mentor teachers to finalize the early field

experience schedule for the semester (See Appendix A). In cases where a candidate is returning to a school site

where he/she has already completed a previous field placement, the orientation with a new mentor teacher

may be accomplished via email (with university instructor approval).

According to university policy, Tulane undergraduates are to be finished with their field experience/service

learning assignments by the last regular day of classes identified in the university’s semester schedule. If

extenuating circumstances beyond the control of the TPCP candidate and the mentor teacher necessitate

finishing up field–based hours past this date, the university instructor, the TPCP candidate and the mentor

teacher will agree on an adjustment. It is the responsibility of the TPCP candidate to inform the university

instructor of any issues affecting his/her completion of the field experience component AT LEAST TWO WEEKS

BEFORE THE LAST SCHEDULED DAY OF CLASSES.

Once the field experience placement begins, the Tulane student is expected to be at the host school/classroom

at all regularly scheduled times. It is the responsibility of the TPCP candidate to listen to news outlets when

weather/storms may lead to school closings. If the Tulane student is unable to be at the school on a scheduled

day, it is the responsibility of the Tulane student to notify BOTH the mentor teacher AND the professor of the

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course for which the field experience placement has been assigned. Attendance at the field placement site is

considered a part of the mandatory class attendance policy. Unforeseen changes in the school schedule may

necessitate revisions in the candidate’s visits: adjustments made to the field schedule must be agreed upon

between the mentor teacher and the candidate.

The candidate must ensure that the time log is completed (at least weekly) and that the midterm and final

time logs are submitted to the university instructor by the deadlines given in the course syllabus. The

candidate should keep one copy of the time log and submit one copy to the university instructor. (See

Appendix B)

Professional Dress and Demeanor As representatives of Tulane University, the Teacher Preparation & Certification Program, and the teaching

profession, candidates must adhere to a professional dress code (no jeans, tank tops, midriff-baring tops, T-

shirts, extreme mini-skirts, flip-flops, or other casual attire). What is appropriate dress for a college campus is

not necessarily appropriate for a PK-12 setting. Many schools have prohibitions against clothing with advertising

(or other inappropriate messages), distracting jewelry, body piercings and visible tattoos. If in doubt, the

candidate should check with the mentor teacher during the orientation. Even if other teachers in the field

placement school dress casually (e.g. jeans, T-shirts, etc.), the TPCP candidates should adhere to the TPCP

expectations.

All interactions with PK-12 students, parents, support personnel, faculty in the host school, and peers should be

collegial and should demonstrate effective communication skills. Candidates should speak and write Standard

English and work continuously to develop their professional vocabulary. TPCP candidates should arrive on-time,

ask appropriate questions to avoid confusion, participate in the activities of the host classroom/school as much

as possible and offer assistance to the mentor teacher when appropriate. TPCP candidates should review the

TPCP Professional Dispositions Evaluation and the course syllabus for additional information on the

expectations for professional behavior. TPCP candidates are also subject to the Tulane University Code of

Student Conduct. Inappropriate or unprofessional behavior that negatively impacts PK-12 students in the

classroom can result in a candidate being removed from a school placement and dismissed from the Teacher

Preparation & Certification Program.

Guidelines for TPCP Candidate/ PK-12 Pupil Interaction

Any TPCP candidate working in a PK-12 classroom is expected to maintain strict confidentiality of all personal

information about individual PK-12 students, PK-12 teachers and staff, their families and all school records. If a

TPCP candidate refers to a PK-12 student, teacher or staff in a reflective journal or case study assignment, the

reference should never include the PK-12 individual’s name or other personal identifying information.

Candidates should never meet with an individual PK-12 student without another adult present. While casual

conversations (about weekend plans, summer vacations, favorite entertainers or TV shows, and so on) can

help build positive relationships, the TPCP candidate should always remember that he or she is not in a college

environment.

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TPCP candidates are “visitors” to the school: they cannot be left in charge of a classroom without another

adult present. While TPCP candidates often tutor individual students or work with small groups: this work

needs to occur in locations where other adult school employees are in close proximity (e.g. the library,

“reading room,” or the hallway just outside the classroom).

