Teacher Preparation and Certification Program Preparation and Certification Program July 2013 ......

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Teacher Preparation and Certification Program Internship Handbook 2013- 2014

Transcript of Teacher Preparation and Certification Program Preparation and Certification Program July 2013 ......

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Teacher Preparation and

Certification Program

Internship Handbook

2013- 2014

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Table of Contents

Preface 3

Core Principles of Tulane’s Teacher Preparation and Certification Program 4

Preparation for Internship Admission and Placement 4

The Intern 7

Goals of the Internship The Roles of the Intern Professional Standards and Expectations Internship Seminar Evaluation Procedures for Internship Praxis II Principles of Learning & Teaching Helpful Hints and FAQ’s Building your Portfolio and Preparing for the E-Folio Review Submitting your Application for Licensure

The Mentor Teacher 17 The Roles of the Mentor Teacher

Orientation Planning and Curriculum

Supervision and Evaluation

The University Supervisor 20 The Roles of the University Supervisor Supervision and Evaluation

Tulane University Policies 21 Newcomb-Tulane Code of Academic Conduct Appeals Non-discrimination Policies

Post-graduate Tuition and Fees

Appendices A. Application for Internship and Level 3 Interview Questions 24 B. Documentation Forms for Internship 30 C. Unit Plan Evaluation Rubric (UBD model) 33 D. Instructional Skills Evaluation (Class Observation Rubric) 38 E. Evaluation of Professional Skills (Interim and Final) 46 F. Mentor Teacher Application Form 57 G. Level 4 Exit Interview and Portfolio Review 60 H. Resources 64

Teacher Preparation and Certification Program

Internship Handbook

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Preface

The internship year is the culminating clinical experience of Tulane’s Teacher Preparation and Certification Program (TPCP), and, for many candidates, the most intense component of their professional preparation. This is a time for both synthesis and exploration: a chance to apply and refine professional knowledge and skills, to experiment with new ideas and strategies, and to reflect on your professional development as a teacher. It is often referred to as an “apprenticeship” in which a novice simultaneously demonstrates a required level of expertise and develops additional skill under the watchful eyes of master practitioners. For candidates who have several years of classroom experience, the internship is a bridge to the next level of professional expertise. The candidate, the mentor teacher, and the university supervisor are all essential participants during this critical period. This handbook describes the roles and responsibilities of the people involved in the process and outlines the policies of the TPCP, including standards, expectations, and evaluation procedures. TPCP Interns are expected to read this handbook thoroughly and refer to it as needed, depending on the level of professional experience. We hope that it answers the majority of questions. However, the department may need to adjust some guidelines depending on a candidate’s individual needs or the unique context of a specific school setting. The faculty and staff of the TPCP are committed to our mission of developing the next generation of effective teacher leaders. By establishing close cooperation with the mentor teachers in our partner schools, we hope to enable all of our student teachers and interns to participate in a successful and rewarding experience.

Teaching is painful, continual, and difficult work to be done by kindness, by watching and by praise, but above all else, … by example. John Ruskin

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Becoming a Tulane Teacher-the Core Principles of Tulane’s Teacher Preparation and Certification Program (TPCP) The program’s purpose is to develop compassionate, knowledgeable, influential educators who are dedicated to fostering educational growth, creative expression, critical thinking, community service and who will act and lead with integrity. Tulane University is committed to the enriching of individuals, and the TPCP strives to extend this commitment by using an interdisciplinary approach designed to help prospective teachers meet the needs of learners from all walks of life.

The broad goals of the TPCP 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 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.

As developed by the Advisory Council, the mission of the TPCP program at Tulane University is to produce graduates 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 ensuring that high levels of achievement can be a reality for all learners.

This mission statement is the basis for the core principles of the Tulane TPCP model and has led to the development of five core objectives: the learning outcomes we expect all Tulane teachers to achieve. As candidates progress through student teaching or internship, these five broad objectives will guide all phases of this clinical experience. Core Principle 1 Professional Leadership Objective 1: Candidates possess a professional commitment to learning and demonstrate it appropriately through modeling enthusiasm and care in education contexts as well as demonstrating and developing leadership skills. Core Principle 2 Rigorous Academic Foundation Objective 2: Candidates demonstrate a rich and deep mastery of content and subject-specific pedagogy in their application of research-based strategies, their professional discourse and their critical problem-solving.

Core Principle 3 Informed Reflective Practice Objective 3: 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.

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Core Principle 4 Technological Literacy Objective 4: 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.

Core Principle 5 Sensitivity to Diversity Objective 5: Candidates demonstrate a powerful sensitivity to learner variety and cultural differences, using this knowledge to raise the self-esteem and achievement of all learners, regardless of their backgrounds and characteristics.

Preparation for Internship Admission and Placement

During the last semester of their pre-clinical coursework (usually Methods II--EDUC 3900 or EDUC 5090-5140), candidates complete the application for internship, schedule formal interviews and portfolio reviews (see Appendix C). These are significant components in completing Level 3 of Tulane’s electronic portfolio (E-Folio).

By June 15, graduating senior candidates must submit any remaining documents to complete the official program admission process (e.g. two letters of reference, official BA/BS transcript, ACT/SAT score reports and Praxis II content score reports).

Candidates who obtain a paid teaching position will register for the internship option. Unlike student teachers, who always work under the daily supervision of a mentor or mentor, interns work more independently, functioning as autonomous decision-makers. Interns will not gradually assume teaching responsibilities: the intern is a “teacher-of record” with all of the responsibilities that position entails (planning, teaching, assessments, parental contacts, faculty meetings and so on). Candidates are cautioned to carefully consider these demands when scheduling other commitments during the internship period. The faculty and staff of the TPCP will make every effort to assist candidates in identifying internship assignments that meet the needs of the individual candidate. However, those candidates who choose this option are responsible for securing a paid teaching position (either half-day or full-day). This typically involves identifying open positions, completing an application, and going through an interview process. Candidates who are interested in the internship option should begin this process early. After a successful application and portfolio review, the Director of the TPCP will verify the final placements and notify candidates. Candidates who are unable to secure a full-time teaching position by July 1 will be transferred to the student teaching option.

Candidates who have been teaching for at least three years should review the requirements for the waiver from the final clinical internship (in the TPCP Program Handbook) and schedule an appointment with the Program Director to discuss their eligibility. Candidates should NOT “sit out” for a year to gain a third year of experience instead of completing the internship: the state has mandated a time limit for program completion and this waiver is NOT automatic.

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TPCP E-Folio LEVEL 3 Admission to Student Teaching/Internship

Required Courses: For ECE: EDUC 3900 (3910), PSYC 3210 For SEC: EDUC 5090-5130 (appropriate content Methods II), PSYC 3390 For DANC: DANC 5140 Enrollment in all content area courses and degree requirements Education Minimum GPA: 3.0 Minimum Cumulative GPA: 2.75 Submission Deadline: NO LATER than May 30th of the semester enrolled in Methods II

The evaluation of the Level 3 E-folio will occur as final education coursework is being completed (during the last semester of the candidate’s program coursework) and will verify the candidate’s preparation for the student teaching semester or internship year.

Candidates should complete the Application for the Final Clinical (in Appendix A), submit the application to the Program Director and schedule their Level 3 Interview NO LATER than April of the semester in which they are enrolled in Methods II. Undergraduate candidates should register for either the January or March administration of the Praxis II content tests to allow adequate time for the scores to be mailed and verified. Students must receive a rating of “proficient” or higher for Level 3 to be placed in the internship. Students who do not meet the program standards will receive remediation and be allowed ONE additional chance to successfully complete the requirements. Candidates who do not meet the 2.75 cumulative GPA requirement OR the 3.0 education GPA requirement will be NOT be admitted to the internship.

Required Artifacts to be submitted by candidate in Level 3 E-Folio on TaskStream Field Experience Summary Form ( for Level 3 courses--completed on-line) Field Experience/Practicum Evaluation form (completed on line by candidate) Full UbD Unit with all daily plans and materials from Methods II ( 3900 or 5090-5140) Microteaching sample from Methods II (Lesson plan & edited 5 minute video clip) Professional resume Philosophy of Education statement

Items submitted/verified by TPCP faculty & staff for LEVEL 3 E-Folio: Internship Application Level 3 Student Teaching/Internship Interview & Evaluation Professional Dispositions Evaluation from Methods II mentor teacher(s) PRAXIS II content area tests (scores verified by Assessment Coordinator) Professional Dispositions Evaluation from Methods II faculty Technological Literacy Evaluation from Methods II faculty GPA’s and course completion (checked by Assessment Coordinator) Field Experience/Service learning ( hours verified by Assessment Coordinator)

The Level 3 E-Folio must be complete before any candidate will receive the necessary

“permissions” to enroll in any of the Internship courses.

Since interning candidates will assume the duties of a full-time teacher for a full year, the requirements for Level 4 completion will be staggered across two semesters. According to Tulane requirements, a minimum of 300 clock hours must be spent in the internship assignment with at least 200 hours spent in

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“full-time” teaching. Candidates who secure internship positions will typically far exceed these requirements. In some instances, candidates might be assigned to two different contexts (one class in the morning and another in the afternoon) or might be in a classroom for half of the day and performing other duties during the remainder of the school day. In addition, attendance at seminars and the completion of an action-research project are mandatory components of the internship.

The Intern Goals of the Internship

As stated in the syllabi for the internship courses, the learning objectives are drawn from a variety of national standards documents (see Appendix H) and are closely meshed with the TPCP’s conceptual framework. After completion of this clinical experience, candidates will be able to:

Incorporate principles of child and adolescent psychology into planning, instruction, and interactions with students.

Effectively plan and apply a variety of research-based teaching strategies to meet the needs of diverse learners with differing intellectual, social, and personal needs.

Develop and implement effective research-based methods for classroom management.

Develop and implement lesson and unit plans that integrate technology.

Develop and implement an assessment system based on best practice.