Candidates are also asked to review their social networking sites and determine whether or not there is

information that is unprofessional or inappropriate. TPCP candidates should NOT provide PK-12 students

access to their personal social networking sites and should not be ”friends” of the students in their field

placement classrooms. While social networking sites can be an effective use of technology, candidates must

be cognizant of the differences between “public” information and “private” information.

Responsibilities of the University & University Instructor-University

Supervisor

Legal responsibilities

TPCP candidates who are not full-time teaching practitioners can only be placed in school settings for which the

university has a signed Experiential Education Agreement. The legal liabilities and responsibilities of the

university and the host school are defined in this agreement.

Roles & Responsibilities of the University Instructor/Supervisor

The professor of the TPCP course for which the field placement is required will serve as the university

coordinator for the candidates enrolled in that course and will work with the school coordinator and mentor

teachers throughout the semester. For some of the courses, a coordinator from Tulane’s Center for Public

Service will assist the university instructor.

The university instructor is responsible for: ensuring that all mentor teachers have a copy of the course syllabus

and a list of suggested field-based activities in which the TPCP candidate should be participating; participating in

a school based orientation; collecting field experience schedules and midterm and final time logs verifying

completion of field experience hours and dropping them off in the TPCP main office. Those time logs will be

forwarded to the Assessment Coordinator (who completes the verification of field experience on TaskStream

and places time logs in program folders). For courses which require the mentor teacher to complete the

Professional Dispositions Evaluation, the university instructor is responsible for determining the process by

which those evaluation forms are distributed to the mentor teachers and collected at the end of the semester.

All completed Professional Dispositions Evaluation forms should be forwarded to the Assessment

Coordinator who enters the ratings into the TaskStream E-folios.

Responsibilities of the Host School & Mentor Teacher

School Site Orientation

Working with the instructor/university supervisor, the school site will schedule an orientation for candidates

who are placed at that school. This orientation should address: the field-based learning goals; school policy and

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procedures (e.g. location of visitor sign-in log, dress code, emergency routines, parking, visitor name tags, etc.);

school layout and locations of mentor teacher’s classrooms; school calendar and bell schedule; and other items

that may impact the success of TPCP candidates in adjusting to the school setting.

If at all possible, the mentor teachers should also attend this orientation so the TPCP candidate and his/her

mentor teacher can finalize the Field Experience Schedule (See Appendix A). If the site is one of the TPCP’s

partner schools, it is possible that more than one TPCP course may have candidates placed at the school for

early field experience. University instructors should work closely with the site coordinator to minimize any

disruptions to school or mentor teachers’ schedules.

TPCP candidates are “visitors” to the school: they cannot be left in charge of a classroom without another

adult present. While TPCP candidates often tutor individual students or work with small groups: this work

needs to occur in locations where other adult school employees are in close proximity (e.g. the library,

“reading room,” or the hallway just outside the classroom).

Qualifications of the Mentor Teacher

The participation of dedicated mentor teachers in the early field based components is critical for an effective

teacher education program. Mentor teachers are truly school-based teacher educators. While the time

commitment for an early field experience is not as all-consuming as that required in the final clinical experience

(student teaching or internship), it is an important commitment for both mentor teacher and pre-service

candidate in the development of the candidate’s professional skills.

Mentor teachers should hold a Louisiana teaching license that matches their teaching assignment; have at

least three years of classroom experience; and be recommended by a school administrator.

An effective mentor teacher:

Views field based supervision of pre-service candidates as one aspect of professional responsibility.

Values the professional growth gained through serving as a mentor. Is a reflective practitioner who models best practice in professional decision-making. Communicates effectively and is able to explain his/her rationale for classroom practices in

terms which can be understood by a beginning professional. Is willing to share classroom responsibilities and allow a pre-service candidate opportunities to

assume” teaching roles” in a protected environment. Is proficient at both daily and long-term planning. Uses a variety of instructional and management strategies to meet the needs of all students. Is comfortable working with adults and values professional conversations. Is open to new ideas and able to help a pre-service candidate develop his/her teaching style.

Setting up the Field Experience Schedule

At the first meeting of the TPCP candidate and the mentor teacher (usually at the school orientation), the

schedule for the candidate’s visits to the PK-12 classroom should be established. It is to be expected that

changes in the school calendar may result in adjustments to this schedule over the course of the semester, but

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creating the schedule ensures that the clock hour requirements of the field placement can be met by the last

regular class day of the semester. Once the schedule is established, all three parties should have a copy. It is

the responsibility of the TPCP candidate to make sure that the mentor teacher and the university instructor

have copies of the agreed upon schedule. (The Field Experience Schedule is included in the Appendix of this

guide.)

According to university policy, Tulane undergraduates are to be finished with their field experience/service

learning assignments by the last regular day of classes identified in the university’s semester schedule. If

extenuating circumstances beyond the control of the TPCP candidate and the mentor teacher necessitate

finishing up field–based hours past this date, the university instructor, the TPCP candidate and the mentor

teacher will agree on an adjustment.

Roles of the Mentor Teacher

The roles of the mentor teacher vary depending on the nature of the field experience-based learning required in

the TPCP course. Every mentor teacher should refer to the list of field-based activities sent to them by the

university instructors at the beginning of the semester.

For EDLA 2890, EDUC 3250 and EDUC 3260, the field-based learning is based on the candidate’s serving as a

general classroom assistant: The focus of this Level 1 early field experience is to enable the candidate to gain

first-hand experience with the complex nature of instructional decision-making and the components of

classroom and school culture. Early Childhood candidates work in PK-3 classrooms, while Secondary candidates

work in 6-12 classrooms.

Mentors for this level of early field should focus on helping the candidate understand the various teaching and

non-teaching roles held by educators in today’s urban school settings. Talking with the candidate about the

diverse aspects of individual student needs is another critical component of the experience: for many TPCP

candidates, the classrooms in which they will be teaching in New Orleans are vastly different than the ones in

which they received their PK-12 education. For many candidates, this may be the first time they have been in

front of a class as a “teacher” instead of as a “student:” providing opportunities for candidates to lead brief

activities is critical. As part of this early field experience, candidates are required to design and teach one “mini-

lesson” of 20-30 minutes: this lesson will be observed by their university instructor. This first lesson plan and

accompanying instructional observation evaluation are entered into the candidate’s level 1 electronic portfolio

(E-folio) as a baseline instructional “product.”

For EDUC 3000 and EDLA 3160, the field-based learning is based on the Early Childhood candidate serving as a

Level 2 general literacy tutor, often working one-on-one as a “reading buddy” or with small groups as a general

“reading tutor.” Candidates learn how to use a variety of diagnostic tools and apply the research on assisting

struggling readers in real-world settings with real children. University instructors will visit the school sites, but

there are no formal observations that need to be scheduled.

For EDUC 3800, 3810, and 3820, Early Childhood and Secondary candidates serve as Level 2 literacy teaching

assistants and are required to design and teach a variety of “literacy development” lessons, usually 20-30

minutes in length. At this level, candidates are also required to use a variety of formative assessment

techniques, collect and summarize the class learning achievement data and use that data to analyze the

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effectiveness of their instruction. Mentors who are working with these candidates can assist candidates by

sharing activities/ strategies which they have used successfully and with allowing multiple opportunities for

candidates to design and direct classroom activities focused on the five components of literacy.

The instructors for these courses will make appointments to observe one or two of these literacy lessons over

the course of the semester. These lesson plans and observations are a significant component in the candidate’s

course grade. Mentor teachers and TPCP candidates should set “back-up” dates for these observations

whenever possible. Several of the TPCP professors have 40-50 observations (or more) to complete every

semester: changing scheduled observation “lessons” at the last minute can make it very difficult for the

candidate to complete his/her course requirements.

For Methods I (EDUC 3500 and EDUC 5010) and Methods II (EDUC 3900 and EDUC 5090-5140), the candidate

serves as a Level 3 teaching assistant. This is the highest level of early field experience before the final clinical

(student teaching or internship). While candidates at this level are still pre-service teachers, they are expected

to demonstrate a variety of skills: helping the classroom teacher with grading, leading small group activities, and

designing whole class instruction whenever possible.