Exhibit the characteristics of an emerging educational leader and reflective practitioner.

Articulate the connections between a personal philosophy of teaching and ethical classroom practice which supports equity and high levels of achievement for all students.

Demonstrate high levels of mastery in appropriate content area(s).

The Roles of the Intern Although the internship experience is intense and challenging, understanding the roles and responsibilities of the various participants can alleviate some of the anxiety and, hopefully, help ensure an enriching experience for all involved. Interns who have recently completed their undergraduate degrees must make the transition from the familiar university classroom to new situations where they must make myriad teaching decisions, not just for one lesson but for an entire year. Post-graduate interns who are entering the field of teaching after years of experience in other professions must adjust to the unique demands of this new profession. Interns who already have several years of experience as classroom teachers continue to develop their expertise, aided by the university supervisor and the mentor teacher. There are new obligations and responsibilities, but there are also new rewards. The following list of expectations will help the intern conceptualize this critical stage of professional development.

Roles of a Classroom Teacher Remember that the students come first Develop and carry out effective classroom routines Plan units and daily lessons that meet local, state, and national standards

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Adapt strategies and plans to meet the needs of diverse learners Maintain accurate and complete records of student progress Understand and adhere to school policy and expectations for faculty Participate in activities outside the classroom Provide meaningful feedback to students about their progress Use student progress data to adapt and revise plans and teaching strategies Strive to be a positive role model for students Evaluate and reflect on teaching performance; record weekly in a journal Be open to suggestions for improvement from others Communicate effectively with parents/caregivers Maintain professional relationships with faculty, administrators, and support personnel Be enthusiastic; demonstrate interest and concern for students

Roles of a Candidate/ Responsibilities to Tulane and the Teaching Profession Uphold the academic standards of Tulane University Focus on continual self-analysis and professional development Cooperate with both the mentor teacher and university supervisor Take advantage of professional development activities at the school, the university and within

the community. Ask questions; seek assistance; elicit feedback; and follow suggestions Maintain high standards of ethical professional behavior Discuss plans, changes, and procedures with the mentor teacher Take responsibility for making a positive difference in the profession Set goals for future professional development-- both short term and long term.

Professional Standards and Expectations

Professional Dress and Demeanor: As representatives of Tulane University and the teaching profession, candidates must adhere to a professional dress code (no jeans, T-shirts, flip-flops, or other casual attire). If in doubt, first-year interns should check with the mentor teacher. All interactions with PK-12 students, parents, support personnel, faculty in the host school, and peers in the student teaching/internship seminar should be collegial and should demonstrate effective communication skills. Candidates should speak and write Standard English and work continuously to develop their professional vocabulary. (See Appendices E and G.) Calendar and Attendance Once the internship begins, the candidate adheres to the calendar of the employing school, not the university. Interns must attend all faculty meetings, parent/teacher conferences, in-service workshops, any duty assignments, and other appropriate events designated by the building principal. Absences must be limited to emergencies. It is the responsibility of the intern to notify BOTH the principal or immediate supervisor and the university supervisor before school begins on the day of the absence. The number of days of absence should not exceed four days per semester. The Director of the TPCP will evaluate each case individually and make the final determination. On any days when a candidate’s absence is unavoidable, written lesson plans and other teaching materials must be sent to the school or be on file. Interns must follow the policy of their employing school regarding the process for reporting absences, arranging for a substitute and so on.

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Professional Ethics Prospective teachers should be aware of the public’s concerns about the quality and training of the nation’s classroom teachers and the effects of poor and mediocre instruction on the achievement of PK-12 students. Throughout their progress in Tulane’s TPCP, candidates have encountered a wide range of standards documents governing the profession of teaching, many of which include standards for professional dispositions. Several examples of ethical codes are referenced in this handbook, and each candidate needs consciously and continuously to consider the ethical implications of classroom decisions. One frequently cited formal code is the Code of Ethics of the Education Profession developed by the National Education Association (NEA) in 1975. The complete version can be obtained at www.nea.org. The Interstate New Teacher Assessment & Support Consortium (INTASC) also has a set of professional standards for beginning teachers: these standards are used as the basis for the Final Evaluation of INTASC Skills which will serve as the foundation for assessment during the internship. Many of the performance descriptors on this evaluation tool address ethical standards. (Please review the complete evaluation rubric in Appendix E.)

Internship Seminar

Throughout the year, interns are expected to attend a series of seminars at which they will share concerns, report on their classroom experiences, give progress summaries on the classroom action research project, and continue to polish professional skills through readings and focused discussions. The schedule for these seminars will be published each semester in the syllabus for the internship and

are usually scheduled once a month. Attendance at these seminars is mandatory. Topics include differentiation, children with special needs, communicating with parents, meaningful assessment, reflective decision-making, setting goals for professional growth, teaching urban populations, and integrating technology, among others.

This seminar is a support network as well as a focused reflection experience that supplements and enriches the classroom field component of the internship. Many candidates experience high levels of stress and anxiety during this transition from student to teacher. This seminar will enable candidates to evaluate their progress more accurately, which helps in maintaining a positive attitude and a sense of humor.

Evaluation Procedures for Internship

The internship experience is officially documented in several ways: The Internship Notebook–-An organized chronological record that includes all unit and lesson

plans and accompanying materials (handouts, activities and assessments), professional development logs, reflective journals, self-evaluations (see Appendix B), and all observation reports and evaluations from the university supervisor and mentor teacher (see Appendices C, D, and E).

The Action Research Project (See Internship Syllabus.)

Knowing is not enough, we must apply. Willing is not enough, we must do.

Goethe

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Reflective Self-Evaluation: Throughout the experience, candidates are expected to maintain a running reflective journal, responding to focused topics presented in the Seminar as well as recording personal analyses and reactions on a weekly basis. (These journals will be kept in the Internship Notebook.) One edited video clip of a showcase lesson (5-6 minutes) accompanied by self-evaluations is one of the requirements for the Level 4 E-Folio on TaskStream. Interns will select one “showcase” lesson from the first semester: the complete Level 4 UbD unit plan is due and must be posted to the Level 4 E-Folio at the end of the first semester. Candidates will be expected to complete a formal self-evaluation at the end of the first semester and at the completion of the internship experience. (See Appendix E.)

Evaluation by the Mentor: Evaluations of the candidate’s knowledge, skills, and dispositions will occur throughout the internship. Mentor teachers may be co-teachers, grade level colleagues, department chairs, or administrators and are expected to provide ongoing critiques of plans, instructional techniques, and classroom management skills, engaging in frequent communication with the candidate. The focus should be on jointly analyzing the candidate’s classroom practice to determine ways to refine or adapt any ineffective practices. The goal is to enable the intern to become more effective with all students. In addition, the mentor teacher will complete a minimum of two formal observations each semester with results recorded on the Instructional Skills Evaluation (see Appendix D), an Interim Internship Evaluation at the end of the first semester, and a Final internship Evaluation at the end of the year (see Appendix E). Evaluation by the University Supervisor: The candidate will be visited on a regular basis (usually at least bi-weekly) by the university supervisor. These visits will include both informal and formal observations. The university supervisor will complete at least two formal observations each semester using the Instructional Skills Evaluations (Appendix D), an Interim Internship Evaluation at the end of the first semester, and a Final Internship Evaluation at the end of the year (Appendix E). Interim Evaluation of the Intern: This midyear evaluation is a formative assessment designed to provide feedback to the intern so that any weak or under-developed areas of practice may be addressed and strengthened during the second half of the experience. The candidate, mentor teacher, and university supervisor will all complete the Interim Student teaching/Internship Evaluation and discuss the results in a three-way conference. Any competency areas that do not meet the acceptable levels of proficiency for beginning teachers will be addressed in a written prescriptive plan, which will be a primary focus of the remaining time in the internship. Final Evaluation of the Intern: At the completion of the internship assignment, the candidate, mentor teacher and university supervisor hold a final three-way conference. Each completes a Final Evaluation and shares results during the conference. This evaluation of the candidate’s classroom skills becomes a major component of the grade for the internship. The university supervisor assigns the final grade: however, the mentor teacher and candidate have input throughout the process.

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Interns will receive a grade for each semester based on the following components:

The first semester grade for internship will be based on the following components:

Percentage

Class Participation/ collaboration/attendance at seminars 5

Seminar Action Research Project -1st draft 10

Reflective Journals/Self Evaluations (Comprised of reflections from your observations in other classrooms (2) and your reflections from your teaching and lessons when you are observed by university supervisor and cooperating teacher.)

25

Unit plan, including showcase video and lessons, assessments, and student work samples aligned to assessment with data from work samples aggregated and analyzed

30

Cooperating Teacher/ Tulane Supervisor Evaluations (comprised from 2-4 university observations and either mid-term or final evaluations with cooperating teacher, university supervisor and self)

30

The second semester grade for internship will be based on the following components:

Percentage

Class Participation/ collaboration/attendance at seminars 5

Reflective Journals/Self Evaluations (Comprised of reflections from your observations in other classrooms (2) and your reflections from your teaching and lessons when you are observed by university supervisor and cooperating teacher.)

30

Seminar Action Research Project- final project scored by all peers and university supervisors using Action Research Rubric

30

Cooperating Teacher/ Tulane Supervisor Evaluations (comprised from 2-4 university observations and either mid-term or final evaluations with cooperating teacher, university supervisor and self)

35

**Remember: A grade of “A” or “B” is required in both semesters of the internship. ** Unsatisfactory Performance: If a candidate is not achieving acceptable proficiency in any of the required knowledge, skill or disposition areas, and fails to reach acceptable levels after the implementation of a prescriptive plan, that candidate faces the prospect of not passing the internship. Depending on the nature of the problem, the following options will be considered by the university supervisor with input from the mentor or administrator:

Requiring the intern to complete focused observations of other master teachers Having unit and lesson plans reviewed by another master teacher before implementation Increasing the number of formal observations and post-observation conferences in order to

provide greater feedback to the candidate for improving weak areas. Counseling the candidate to reconsider the teaching profession.