For each methods course, the candidate is expected to design a full two week curriculum unit and design/ teach

a minimum of two full lessons. These two “microteaching labs” are observed and video-taped by the university

instructor each semester. The candidate is expected to meet (or almost meet) the instructional standards for a

beginning teacher and is evaluated using the TPCP Instructional Skills Evaluation which is based on Charlotte

Danielson’s Framework for Teaching (2011) and aligned with the state’s new COMPASS teacher evaluation

model (being implemented in fall of 2012).These microteaching lessons/observations are a significant

component of the candidate’s course grade. Mentor teachers can assist candidates by sharing unit plans and

summative assessment projects with the candidate and allowing him/her to teach several lesson components

(mini-lessons) designed by the mentor teacher before the first microteaching observation is scheduled. Mentors

can involve the candidate in grading and analyzing the results from formative and summative assessments, and

when appropriate, discuss how assessment results are used in planning and curriculum design.

Several of the TPCP professors have 40-50 observations (or more) to complete every semester: changing

scheduled observation “lessons” at the last minute can make it very difficult for the candidate to complete

his/her course requirements. When scheduling microteaching lessons with the candidate, mentor teachers at

this level are encouraged to have a “backup” date scheduled with the candidate in case of unplanned changes

in the school schedule or other unforeseen circumstances.

In addition to the required classroom hours, Level 3 teaching assistant candidates are expected to participate in

10-15 hours of professional development activities: attending faculty meetings/workshops, participating in an

open house or parent-teacher conferences, and/or attending one of the professional workshops offered by local

groups such as The Stone Center for Latin American Studies, the Audubon Institute or the National World War II

Museum. Mentor teachers can assist the candidate by inviting them to open houses, parent-teacher, faculty

meetings, faculty workshops, professional development meetings or conferences when appropriate.

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Tips for Effective Mentoring

Be sure to introduce the TPCP candidate to your PK-12 students and explain the role of the university candidate in your classroom.

Try to schedule time for professional discussions with your TPCP candidate, especially at the upper levels courses (Methods I and II).

Be open to candidate questions and encourage the candidate to ask questions Encourage your candidate to try new strategies/activities by being willing to try new things Model reflective practice and encourage the candidate to practice reflective self-evaluation Provide effective feedback- be precise and specific when offering comments Share your lesson and unit plans with the candidate as appropriate and offer suggestions for activities

you have found to be effective Provide opportunities for the candidate to design and conduct activities with both small groups and the

whole class whenever possible.

Please remember to contact the course professor if you have

any questions or concerns.

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TPCP Early Field Experience Candidate Data

Tulane Candidate:_______________________________ Phone:_________________________

Tulane Email:_____________________________(required) Do you have access to a vehicle? Yes No

______ Early Childhood _____Secondary (Content:_____________________) ______Dance (K-12) Course:______________ Instructor:__________________________ Semester:_____________________

Undergraduates & Non-teaching post-grads: indicate the days/times you are available for early field

experience in the schools

Post-grad practitioners: Please provide your class schedule and the school at which you work along with the

grades/subjects you are teaching:

Monday Tuesday Wednesday Thursday Friday

8-9 am

9-10 am

10-11 am

11-12 noon

12 noon – 1 pm

1 -2 pm

2-3 pm

3-4 pm

4-5 pm

After School

For practitioners: School: ____________________________________________________ Grades(s):__________

Address:__________________________________________________ Subjects: ______________________

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TPCP Early Field Experience Schedule Agreement

Tulane Candidate:___________________________________ Phone:____________________________

Candidate Tulane Email address_______________________________________ (required)

Certification Area: ______ Early Childhood _____Secondary (Content :_____________________) ______Dance (K-12)

TPCP Advisor____________________________ Phone_____________________ Email__________________

TPCP Course: ________________ Instructor:_____________________________ Semester:___________

TPCP University Instructor Email:____________________________________

Mentor Teacher:___________________________ Grade/Subject:_______________________ RM#_______

Mentor Teacher Email:___________________________ Planning Period:_______________________

School:_________________________ __________ Main Office Phone:__________________________

School Address__________________________________________________________________

Principal/ Site Coordinator: ____________________________________

Time Monday Tuesday Wednesday Thursday Friday

Contract: The TPCP candidate will be participating in the PK-12 classroom and in school activities with a maximum of ___

hours of his/her time spent outside of the classroom (ie_______________). As a Tulane TPCP mentor teacher, I have

received the Field Experience Handbook and am aware I may be asked to complete an evaluation of the professional

dispositions displayed by this candidate in my classroom and return that evaluation to the university instructor. I agree to

follow the guidelines in mentoring the student named above. We have mutually agreed upon the above schedule when the

Tulane TPCP candidate will be in the classroom for a minimum of ___ hours within a ___ week period. The Tulane TPCP

candidate will give a copy of this signed contract to the Mentor Teacher, and the University Instructor.

__________________________ ______________________________ ____________ Tulane TPCP Candidate* Mentor Teacher Signature Date

*Student signature also indicates his/her authorization to release this information in case of emergency.

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Teacher Preparation and Certification Program

EARLY FIELD EXPERIENCE Time Log

Candidate: ________________________PK-12 School:_______________________

Mentor Teacher:_______________________ Room #:___________________

TPCP Course:____________________ Semester:___________________

University Instructor name: ______________________

Date Start Time

End Time

Hours ( use “1.5”)

Nature of Activities Mentor Teacher Initials*

Total Hours: _________ Mentor Teacher Signature: _____________________________________

TPCP Candidate Signature: ______________________________________

(* Mentor teacher can initial weekly or bi-weekly. This form should be photocopied as necessary and turned in to

University instructor as directed at mid-term and end of semester.)

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Sample “Welcome & Tips for Mentors” page

Tips for Mentor Teachers for 5010 Methods I Practicum

Thank you for serving as a mentor teacher. Pre-service candidates need a

variety of PK-12 classroom activities to enable them to develop their professional skills.

Given the hectic nature of teaching (especially these days), your assistance is greatly

appreciated. This is a Level 3 early field experience: the last level before the final

clinical (student teaching or internship).

Here are some ideas for making this a positive experience for both the candidate and yourself.

Review the TPCP Early Field Experience Handbook and work with the candidate to develop a

schedule that meets the requirements for the classroom contact hours (40) AND the

professional development hours (10). Remember, the TOTAL hours must be 50 by the end of the semester.

Share your unit and lesson plans with the TPCP candidate, and as time permits, discuss the resources you use to develop those plans. Ask the candidate to help identify websites or

other resources.

If possible, allow time for the candidate to review the textbooks, workbooks, and other student materials used in your course(s). Share the handouts, activities, and other

materials you use.

Involve the candidate in instructional activities whenever possible: working with small

groups, introducing activities, or assisting in designing and/or grading quizzes or homework.

As often as possible, allow the candidate to develop and “teach” an activity, quiz or other segment of a lesson (10-15 minutes). This is especially helpful for the candidate in learning

students’ names and in gaining more poise in front of the class.

Involve the candidate in management routines: many pre-service teachers have little idea how much time is spent on organizational and paperwork issues.

As candidates schedule their microteaching dates, be supportive and encouraging. Offer

suggestions for activities or resources and share your expertise.

Please review the Professional Dispositions Evaluation—we will want you to share your assessment of these elements of the candidate’s professional growth at the end of this

early field placement.

If you have any questions or concerns, please contact me:

Prof. ___________________ _______________ (office)

_____________ (cell) Email: [email protected]

mailto:[email protected]

Tulane University Teacher Preparation & Certification Program Professional Disposition Evaluation

Candidate:__________________________________ Course: ___________ Sem/ Year: _________ Evaluator:_________________________ (If you do not feel you can accurately evaluate any of these dispositions of the TPCP candidate with whom you worked this semester, please indicate NA as your score.)