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If extenuating circumstances other than classroom teaching proficiency arise (such as an accident or extended illness), an extension of the internship may be required. A grade of “incomplete” will be assigned until all requirements are met. The candidate must meet the university requirements for the submission of all required work in a timely manner. Please consult the university catalog for the necessary procedures and the specific conditions under which an “incomplete” may be given.

Praxis II Principles of Learning & Teaching (PLT) Candidates should plan on completing this final national licensing test no later than April of the second internship semester. Beginning in August of 2012, these tests will be available in a computer-based testing format, making it easier for candidates to schedule a testing date. Candidates can select EITHER of the paper-based administrations in January or March OR select a computer-based administration. ECE candidates will take 0621 (paper-based ECE PLT) OR 5621 (computer-based). SEC candidates will take 0624 (paper-based SEC PLT) OR 5624 (computer-based). Dance (PK-12) candidates may take the PLT that most closely matches their targeted grade level—most will take the secondary PLT (0624 OR 5624). Additional information is available @ www.ets.org/praxis. As with all Praxis tests, candidates have TWO attempts to meet the state cut-off scores. Typically, it takes four weeks for these score reports to arrive at the TPCP office: candidates must allow for this when scheduling level 4 interviews and E-folio reviews.

Helpful Hints and Frequently Asked Questions (FAQ’s) for “First-year” Interns

Before your first day at the school: Check on the best transportation route to the school; make sure you have a backup means of

transportation (such as car-pool, public transportation, or taxi). Prepare a list of questions for your initial meeting with your principal/mentor. Re-read the Internship Handbook and your school’s Faculty Handbook so that you are familiar

with your responsibilities.

During your first meeting with your mentor: Discuss the curriculum for the classes you will be teaching and create a tentative calendar for

possible units. Learn about any individuals with special needs in the class(es). Make sure your mentor teacher has a copy of Tulane’s Internship Handbook. Arrange for a meeting between the university supervisor and your mentor if they have not yet

met. (Remember: it is your responsibility to set up meeting times for conferences and observations.)

Before school begins: Obtain copies of school and faculty handbooks, textbooks, workbooks, and any curriculum

guides you will be using in unit or lesson preparation. As appropriate, introduce yourself to the principal, faculty, and staff. Familiarize yourself with

the layout of the school. Make seating charts to learn students’ names as quickly as possible. Learn about the resources available to teachers (such as libraries and computer labs). Set up your classroom.

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As the school year begins: Maintain ongoing communication with your mentor and university supervisor throughout the

various stages of the internship. Make sure you follow the guidelines for the teaching journal and the teaching notebook (see

Appendix B). Attend faculty meetings, PTA meetings, and parent-teacher conferences. Participate in

professional development, in-service training, and extra-curricular activities. From your first day in the school, be an active participant; find ways to become involved that

are comfortable for you and are manageable, given your other responsibilities. Remember to ask for help and advice from your mentor, your colleagues at the school and the

university supervisor. We were all beginners once.

Frequently Asked Questions (and Answers)

What should I do if I have to physically defend myself or break up a fight? There are situations in which a teacher may have to separate two aggressive students, restrain an “out of control” student, or even react to physical aggression by a student. Intervention must be made with non-aggressive strategies first whenever possible. Most importantly, do not let your anger or frustration lead to poor decisions. The courts have generally upheld a teacher’s right to protect himself or herself, students, and school property, without resorting to extreme force. Threats against you should be taken seriously and reported to the proper authorities. Talk with your mentor teacher or principal about the exact policy at your school.

What should I do if a child is hurt while I’m in charge of the class? If a child is hurt while you are teaching in the classroom, you are responsible for demonstrating that you had exercised “reasonable care” in supervising the students. Sometimes accidents happen. Make sure you know what the policy is for reporting any accidents or injuries and follow the procedures.

Should I administer first aid to a student who has been injured? Generally, we strongly suggest that an untrained individual never administer first aid unless it is a serious emergency, and he or she is the only adult in the area. Your first response should be to contact the school nurse or another adult trained in first aid. All teachers should have some basic training in lifesaving techniques such as CPR and basic first aid. If you have never attended any of the Red Cross first aid training, that may be something to add to your personal professional development goals. It is important that teachers know what to do in emergencies, such as extreme bleeding from a playground injury, choking in the cafeteria, or seizures. Find out what the policy is at your school and then follow that policy.

How do I ensure my students’ safety when we are outside of the classroom (at assemblies, fire drills, field trips, etc.)? Talk with your mentor teacher about the school’s policies and procedures. It is usually a good idea to have a class “roll book” with the names of all of your students that you can take with you when you leave your classroom, especially for fire drills. This will help you account for every student under your charge. You should include expectations for behavior outside of the classroom in your management plan and discuss these expectations with your students as part of your “start of the year” activities. Establishing routines and expectations ahead of time will increase your students’ success.

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What if I am asked to give medications to a student? Only a school nurse or designated representative can administer prescribed medications to students. Check with your mentor teacher or principal. Under no circumstances should you give any over the counter medications (such as aspirin or Advil) to a student.

What if I suspect that a student has an illegal weapon, concealed illegal drugs, obscene materials or other “banned” items? Different schools have different policies. Some school districts do not allow students to bring cell phones or electronic games to school. Talk with your mentor teacher and make sure you know your school’s policy. If you suspect a student has an item that is not appropriate, report it to an administrator. Under no circumstances should you take it upon yourself to search a locker or back-pack.

Can I transport students in my car? The general answer to this is “no.” However, there might be an unusual or emergency situation in which such transportation would be necessary to ensure the safety of a student. This should only be done under the direction of a school administrator.

What do I do if I suspect one of my students is being abused? In most states, teachers, along with doctors and nurses, are required to report suspected child abuse. Because teachers are often a first line of defense for children, all teachers should be aware of the warning signs of child neglect and physical, sexual, and emotional abuse. If you see evidence of child abuse, talk to your mentor teacher, the school counselor, or the school nurse.

What are my rights to teach what I think is appropriate? The controversy over who controls what teachers can teach is ongoing. Some works of literature have been banned or removed from school reading lists and libraries; some science textbooks have been rewritten to avoid or downplay evolution. In general, there are several questions a teacher must consider when using any controversial materials:

What is the educational purpose? Why is this material essential? Is the material developmentally appropriate for my students? What is the school or district policy on the use of such material? How will I keep parents informed?

Will I be expected to attend all school meetings? One of the important outcomes of the internship is the candidate’s “immersion” in the full daily schedule of a classroom teacher. This includes parent-teacher conferences, team meetings, faculty meetings, PTA meetings, and any workshops or professional development activities offered at the host school. As an employee, an intern is typically expected to attend all of the functions attended by any other new teacher in the school. In extenuating circumstances (such as scheduling conflicts with the mandatory student teaching/internship seminars), the mentor, the university supervisor, and the school administrator will make decisions about scheduling conflicts. You DO need to attend all of the scheduled internship seminars.

Who assigns the grade for the internship? The university supervisor has the final responsibility, but the recommendation of the mentor teacher is an important factor in that process. (See pages 10-12 in this handbook and the syllabus for the Internship for a detailed explanation of the evaluation procedures used in the internship.)

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When do I have to complete the Praxis II Principles of Learning and Teaching test? You must pass this test before the completion of the internship year. It is required before we can recommend you for licensure. It is a good idea to schedule this test earlier rather than later- we usually recommend January of the second internship semester. In the second semester, you will be finishing up your action research project and preparing for your final interview and portfolio review.

Building Your Portfolio and Preparing for Your Final E-Folio Review The Level 4 E-Folio on TaskStream is the culminating portfolio which demonstrates the candidate’s proficiency in the required knowledge, skills, and dispositions expected of a beginning teacher and a Tulane TPCP graduate. At the completion of the internship year, the E-Folio will be evaluated to determine the candidate’s eligibility for recommendation to the state for licensure. All candidates will be able to export their E-Folio to a DVD: information about this process is available @ www.taskstream.com.

During your internship experience, you should continuously evaluate artifacts for your portfolio. Choose the one unit from the first semester of the internship that will best showcase your teaching knowledge and skills. Remember to review the UbD Unit Evaluation to ensure that you have met the standards for interdisciplinary learning goals, differentiated instruction and effective use of technology. You must retain copies of all observation reports in your teaching notebook, but only the final summative evaluations (from the end of the second semester) will go into your Level 4 E-Folio on TaskStream.

Towards the end of the second semester of your internship (usually in May), you will set up the date for your Level 4 program interview and portfolio review. You must have your Level 4 E-Folio completed on TaskStream before your interview date (usually 7 to10 days prior). The faculty members will review your portfolio and verify that you have met the folio requirements. On the day of your interview, you will be asked to reflect on your internship experience as well as answer questions about your portfolio. (A list of questions and the evaluation form for this interview are included in Appendix F.) You will receive more information about this process during your seminar.

TPCP E-Folio LEVEL 4 Completion/Recommendation for Certification

Required Courses: For ECE: EDUC 6900 or 6910 & 6920 For SEC: EDUC 6930 or 6940 & 6950 For DANC: EDUC 6960 0r EDUC 6970 & 6980

A minimum grade of “B” is required for each semester of the internship year.

Deadline for Submission: NO LATER than three weeks after the completion of the second internship semester.

The Level 4 E-Folio will be evaluated after completion of the clinical to verify the candidate’s eligibility for recommendation to the state for certification. The entire E-folio will be reviewed for both achievement and growth. In addition, feedback from graduates and cooperating teachers will be used to continuously revise and improve the overall program.