Disposition Not Evident (1) Emerging (2) At Standard (3) Exemplary (4)

A. Contributes to a positive climate Score A:________

*Seldom, if ever, participates in class discussions; * Little or no evidence of ability to work with others; *Little or no evidence of respect and consideration for others; *Seldom, if ever, offers assistance to others

*Limited participation in class discussions and activities; *Can work with others when required to; *Shows some evidence of respect and courtesy for others in limited contexts; *Sometimes offers assistance to others

*Usually participates in class discussions and activities; *Usually works cooperatively with others; *Shows respect of and consideration for the thoughts and feelings of others through both language and behavior; *Usually offers assistance to others

*Always an active participant in discussions and activities; *Supports and encourages participation of others *Serves as mediator and group leader to ensure positive climate; *Serves as role model for peers

B. Demonstrates mastery of written communication for self-expression and learning and teaching purposes Score B: _______

*Written work is often replete with variety of errors in usage, grammar, mechanics; *Work is usually simplistic and lacking in elaboration and reflection; *Little or no connection to self as learner or teacher; *Written communications for students contain multiple and serious errors and are often too informal

*Written work may contain some errors in grammar and mechanics; *Elaboration and organization are evident but weak; *Self-analysis is often superficial and on a global, not personal, level; *Written communications for students may contain minor errors and lack clarity

*Only minor and infrequent errors in grammar and mechanics; *Elaboration and organization are usually very evident ; *Self-analysis is on personal level and reveals careful thought and analysis *Written communications for students are correct, complete and clear

*Virtually no errors in written work with positions and arguments well supported; *Clear and thoughtful connections between examples/ details and specific self-analysis; *Written communications for students are correct, complete and clear; *Communications for students demonstrate understanding of learners’ perspectives and needs.

C. Demonstrates mastery of spoken language for self-expression and learning and teaching purposes. Score C:________

*Spoken language is often replete with variety of errors in usage and grammar; *Verbal responses are usually simplistic and lacking in elaboration and reflection; *Little or no connection to self as learner or teacher; *Verbal communications with students contain multiple and serious errors and are often too informal

*Spoken language may contain some errors in grammar and usage; *Elaboration and organization are evident in verbal responses but sometimes weak; *Verbal self-analysis is often superficial and on a global, not personal, level; *Verbal communications with students may contain minor errors and lack clarity

*Rare and minor errors in spoken language; *Elaboration and organization are usually very evident in verbal expression ; *Verbal self-analysis is specific and personal; *Verbal communications demonstrate clear understandings of conventions and contexts; *Verbal communications with students are correct,& complete

*Virtually no errors in spoken language in either formal or informal contexts; *Verbal responses are very thoughtful and articulate and demonstrate clear under-standings of conventions and different contexts; *Verbal communications with students are correct, clear, complete and demonstrate advanced understanding of listeners’ needs

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D. Is a thoughtful and responsive listener Score D:_______

*Usually responds to feedback with rationalizations or arguments; *Frequently interrupts others to interject personal viewpoints; *Little or no evidence of ability to connect personal behavior to professional growth; *Body language is often inattentive or incongruent

*Sometimes responds to feedback with rationalizations; *Sometimes receives feedback in a positive manner; *Sometimes makes adjustments that demonstrate understanding of personal growth and reflection; *Body language is sometimes incongruent with context or audience

*Responses to feedback demonstrate understanding of program and professional goals; *Usually receives feedback in a positive and thoughtful manner; *Makes appropriate responses which demonstrate commitment to personal growth; *Body language is congruent with context and audience

*Always receives feedback in a positive and reflective manner and makes necessary adjustments; *Body language is always congruent with context and audience; *Demonstrates clear commitment to personal growth and honest self-analysis *Responses to feedback demonstrate understanding of program and professional goals

E. Demonstrates commitment to reflection, self-assessment and life-long learning. Score E:_____

*Usually unwilling or unable to reflect on information provided; * Written reflection does not rise above global descriptive level; *No evidence of connection between self-analysis, reflection and personal growth.