Teach your students to discover wisdom rather than to expect you to provide it. B. Algozzini

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Required Artifacts to be submitted by student in Level 4 E-Folio on TaskStream: Final Self-Evaluation of INTASC skills from Intern (completed on-line in TaskStream) Showcase UbD Unit with all lesson plans, materials, rubrics, assessments, and student work

samples ( submitted at end of first semester) Showcase lesson (plan with 5 minute edited video clip) Action research project summary from ST/INT seminar with Power Point presentation Revised professional resume Candidate Evaluation of Program Survey (completed on-line)

Items submitted/verified by TPCP faculty & staff for LEVEL 4 E-Folio: Final Evaluation from university supervisor Final Evaluation from mentor teacher PRAXIS II (Principles of Learning and Teaching) (scores verified) Level 4 Exit Interview evaluation/ Final Evaluation of Portfolio

Submitting your Application for Initial Licensure

After the completion of all program requirements and the final E-Folio review/interview, the candidate must submit the appropriate documents and fees to the Louisiana State Education Department for application for the initial teaching certificate. Candidates must have a complete Praxis score report (both content AND PLT) and ALL transcripts ahead of time to include with the application. The ACT/SAT score report must also be included with the application if those scores are used for the exemption from Praxis I. Candidates may submit the ORIGINAL examinee score reports--they will be returned to the candidate after the license application is processed. The certification department will NOT accept photocopies of any of these documents.

1) After the Program Director and Coordinator for Assessment verify the completion of program requirements, the Director will complete one portion of the LA Application for Teaching Certificate and give to the candidate.

2) The candidate must sign the application and obtain all appropriate signatures: Program Director, Registrar, and Academic Dean.

3) The candidate must complete and sign the Professional Conduct Form and the Alumni Contact form (available in Program Director’s office).

4) Once the signatures on the application form are obtained, the candidate should make a copy of the license application and return that copy to the TPCP office for the candidate’s program folder.

5) Applicant must obtain a money order (cannot be older than one year) for $50 made out to Louisiana Dept. of Education.

6) Applicant collects all documents: Application form, Professional Conduct Form, current Praxis score report, copy of ACT/SAT score report and ALL transcripts and submits ALL documents and the money order to:

Louisiana Department of Education Office of Higher Education & Teacher Certification PO Box 94064 Baton Rouge, LA 70804-9064

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The application process usually takes 10-15 days. The Department of Certification is no longer mailing paper copies of the teaching certificate: candidates may print out paper copies of their licenses and track the progress of their applications on the LDE website @ teachlouisiana.net

The Mentor Teacher

The Role of the Mentor Teacher

Cooperating or mentor teachers assume serve as models for pre-service and first-year teachers and greatly influence attitudes, teaching strategies, and even philosophies of teaching. Serving as a mentor for a teaching intern may be different than serving as a mentor for a student teacher in that interns have more responsibility and autonomy. There is no “grace” period for an intern, no two to three week period of gradual assumption of teaching duties. You have been selected for this role because your principal agrees that you can be an effective mentor for a beginning teacher. Working effectively with an intern is rewarding, but it is also time-consuming. The staff of Tulane’s Teacher Preparation and Certification Program must rely upon your professional judgment, not just in the coaching of a novice teacher, but also in regards to the candidate’s ability to maintain high professional standards. If you develop any reservations about the candidate’s ability to become an effective beginning teacher, please document the performance problems, discuss improvements with the candidate, and share your concerns with the university supervisor.

This is a stressful period for most candidates. Therefore, praise, encouragement, and focused coaching are three requirements for effective mentoring. Open communication will help establish trust and rapport between you and the candidate. The guidelines and suggestions presented in this section are designed to help you, the mentor teacher, create an environment in which the candidate can continue development of his or her professional knowledge and skill.

Orientation (for interns new to the school)

You can help ensure a positive learning environment by taking the following steps: As part of your first meeting with the intern, give him or her tour of the school, pointing out

areas such as the staff lounge, cafeteria, library, and computer labs. You may want to schedule a series of informational meetings with the counselors, media

specialist, technology coordinators, and other school personnel. Such meetings help the intern learn about available services and general school policies.

Make sure that the intern has obtained copies of faculty handbooks, curriculum guides, textbooks, teacher guides, student handbooks, and other materials which you think will be helpful.

Introduce the intern to faculty and staff; ask your colleagues to help provide support and encouragement.

Share your unit and lesson plans and discuss the types of lessons, activities, and assessments the intern will be expected to develop.

Discuss the units and lessons that he or she will be teaching, and provide feedback on the design of those units. (Candidates are required to use the Understanding by Design process for their planning.)

If your school requires a specific format for written, daily lesson plans, please share it with the intern.

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Planning and Curriculum

It is imperative that you set up a regular meeting time with your intern to discuss unit and lesson plans, assessments, management strategies, grading, and the results of your informal and formal observations. You should expect to see detailed, effective lesson plans with clear activities that enable students to master the learning objectives. Although candidates have been taught a basic framework for effective unit and lesson design (Understanding by Design), they will need continuing support and coaching as

they grapple with the day-to-day issues of implementing and refining their plans. No intern should be allowed to teach without detailed lesson plans. At the beginning of the internship, you may need to provide a good deal of direction and advice on the candidate’s lesson plans. Often, sharing your previous plans will provide a good model to aid the candidate with pacing and materials selection. As the candidate gains confidence and experience in planning and instruction, you will be able to allow more independent planning by the candidate.

Please make sure that the intern has been given a copy of the district’s curriculum guide as well as a teacher’s edition of the textbook(s) used in his or her classes. Candidates are well aware of the national content standards specified by groups such as the National Association for the Education of Young Children, the National Council for the Teaching of Mathematics, and the National Council of the Teachers of English. However, they will need practice in translating standards into unit and daily objectives. Likewise, candidates have seen sample assessments from standardized tests (such as LEAP, ITBS, and ITED), but they will need additional practice in developing activities and assessments that address skills critical for success on these high-stakes tests. At the end of the first semester, the intern will submit a full curriculum unit following the Understanding by Design framework.

Supervision and Evaluation

Free and open communication between you and the intern is essential for his or her effective development. Critique his or her plans and classroom instruction honestly, sharing your observations in a constructive way. Give specific feedback to the candidate, pointing out strengths and offering suggestions for alternative strategies in skill areas that need improvement. Use the Instructional Skills Rubric in Appendix D to record results of the formal observations: you may also use this rubric to guide your conversations with the intern after informal observations as well. This Instructional Skills Rubric is based on Danielson’s Framework for Teaching, which was recently adopted by Louisiana as the foundation for the PK-12 teacher evaluation system state-wide. The Instructional Skills Rubric is aligned with the Evaluation of Professional Skills Rubric (see Appendix E) which is completed at the end of the first semester (as a formative evaluation) and again at the end of the second semester as the final summative evaluation of the candidate’s demonstrated professional competencies. You must complete at least two formal observations before you complete the Midterm Evaluation of Professional Skills (in Appendix E) at the end of the first semester. This interim evaluation is a formative evaluation and is designed to identify any areas that need intensive attention during the remaining weeks. Informal observations and coaching conferences should occur at least bi-weekly. Use the midterm evaluation to guide these conversations. Please make sure that you give the candidate a copy of your completed observation forms and Midterm Evaluation for the internship notebook. You

Some things need doing better than they’ve ever been done before. Some just need doing. Others don’t need doing at all. Know which is which. H.J. Brown, Jr.

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may also use the candidate’s Midterm Self-Evaluation to structure areas of focus for the second half of the experience.

You will need to complete at least two formal observations in the second half of the internship, recording the results using the Instructional Skills Rubric. Continue to perform informal observations, lesson plan checks, and weekly coaching conferences. During the last weeks of the internship, complete the Final Evaluation of Professional Skills and participate in a three-way conference with the candidate and the University Supervisor. Offer appropriate advice and support as the candidate finishes their action research project. The candidate may ask you to sign off on a variety of documentation forms (such as clock hours spent teaching, observing, preparing, and participating in professional development activities). (For more information, see Appendix B.) The candidate may ask you for a letter of reference.

While serious problems during an internship are relatively rare, mentor teachers bear the brunt of identifying and addressing any serious deficiencies. If a candidate performs at the unsatisfactory level at any point during the assignment, the problem area(s) need to be addressed immediately, using the following steps:

Identify the specific problem area(s). Discuss them with the candidate and the university supervisor in a three-way conference.

With the candidate and the university supervisor, create an action plan with specific steps for alleviating the deficiencies.

Increase informal observations of the candidate and provide extra written and oral feedback, including specific suggestions for improvement.

Use additional videotaping to help develop the candidate’s awareness and reflection. (All candidates are required to have at least two videos of lesson segments from the “showcase” units they submit for their portfolio.)

Ask an administrator to complete a formal observation of the candidate and provide written feedback, using the observation form.

After intensive coaching and support, if it still appears that a candidate may receive a rating of “unsatisfactory” in one of the core skill areas, please make sure you do the following:

Keep the university supervisor involved in ongoing documentation and monitoring. Keep a log of dates and problem situations. Keep notes from conferences, both formal and informal. Keep copies of your written feedback, signed and dated by both you and the candidate. Keep copies of any feedback provided to the candidate by other professional staff.

At Tulane, a final grade of “A” or “B” is required for both semesters of the internship for the candidate to be recommended for licensure. Our goal is to prepare highly qualified beginning teachers. While other factors are part of the final grades in the internship (such as seminar attendance and participation), the majority of the final grade is directly linked to the candidate’s performance in the classroom. A category rating of “unsatisfactory” in one of the core standards on the Final Evaluation may lead to an unacceptable grade. Working together, the mentor teacher and the university supervisor have a responsibility to make sure that the candidate understands the expectations and has access to appropriate support and coaching.

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Candidate interns will have a full year to complete the other course requirements (such as the action research project). Some assignments will be due during the first semester while others will be completed during the second semester. (Please refer to the Internship syllabus for specific details about which assignments are due during each semester.)

The University Supervisor The Role of the University Supervisor As the liaison between Tulane University and the host schools, the university supervisor provides support and guidance to the candidate as well as assistance to the mentor teacher. University supervisors conduct the internship seminars, complete both informal and formal observations of the candidate, participate in conferences with the candidate and mentor teacher, complete an Interim and Final Internship Evaluation for each candidate, and assign the final grades for the internship. The university supervisor is responsible for developing and maintaining positive working relationships between Tulane University and the host schools and ensuring that Tulane’s policies and procedures for teaching internships are implemented. The university supervisor works with the mentor teacher to assist in the ongoing development of the candidate’s skills. Supervision and Evaluation The intern should schedule a three-way meeting with his or her mentor and the university supervisor during the first two weeks of the internship. At this meeting, requirements for the internship notebook and the process for formal observations and evaluation will be reviewed. It is the responsibility of the university supervisor to monitor the intern’s teaching assignment and duties and to ensure that each mentor teacher understands the university’s requirements for documentation during the internship. The university supervisor will complete at least three formal observations during the first semester, as well as several informal observations and conferences. At the end of the first semester, the university supervisor and the mentor will complete an Interim Evaluation. The candidate will complete an Interim Self-Evaluation. After these evaluations are completed, the intern will schedule a mid-term conference to discuss the action plan for the second half of the internship. This mid-term conference is based on the results of the three Interim Evaluations and should provide the candidate with clear expectations about competencies and skills and clear directions for improvement in any identified areas of weakness. During the second semester, the university supervisor will complete at least three more formal observations before completing the Final Internship Evaluation. All three again participate in a final three-way conference. This final evaluation conference should be a rewarding culminating experience for all of the professionals involved and should result in the candidate’s knowing both areas of strength and areas for continued growth. As the facilitator for the internship seminar, the university supervisor is responsible for periodically checking the teaching notebook, evaluating the candidate’s progress on the action research project, and verifying that each candidate has demonstrated proficiency in the knowledge, skills, and dispositions expected of a beginning teacher (see Appendix E Evaluation of Professional Skills.) The Instructional Skills Evaluation (see Appendix D) will be used for the individual observations throughout the clinical.

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Tulane University Policies

Newcomb-Tulane Code of Academic Conduct

“The integrity of the Newcomb-Tulane College is based on the absolute honesty of the entire community in all academic endeavors. As part of the Tulane University community, undergraduate students have certain responsibilities regarding work that forms the basis for the evaluation of their academic achievement. Students are expected to be familiar with these responsibilities at all times. No member of the university community should tolerate any form of academic dishonesty because the scholarly community of the university depends on the willingness of both instructors and students to uphold the Code of Academic Conduct. When a violation of the Code of Academic Conduct is observed it is the duty of every member of the academic community who has evidence of the violation to take action. Students should take steps to uphold the code by reporting any suspected offense to the instructor or the Associate Dean of Newcomb-Tulane College. Students should under no circumstances tolerate any form of academic dishonesty.” “In all work submitted for academic credit, students are expected to represent themselves honestly. The presence of a student's name on any work submitted in completion of an academic assignment is considered to be an assurance that the work and ideas are the result of the student's own intellectual effort, stated in his or her own words, and produced independently, unless clear and explicit acknowledgment of the sources for the work and ideas is included (with the use of quotation marks when quoting someone else’s words). This principle applies to papers, tests, homework assignments, artistic productions, laboratory reports, computer programs, and other assignments.”

(A full and detailed copy of the entire Code of Academic Conduct is available in any dean’s office and online @ http://college.tulane.edu/code.htm )

Grade Appeals

According to the policies of the Tulane University Teacher Preparation and Certification Program, candidates must achieve a final grade of “A” or “B” for both semesters of the internship year and complete all of the other program requirements to be recommended for licensure. There is a specific appeals process that must be followed by any candidate who feels that a grade he or she received needs to be reviewed.

Within one month of receiving the grade or other cause of complaint*, the student should make an informal attempt to resolve the grievance by approaching the teacher or other academic supervisor.

1. If student and teacher cannot arrive at a mutually satisfactory solution within seven days**, the grievance should immediately be referred by the student to the department chair (or program director) for resolution, or to the dean, if a division has no departments.

2. If the complaint cannot be resolved by informal mediation within seven days of its referral to the department chair, the chair should invite both the student and the teacher to submit written statements of their opinions concerning the grievance to an academic grievance committee. The committee should render a decision in the matter within ten days of receiving the written statements. The committee records should contain not only the decision but an explanation of the grounds upon which the decision was reached.

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3. One copy of the committee report should be sent to the dean of the school (of the student involved). If either the student or the teacher involved is dissatisfied with the committee’s decision, he or she may appeal to the dean within five days of receiving the decision. The dean may uphold, reverse, or return for further consideration, the committee’s finding. The dean’s decision should be made within ten days and communicated in writing to all principals in the case. In the event that the dean returns the case to the department for reconsideration, all procedures and appellate avenues described in sections 3 and 4 of this document are again operative. The dean ultimately must uphold or reverse a departmental decision based on reconsideration of its earlier finding.

4. If the student is dissatisfied with the dean’s ruling, the student may file a written appeal with the Senate Committee on Academic Freedom and Responsibility of Students within five days of receiving the dean’s decision. Based on the petition and the reports from the departmental grievance committee and the dean, the Senate committee will decide whether or not to hear the appeal. If the committee decides that there are not sufficient grounds for a review of the grievance committee’s and dean’s decisions, the Chair of the committee will notify the student by letter, with copies to the principals involved in the case and to the Provost. If the committee decides that there are sufficient grounds for a review of the grievance committee’s and dean’s decisions, it will interview both the student and the teacher. A quorum of three committee members, at least one of whom must be a representative of the administration, one of whom must be a faculty member, and one of whom must be a student, is necessary for all committee hearings.

5. If the committee interviews both the student and the teacher (or other principals involved) at a hearing, then the Chairman will send the results of the committee’s findings in the form of a letter of recommendation to the President of the University, with copies to the student and other principals involved and to the Provost.

6. If, in accordance with faculty rights as specified in the Faculty Handbook and in the Constitution and Bylaws of the University Senate and the various divisions, the teacher believes that his or her academic freedom or academic responsibilities have been affected by the dean’s ruling, the teacher may appeal to the appropriate committee of peers at the divisional level (ordinarily the faculty grievance committee of the college or division). The teacher’s appeal must be made within ten days of the action provoking the appeal. If the teacher is dissatisfied with the committee of peer’s decision regarding his or her academic freedom or responsibilities, the teacher may appeal to the Senate Committee on Faculty Tenure, Freedom, and Responsibility. That appeal also must made within ten days of the action provoking it. No grade may be changed until the teacher’s appeal process has been completed.

7. If the student is dissatisfied with any decision made in the appellate process described in item 6, the student may appeal to the Senate Committee on Academic Freedom and Responsibility of Students. All procedures described in items 5 and 6 above apply to the student’s appeal in this instance.

8. In cases of conflict regarding the decisions of the divisional peer committee and the Senate Committee on Academic Freedom and Responsibility of Students, the matter shall be referred to the Senate Committee on Faculty Tenure, Freedom, and Responsibility. In cases of conflict regarding the decisions of the Senate Committee on Faculty Tenure, Freedom, and Responsibility and either of the other committees stemming from the deliberations described in item 7 above or this item, the committees at odds shall meet jointly to discuss the issue. The ultimate findings of the two committees shall be forwarded to the President of the University within ten days.

*If the teacher or supervisor cannot be reached due to summer vacation or other circumstances, contact should be made as soon as possible or within two weeks of the beginning of the following semester. **Here and throughout, “days” refers to working days. **These procedures do not apply to cases involving the Honor Code or the Student Conduct Code.

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Non-Discrimination Policy Tulane University is an Affirmative Action/Equal Employment Opportunity institution and is committed to a policy of non-discrimination. This policy includes recruitment, employment, retention and promotion of the most qualified students, faculty, and staff. The university has implemented grievance procedures for cases of alleged discrimination, including those of alleged sexual harassment for faculty, staff, and students. Complaints or confidential inquiries should be referred to the Affirmative Action Officer in the Office of Equal Opportunity.

It is the policy and practice of Tulane University to comply with the Americans with Disabilities Act (Pub. L. No. 101-336), Section 504 of the Rehabilitation Act of 1973 (Pub. L. No. 93-112, § 504, as amended), and state and local requirements regarding individuals with disabilities. Under these laws, no qualified individual with a disability shall be denied access to or participation in services, programs, and activities of Tulane University. Accommodations are provided to students with documented disabilities in order that these students are viewed according to their abilities rather than their disabilities. Accommodations offered by Tulane may not necessarily be the same as those received in high school or at another college or university.

At the college/university level, students are responsible for:

Registering their disabilities with the Office of Disability Services (ODS) at Educational Resources and Counseling (ERC).

Requesting the specific accommodations they may need. Providing adequate documentation that substantiates their disabilities and shows the need for

the requested accommodations

The link for the Office for Educational Resources and Counseling is http://erc.tulane.edu/disability/AccOver.php.

Post-graduate Tuition and Fees

Internship candidates will register through the School of Continuing Studies as part-time students and will be charged a reduced tuition on a per-credit hour basis. Application forms and information on tuition waivers for teachers are available on the SCS website @ www.scs.tulane.edu.

Interns will register for three hours in the Fall semester ( either EDUC 6910- ECE Internship A OR EDUC 6940 – SEC Internship A OR EDUC 6970 – DANCE Internship A) The second three hours will be completed in the Spring semester ( either EDUC 6920- ECE Internship B OR EDUC 6950 – SEC Internship B OR EDUC 6980 DANCE Internship B.

Do your homework and know your facts, but remember… it’s passion that persuades. H. J. Brown, Jr.

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APPENDIX A: Application Form and Structured Interview Questions for Level 3

Tulane University Teacher Preparation and Certification Program Application for Admission to Clinical

Name: ______________________________________________________________ Date: _________________________ Permanent Home Address: ___________________________________________________ ___________________________________________________ Cell Phone: ____________________________ Home Phone: ____________________________ Student ID #: ____________________________ Email Address: ___________________________ Classification: Senior ____ Post-Graduate ______ Teaching Major(s): _________________________ List any courses needed to complete your degree:_______________________________________________________________ ______________________________________________________________________ List all courses currently enrolled in: ______________________________________ ______________________________________________________________________ Please complete and attach any appropriate major sheets, referencing courses completed in core, major, minor, area of concentration, and related studies.