*May articulate personal commitment, but reflections are weak and lack depth and elaboration; *Self-assessment is often superficial and lacking in detail; *Makes general connections to self as both teacher and learner; * Sometimes modifies behavior when provided with new information or experience

*Clear articulation of goals for life-long learning; *Modifies behavior when provided with new information or experience; *Connects experiences to specific changes in personal and professional contexts; *Reflections are thoughtful with multiple examples and elaboration; *Accepts and uses information from multiple sources

*Extensive articulation and behavior change demonstrate commitment to self-analysis in variety of contexts; *In-depth reflections on multiple influences on self as learner and teacher; *Articulates specific short-term and long-term goals for both personal and professional development *Actively solicits feedback from multiple sources, including PK-12 students

F. Appreciates and values human diversity Score F: _______

*Simplistic view of diversity as tolerance or “us v. them”; *No evidence of personal commitment to multicultural literacy or extending beyond personal “comfort zone”; *Language and behavior display insensitivity or lack of understanding of cultural differences

*Articulates need for multicultural sensitivity on a global level; *Limited experience is evident in lack of connection between changes in preconceptions and experiences; *Lack of awareness of relationships among language, behavior and cultural differences in university and PK-12 settings

*Articulates a clear understanding of the complex issues of race, power, gender, class, sexual orientation and privilege in American society and in PK-12 classrooms; *Demonstrates a personal and professional commitment to multicultural sensitivity in both language and behavior in both university and PK-12 settings

*In-depth articulation of both personal and professional commitment to multicultural sensitivity; *Outstanding and in-depth reflections on continuous development of self and learner and teacher in diverse classrooms at both university and PK-12 levels; *Constantly seeks experiences to extend personal understanding of diversity

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G. Values the development of critical thinking and creative problem-solving skills in both self and PK-12 students. Score G: _____

*Does not demonstrate a commitment to development of personal thinking skills ; *Lack of evidence of skill in analytical thinking; *Tendency to define complex issues/ problems in overly simplistic ways; *Little or no evidence of commitment to development of PK-12 students’ thinking skills; *Little or no evidence of self-awareness or flexibility

*Articulates the need for teachers to possess and model effective thinking skills but lacks specific skills in identifying, analyzing and evaluating complex issues; *May define complex problems in overly simplistic ways; * Some evidence of self-awareness and flexibility; *Some evidence of information-based decision-making

*Demonstrates the ability to identify, analyze and evaluate complex issues; *Clear evidence of information based decision-making; *Exhibits the ability to solve problems both independently and in cooperation with others; *Sets and achieves high standards for self and for students in PK-12 settings

*Demonstrates outstanding ability to identify, analyze and evaluate complex issues; *Frames personal and professional development in terms of information-based decision-making; *Sets and achieves high standards for self and students * Serves as role model for students in valuing critical and creative thinking; *Actively seeks out opportunities to develop personal thinking skills

H. Demonstrates a commitment to informed, research-based practice. Score H :_____

*Does not articulate clear connections between theory and instructional decisions; *Little or no evidence of understanding of important trends or best-practice research

*Articulates the need for teachers to be knowledgeable about theory and best available practice; *Makes global connections between research base and classroom decisions; *Some evidence of personal integration of research and professional practice

*Identifies and analyzes important trends in education; *Looks for opportunities to integrate research and theory into professional practice; *Demonstrates enthusiasm for learning new ideas and strategies;

*Routinely analyzes personal practice in terms of available research base; *Actively seeks out data by which to assess quality of personal and professional growth; *Demonstrates high levels of enthusiasm for learning and professional future; *Serves as role model for informed decision-making

I. Demonstrates understanding of professional roles and responsibilities. Score I: ________

*Misses or arrives late and unprepared for classes, practicums and required activities; * Inappropriate dress and behavior in PK-12 settings; *Little or no evidence of internalization of professional ethics

*Articulates the need for professional demeanor but actions may sometimes contradict stated beliefs; * Is usually somewhat prepared and on-time for classes, practicums and other required activities

*Arrives for classes, practicums, and required activities on time and prepared; * Dress and demeanor in PK-12 settings is appropriate and professional; *Articulates and usually demonstrates high standards for teaching profession

* All of level 3 AND * Clear evidence of internalized professional code of ethics * Serves as role model for peers in dress and demeanor *Articulates and consistently demonstrates high standards for teaching profession

Early Field Experience Handbook - Tulane University

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