I wish to complete the clinical internship_____ during the Fall ____semester and the Spring _____semester I have read the requirements for this program in the Teacher Preparation and Certification Internship Handbook and am aware of my responsibilities as a intern teacher representing Tulane University. Signed:_______________________________________________ Date: ______________

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School:_____________________________________________________ Mentor Teacher/Principal:_____________________________________ Mentor e-mail:_______________________________________________ Grade Assignment: PK ___ K ___ 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 ___ 7 ___ 8 ___ 9 ___ 10 ___ 11 ___ 12 ___ Content Area:__________________ Cumulative GPA: ________ Professional (Education courses) GPA: ________ PRAXIS II (Content)

Date: _________________________________ Scores received: ________________________

PRAXIS II (PLT) (May be taken during student teaching or internship.) Date: _________________________________

Scores received: ________________________

1) Will you have a car available? _____yes _____no 2) a) Do you believe it will be necessary for you to work an additional outside job during the internship? _____yes _____no b) If yes, how many hours will you work per week? ______ 3) a) Do you believe it will be necessary for you to take an extra class during the internship? _____yes _____no b) If yes, please list the course. __________________________________ Signature: ___________________________________________________________ Date: _________________________________ Received by TPCP: ____________________________ Date: _____________________

This form should be completed and submitted to the TPCP Program Director by May 15th of the semester the candidate is enrolled in Methods II.

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Structured Interview: Level III Admission to Clinical (Student Teaching/Internship)

Name of student: __________________________________________ Date: __________________________________________ Year in school: __________________________________________ Evaluator: __________________________________________ Directions: Each candidate should review the following questions prior to the Level 3 interview. Each

interviewer should rate each student’s delivery and responses to the interview questions. Additional questions may be asked as follow-ups. Each interviewer should enter his/her category scores in the candidates level 3 E-Folio on TaskStream. The final score will be based on the average of all the interviewers’ ratings.

I. Communication 0 1 2 3 4 Summary Comments Verbal skills (articulation, volume, enunciation, and vocal variety) Use of correct grammar; Clear understanding of language conventions and contexts

Poise and self-confidence; Eye Contact; Enthusiasm

Use of professional vocabulary; Professional dress & Demeanor;

____/12

(No individual item score below 3)

II. Knowledge/Skills 0 1 2 3 4 Summary Comments Appropriate content/professional knowledge

____/80

NO individual question score below 2 (Minimum- 65/80)

I III. Dispositions 0 1 2 3 4 Summary Comments Clear and concise responses, indicating prior preparation

Evidence of elaboration/reflection

Evidence of internalized professional goals

____/12

(No individual item score below 3)

Total Raw Interview Score

______/94

All candidates and Interviewers should review the performance level descriptors on page 4.

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Questions Ratings INTASC Standards Measured

TPCP Core

Principle 0 1 2 3 4

1. Explain three reasons why your subject area knowledge qualifies you to teach.

1/7 2

2. How have your perceptions about teaching and learning changed over the last few years.

2/3/4/7/9/ 1

3. Explain two examples of how you have applied research on teaching and learning to your classroom practice.

2/3/4/5/7/9 2

4. What was the most difficult challenge for you in the area of planning and how have you addressed it?

3/4/7/9 3

5. Based on both your classroom experiences and your knowledge of research, explain three strategies you can use to make your classroom inviting for ALL students.

2/3/5/6/9 5

6. Explain what you believe is your greatest strength as a teacher. Why do you see this as a strength?

2/3/5/6/7/9 1

7. Describe TWO activities you have used with students to help develop their technology skills. How do you know you were successful?

3/4/5/7/8 4

8. As a beginning teacher, what do you think will be your greatest challenges in the area of student diversity? How do you plan to address these challenges?

2/3/4/5/9 5

9. Explain how your experiences in collaborative settings as a learner have influenced how you use cooperative strategies as a teacher.

4/5/6/8/9/ 3

10 Based on your experiences in the classroom, identify TWO of the greatest learning challenges in your subject area and explain specific strategies for helping students overcome those challenges

1/2/3/6/7/9 2

11. Describe TWO of the most meaningful professional development activities you have participated in since starting this program and explain what you learned.

6/9 1

12. What are the main components of your philosophy of education? Has this philosophy changed since you started this program? Why?

2/3/5/9/10 3

13. Explain two insights into your subject area(s) you have gained from teaching that subject to PK-12 students.

1/4/7/8/9 2

14. Explain specific examples of how you have used formative and summative assessment data to “reframe” your teaching.

2/3/4/8/9 3

15. Describe two specific ways in which you have used technology for your professional learning and development

1/2/3/4/7/9 4

16. Explain TWO of the goals you have set for yourself during the clinical and your plans for achieving those goals.

9 1

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17. Explain TWO specific ways in which you use your knowledge of developmental and educational psychology to guide your teaching decisions.

/2/3/4/8/9/ 10

5

18. Explain FIVE specific strategies you have used to differentiate instruction.

2/3/4/5/7/81 5

19. Explain five specific ways in which you will use technology in your classroom to help students succeed

1/2/3/4/5/7/8 4

20. What do you think are the greatest challenges you will face in preparing your students for the 21st century? How will you use technology to help meet those challenges?

1/2/3/4/5/6/7/8/9/10

4

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APPENDIX B: Documentation Forms for Internship B1: Checklist for Teaching Notebook/Reflective Journal B2: Guidelines for Focused Observations B3: Time Record for Internship B1: Checklist for Teaching Notebook/Reflective Journal Teaching Notebook (Electronic) Your teaching notebook is one of the primary sources of documentation that you have fulfilled the requirements for the course and are eligible for licensure. You should include the following in this notebook: _____Records of Teaching Hours (signed by candidate and mentor teacher) _____Minimum of four Focused Observation Summaries (two in first semester; two in second semester) _____All unit and lesson plans, including all assessments, handouts and activities _____Selected samples of student work along with summarized achievement data _____Reflective Journals ( On a regular basis, candidates will analyze/reflect on both successes and “flops” in the classroom.) _____ Four Instructional Skills Evaluations from your mentor teacher (two from the observations in the first semester and two from the second semester) _____Four Instructional Skills Evaluations from your university supervisor (two from the first semester and two from the second semester) _____Interim and Final Self-Evaluations of Professional Skills (Candidate enters ratings from Final into level 4 E-Folio on TaskStream) _____Midterm and Final Evaluations of Professional Skills from your mentor (paper copy of Final to be given to Assessment Coordinator who enters ratings into TaskStream.) _____Interim and Final Evaluations of Professional Skills from the university supervisor (University supervisor enters ratings from Final into TaskStream)

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B2: Focused Observation Guidelines During the first weeks of the internship, the intern should spend some time observing in the mentor teacher’s classroom. The questions below will help focus these observations and make the experience more meaningful. Classroom Routines/Procedures:

How is attendance/tardiness handled? Who is contacted for serious behavior problems? What is the procedure? Who is contacted if a student becomes ill? What is the procedure? What are the routines for sharpening pencils, restroom visits, and so on? What are the privileges/consequences in the classroom management plan? What routines are used to provide time for students to talk with the teacher? How are materials duplicated? When and how are school and class announcements given? How are media resources

obtained for use in the classroom? Are computers available for class use? What procedures are used to schedule lab time (if

available)? What are the procedures for fire or tornado drills and other emergencies? How is make-up work handled? What are the procedures for collecting work and returning papers? What routines does the teacher use to create a positive learning environment? How does the teacher use management routines to prevent or defuse discipline problems?

Students/Learning Environment:

What are the characteristics of the students who appear to be the class leaders? What evidence do you see of differing ability levels in the class? What are the characteristics of the students who are disruptive or uncooperative? What do students do with their free time? How, when, and where do discipline problems arise most frequently? What supportive services are available outside the classroom? How do students show their interest in or indifference to class activities? What are the characteristics of the special needs students in the class? How does the teacher provide feedback to students about their learning? How does the teacher model effective thinking/learning skills? How does the teacher motivate students to become actively engaged in learning? How does the teacher support and encourage students who are unsuccessful? How does the teacher foster higher-order thinking? How does the teacher differentiate instruction for students with diverse needs?

Remember: Interns should complete at least one focused observation of the mentor teacher and one of another master teacher in the school during the first few weeks of semester one. Include the typed summaries in the internship notebook. During the second semester, two more focused observations should be completed. Again, include the typed summaries in your teaching notebook. This will give you a total of four focused observation summaries. Your summaries must follow the guidelines outlined in the syllabus.

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B3: Time Record for Internship Candidate:_______________________________ School:________________________ Mentor Teacher:___________________________ Subject/ Grade:________________ Week/ Date

A) Observation Hours

(B) Participation Hours (conferences, small group tutoring, assisting teacher, faculty meetings)

(C) Teaching Hours (planning, grading, actual class instruction)

Total Hours

Wk ___

Wk ___

Wk ___

Wk ___

Wk ___

Wk ___

Wk ___

Wk___

Wk ___

Wk ___

Wk ___

Wk ___

Wk ___

Wk ___

Wk___

* The mentor teacher should review and initial the time record monthly. At the end of the internship, the candidate will have greatly exceeded the minimum clock hours required for a traditional student teaching semester: 200 clock hours of teaching, 45 hours of observation (in the mentor teacher’s class as well as in classrooms of other master teachers in the host school), and 45 hours in participation activities (such as attending faculty meetings, and participating in professional development activities). The clock hours of teaching must be based on the intern having full responsibility for planning, instruction, and assessment. Individual time records may vary from candidate to candidate, but you must complete a minimum of 300 hours over each semester of the internship. Duplicate this page as needed.

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Appendix C: Evaluation Rubric for Understanding by Design Interdisciplinary

Thematic Unit

Name:_______________________________________________

Evaluator:_________________________________________

Course: _____________

Date:______________________

Title of Unit:______________________________________________________

Grade:____________

Content Area(s):___________________________________________

Length of Unit:______________

STAGE 1 Setting the Goals for Learning Component Unsatisfactory (1) Emerging (2) Effective (3) Exemplary (4)

A. Standards,

Understandings

& Essential

Questions

(G +U + EQ )

*Not clearly linked to state or national standards *Not focused on core ideas of discipline(s) *Not framed to promote inquiry or transfer *No attention given to preconceptions or possible misconceptions

*Implied or incomplete links to state or national standards *Some are focused on core ideas; others are too narrow * Some are framed to promote inquiry and transfer *Implied attention given to preconceptions or possible misconceptions

*Clear connections to state and national standards- (CCSS as appropriate) *Focused on core ideas of discipline(s) *Most are framed to promote inquiry and transfer *Some specific attention given to preconceptions and possible misconceptions

*Clear connections to state, and national standards (CCSS as appropriate) *Integrates core ideas from several disciplines *Provocative framing of questions to produce interest, inquiry and transfer *Clear and complete attention given to both preconceptions and possible misconceptions

B. Knowledge

& Skill

Objectives

(K + S)

*Little or no evidence of thoughtful task analysis *Little or no evidence of higher-order thinking skills *Inappropriate focus on facts, terms, etc. with little or no applications/skills *Little or no evidence of literacy skill development

* Evidence of partial task analysis * Incomplete attention given to higher-order thinking * Knowledge and skills are described, but may lack congruence or completeness *Limited evidence of focus on literacy skills; objectives are not specific or complete

* Clear evidence of careful task analysis *Careful attention paid to higher order thinking skills * Clear connections between knowledge and goals for application/process skills *Clear emphasis on development of literacy skill (addresses 3 of 4 areas-reading, writing, speaking, listening)

*Evidence of extensive task analysis * Extensive attention to both higher-order critical thinking and real-world problem-solving skills/applications * Clear, complete descriptions with multiple links between knowledge and applications *Strong and integrated emphasis on all 4 literacy skills

Comments for stage 1

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Stage 2 Determining Evidence of Learning Component Unsatisfactory

(1)

Emerging (2) Effective (3) Exemplary

(4)

C. Design of

Performance

Task(s)

(Summative

Assessment) (T)

*Performance task is not authentic/ not a real-world task *No evaluative criteria are given for students *Focus is on activity, not understanding * Task is not clearly defined and does not require transfer * Task does not use GRASPS

* Some aspects of task are real-world based *Evaluative criteria are incomplete and need further clarification * Some aspects of task need further clarification * Task is based on GRASPS elements but is insufficiently developed

* Task is clearly connected to real-world and includes all GRASPS elements * Evaluation rubric is based on well-defined criteria *Some attention is given to increasing student success *Choices provide for student diversity

*Real-world task uses GRASPS elements in creative ways * Evaluation rubric is based on well-defined criteria *Attention is given to potential pitfalls and how to help students avoid them *Choices provide for student diversity

D. Use of other

(formative)

Assessment

Evidence

(OE)

*Insufficient or inappropriate evidence for student understanding * Little, if any, opportunity provided for students to reflect and self-assess *Little, if any, attention paid to helping students activate prior knowledge and recognize possible misconceptions

* Some use of appropriate additional evidence of understanding *Some assessment strategies may need clarification and/or further development * Clear, but limited opportunities for students to reflect and self-assess *Criteria provided for student success need clarification *Some attention paid to prior knowledge/ possible misconceptions, but strategies are limited

*Ongoing use of additional evidence of understanding *Multiple opportunities for students to self-assess, reflect and revise *Some connections between formative assessments and summative performance *Clear and specific criteria provided for students to promote successful learning *Multiple strategies for enabling students to activate prior knowledge and recognize possible misconceptions

*Ongoing use of additional and varied evidence of understanding *Multiple and varied opportunities for students to self-assess, reflect and revise *Formative assessments designed to increase student transfer of learning and success on summative task *Clear and specific criteria provided to students to promote successful learning, along with tips for success. *Multiple strategies for enabling students to activate prior knowledge and avoid possible misconceptions

Comments for Stage 2

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Stage 3 Designing the Learning Plan Component Unsatisfactory (1) Emerging (2) Effective (3) Exemplary (4)

E. Design for

Motivation &

Engagement

(W + H+0)

*Little or no explanation of unit goals or design provided to students *”Hooks” for daily lessons are either missing or ineffective *Little or no use of proven motivational strategies (novelty, student choice, links to personal experience, challenges/puzzles) in either activity or assessment design

*” Hooks” are partially successful but need further development/clarity * Incomplete explanation of unit provided for students *Limited use of motivational strategies in activity and/ or assessment design * Ineffective strategies need clarification and development

* A successful unit “hook” in first lesson gets most students interested ; written overview/ explanation of unit provided *”Hooks” for daily lessons capture student interest * Varied use of several proven motivational strategies in most activities and assessments

* Creative ”hook” presented in first lesson captures interest and awakens curiosity for unit *Specific written overview/ explanation of unit provided for students with strategies for self-monitoring *”Hooks” for daily lessons capture student interest * Ongoing and creative use of multiple motivational strategies through entire unit

F. Design for

Active Learning

(E)

* Lessons based primarily on direct /“transmission” model with little attention paid to experiential or inductive learning *”Inductive” learning activities do not clearly focus on desired understandings

* Some activities focused on experiential or inductive learning, but on a limited basis * Some opportunities provided for active learning lack focus and clarity

* Effective use of both direct and experiential learning strategies * Multiple activities provide opportunities for students to explore, investigate, research, create, and experiment.

*Emphasis is on experiential learning strategies with creative use of direct instructional strategies * Multiple activities provide opportunities for students to explore, investigate, research, create, and experiment.

G. Design for

Rethinking &

Reflection

(R + E)

* Few, if any, opportunities for students to reflect or self-evaluate *Few, if any, opportunities for students to rethink or revise understandings *Little, if any, attention given to activities that equip students for final performance task

*Some opportunities provided for students to reflect or self-evaluate, but activities lack clarity *Some limited opportunities for students to rethink or revise their understandings *Some attention given to activities that equip students for final performance, but activities lack focus and clarity

*Multiple opportunities provided for students to reflect and self-evaluate *Ongoing opportunities for students to rethink and revise understandings *Clear links between learning activities and goals for final performance task(s)

* Multiple and ongoing opportunities provided for students to reflect and self-evaluate *Clear emphasis on student development of metacognitive skills through ongoing emphasis on rethinking, revising, and reflecting *Multiple activities provide student choice in varied

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opportunities to explore, investigate, research, create, and experiment. clear links between learning activities and goals for final performance task(s)

Component Unsatisfactory (1) Emerging (2) Effective (3) Exemplary (4)

H. Design for

Differentiation/

(T)

*Little, if any, attention given to assessing students’ diverse needs and backgrounds *Little, if any, attention given to using variety of materials and presentation modalities *Little, if any, attention given to providing choices for activities or assessment tasks. *Little, if any, effective use of technology to meet needs of diverse groups

*Some attention given to assessing diverse needs and backgrounds *Some attention given to using variety of materials and presentation modalities *Some choices provided for students in learning activities and assessment tasks *Some use of technology to meet needs, but strategies may lack focus or clarity

*Careful attention given to use of diagnostic assessments to adjust learning activities to better meet the needs of all students *Effective use of variety of materials and presentation modalities *Effective use of technology in both learning activities and performance task to meet needs of students

*Careful attention given to use of formal/informal diagnostic assessments to adjust learning activities to better meet the needs of all students *Effective use of variety of materials and presentation modalities *Creative use of technology for differentiation in content, process, and product.

I. Clarity/

Organization/

Pacing of Daily

Plans

(O)

*UbD overview is incomplete with essential components missing *Sequencing of daily plans is not logical; pacing is not effective for student learning *Important knowledge/skills are not adequately addressed *Weak, or missing, unit introduction and/or closure *Format for daily lesson plans is not followed *Plan has major inaccuracies and/or significant errors

*Most components of UbD overview are addressed, but several are incomplete and need further development *Overall sequencing of unit is based on logical organization with some weaknesses. *Unit has introduction and closure lessons, but they need further development *Basic format for daily plans is followed, but some plans/ activities need further clarification *Numerous minor errors or inaccuracies detract from quality

*All components of UbD overview are addressed, but a few may need further clarification *Sequencing of daily plans is logical, clear, and focused on student learning * Effective introduction and closure lessons are carefully described *Format for daily plans is followed with elements clearly described *Minor errors or inaccuracies do not detract from overall quality of unit plan

*All components of the UbD overview are addressed effectively and completely *Sequencing of daily plans is logical, clear, and focused on student learning * Introduction and closure lessons show creativity, and careful attention to unit goals *Agendas for daily plans are clearly described and show creativity *Few, if any, errors of any kind

J. Use of

Technology,

Interdisciplinary

* Unit relies primarily on single discipline “textbook” based materials *Most materials do not meet new CCSS guidelines

* Some use of materials from other disciplines, but integration of interdisciplinary materials is superficial

* Uses multiple resources from other disciplines, both informational and literary *Almost all materials meet CCSS

* Uses multiple resources from other disciplines, both informational and literary *Almost all materials meet

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& Multicultural

Resources

*Little, if any, use of materials from other disciplines or cultures *Activities rarely, if ever, involve students in exploring other perspectives or cultures *Technology use does not advance student understanding

*Some materials do not meet new CCSS guidelines *Some use of multicultural materials, but activities need further development or clarification *Links between resources and unit goals may lack clarity * Technology use partially supports instructional outcomes

guidelines *Carefully designed activities engage students in meaningful learning, using knowledge and skills from several content disciplines and multiple perspectives. * Technology use is clearly aligned with instructional outcomes and advances student learning

CCSS guidelines *Carefully designed activities simulate real-world decision-making and problem-solving based on knowledge and skills from multiple perspectives and content areas * Technology use is clearly aligned with instructional outcomes and advances student learning

Comments for Stage 3

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Midterm (Formative) Final (Summative)

Candidate: _______________________ Evaluator: _______________________ Date: ________

Domain 1: Planning & Preparation

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

1a

Demonstrating

Knowledge of

Content &

Pedagogy

Score:_____/4

The Teacher:

-Makes content errors -Does not consider prerequisite relationships

when planning -Plans the use of inappropriate strategies for the discipline

-Has rudimentary understanding of the discipline

-Has inaccurate or incomplete knowledge of prerequisite relationships -Uses limited or unsuitable instructional strategies in lesson and

unit plans

-Can identify important concepts of the discipline and their relationship to one another - Provides clear explanations of the

content -Answers students’ questions accurately and provides feedback that furthers learning -Uses instructional strategies in

unit and lesson plans that are entirely suitable to the content

-Cites intra- and inter-disciplinary content relationships -Demonstrates in plans awareness of

possible student misconceptions and how they can be addressed -Reflects in plans recent developments in content-related pedagogy

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

1b

Demonstrating

Knowledge of

Students

Score:_____/4

The Teacher: -Does not understand child

development characteristics and has unrealistic expectations for students -Does not try to ascertain

varied ability levels among students in the class

-Is not aware of students’ interests or cultural heritages -Takes no responsibility to learn about students’ medical

-Cites developmental

theory but does not seek to integrate it into lesson planning -Recognizes that students

have different interests and cultural backgrounds

but rarely draws on their contributions or differentiates materials to accommodate those differences

-Knows, for groups of students,

their levels of cognitive development -Is aware of the different cultural groups in the class

-Has a good idea of the range of

interests of students in the class -Has identified “high,” Medium,” and “low” groups of students within the class

-Uses ongoing methods to assess

students’ skill levels and designs instruction accordingly -Seeks out information from all students about their cultural

heritages

-Maintains a system of updated students records and incorporates medical and/or learning needs into lesson plans

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or learning disabilities

-Is aware of medical

issues and learning disabilities with some

students but does not seek to understand the implications of that knowledge

-Is well informed about students’

cultural heritages and incorporates this knowledge in lesson planning

- Is aware of the special needs represented by students in the class

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

1 c

Setting

Instructional

Outcomes

Score:_____/4

The Outcomes: -Lack rigor

-Do not represent important learning in the discipline

-Are not clear or are stated as activities -Are not suitable for many students in the class

-Represent a mixture of

low expectations and rigor

-In part reflect important learning in the discipline -Are suitable for most of the class

-Represent high expectations and

rigor -Are related to “big ideas” of the

discipline -Are written in terms of what students will learn rather than do -Represent a range of types: factual knowledge, conceptual

understanding, reasoning, social interaction, management, and

communication -Differentiated where necessary, are suitable to groups of students

in the class

-In the teacher’s plans reference

curricular frameworks or blueprints to ensure accurate sequencing

-Connect to previous and future learning -Are differentiated to encourage individual students to take educational risks

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

1 d

Demonstrating

Knowledge of

Resources

Score:_____/4

The Teacher: -Uses only district-provided

materials, even when more variety would assist some students -Does not seek out resources available to expand his/her own skill

-Uses materials in the

school library but does not search beyond the school for resources -Participates in content-area workshops offered by the school but does

not pursue other

-Provides texts at varied levels

-Supplements texts with guest speakers and field experiences -Facilitates the use of Internet resources

-Chooses resources which are

-Matches texts to students skill level

Has ongoing relationships with colleges and universities that support student learning -Maintains a log of resources for student reference

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-Is aware of some student

needs, but does not inquire about possible resources

professional development

-Locates materials and

resources for students that are available through the school but does not pursue any other avenues

multidisciplinary

-Expands his/her knowledge

through professional learning groups and organizations -Pursues options offered by universities

-Provides lists of resources outside the classroom for students to draw on

-Pursues apprenticeships to increase

discipline knowledge

-Facilitates student contact with resources outside the classroom

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

1 e

Designing

Coherent

Instruction

Score:_____/4

The Learning Activities:

-are boring and/ or not well aligned to the instructional goals -materials are not engaging or do not meet instructional

outcomes

- instructional groups do not support learning -lesson plans are not

structured or sequenced and are unrealistic in their expectations

-are moderately challenging -resources are suitable, but there is limited variety

-instructional groups are

random, or they only partially support objectives

-lesson structure is uneven or may be unrealistic about time expectations

- are matched to instructional outcomes -provide opportunity for higher-level thinking

-teacher provides a variety of appropriately challenging materials

and resources -instructional student groups are organized thoughtfully to maximize

learning and build on student’s strengths -plan for the lesson or unit is well structures, with reasonable time allocations

-permit student choice -connect to other disciplines -teacher provides a variety of appropriately challenging resources

that are differentiated for students in the class

-lesson plans differentiate for individual student needs

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

1 f

Designing

Student

Assessments

The Assessments: -do not match instructional outcomes -lack criteria

-only address some of the instructional outcomes

-criteria are vague

-address all learning outcomes -types match learning expectations

-plans indicate modified

-provide opportunities for student choice -students participate in designing

assessments for their own work

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Score:_____/4 -no formative assessments

have been designed

-results do not affect future plans

-plans refer to the use of formative assessments,

but they are not fully developed -results are used to design lesson plans for the whole class, not

individual students

assessments when they are

necessary for some students

-criteria are clearly written -plans include formative assessments to use during instruction

-lesson plans indicate possible adjustments based on formative assessment data

-teacher-designed assessments are authentic with real-world application

as appropriate -students develop rubrics according to teacher-specified learning objectives

-student are actively involved in collecting information from formative assessments and provide input

Domain 2: Classroom Environment

Component Unsatisfactory (1)

Basic (2) Proficient (3) Distinguished (4)

2a

Creating an Environment

of Respect & Rapport

Score:_____/4

The Teacher: -is disrespectful toward

students or insensitive to students’ age, cultural backgrounds, or developmental levels

-student body language indicates feelings of hurt,

discomfort, or insecurity -displays no familiarity with or caring about individual students -disregards disrespectful

interactions among students

-the quality of interactions

between teacher and students, or among students is uneven with occasional disrespect or

insensitivity -attempts to respond to

disrespectful behavior among students, with uneven results -attempts to make connections with individual students, but student

reactions indicate that these attempts are not entirely

successful

-speaks respectfully to

students, and conversation among students is uniformly respectful

-successfully responds to disrespectful behavior among students

-gets students to participate willingly, but some may be hesitant to offer their ideas in front of classmates -makes general connections

with individual students

-elicits respectful behavior from the students

-demonstrates knowledge and caring

about individual students’ lives beyond the class and school -sees that there is no disrespectful

behavior among students -sees that, when necessary, students

respectfully correct one another -sees that students participate without fear of put-downs or ridicule from either the teacher of other students -respects and encourages students’

efforts

2b

The Teacher: -conveys that there is little or no purpose for the work,

-energy for the work is neutral, neither indicating a

-communicates the importance of the content,

-communicates passion for the subject

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Establishing

a Culture for Learning

Score:_____/4

or that the reasons for

doing it are due to external factors

-conveys to at least some students that the work is too challenging for them -students exhibit little or no

pride in their work - does not correct student use of incorrect language

high level of commitment

nor ascribing the need to do the work to external forces

-conveys high expectations for only some students -students exhibit a limited commitment to complete

the work on their own; many students indicate that they are looking for an “easy path”

-primary concern appears to be to complete the task at

hand -urges, but does not insist that students use precise language

and the conviction that with

hard work all students can master the material

-demonstrates a high regard for student’s abilities -conveys an expectation of high levels of student effort

-students expend food effort to complete work of high quality

- insists on precise use of language by students

-conveys the satisfaction that

accompanies a deep understanding of complex content

-students indicate through their questions and comments a desire to understand the content -students take initiative in improving the

quality of their work -students correct one another in their use of language

Component Unsatisfactory (1)

Basic (2) Proficient (3)

Distinguished (4)

2c

Managing

Classroom Procedures

Score:_____/4

-Students not working with the teacher are not productively engaged. -Transitions are disorganized with much loss

of instructional time. -There do not appear to be any established procedures for distributing and collecting materials.

-A considerable amount of time is spent off task because of unclear procedures.

-Students not working directly with the teacher are only partially engaged. -Procedures for transitions seem to have been

established, but their operation is not smooth. -There appear to be established routines for distribution and collection of

materials, but students are confused about how to carry them out. -Classroom routines function unevenly.

-Students are productively engaged during small-group or independent work. -Transitions between large and small group activities

are smooth. -Routines for distribution and collection of materials and supplies work efficiently.

-Classroom routines function smoothly.

-With minimal prompting by the teacher, students ensure that their time is used productively. -Students take initiative in distributing and collecting materials efficiently.

-Students themselves ensure that transitions and other routines are accomplished smoothly.

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2d

Managing Student

Behavior Score:_____/4

-The classroom environment is chaotic with

no standards of conduct evident. -The teacher does not monitor student behavior.

Some students disrupt the classroom without apparent teacher awareness or with an ineffective response.

The Teacher:

- Attempts to maintain order in the classroom referring to classroom rules, but with uneven success. -Attempts to keep track of

student behavior but with no apparent system. -responses to student

misbehavior are inconsistent; sometimes harsh, other times lenient.

-Standards of conduct appear to have been

established and implemented successfully. -Overall, student behavior is generally appropriate.

-The teacher frequently monitors student behavior. -The teacher’s response to

students’ misbehavior is effective.

-Student behavior is entirely appropriate, and misbehavior is very minor and swiftly

handled. -The teacher silently and subtly monitors student behavior. -Students respectfully intervene with

classmates at appropriate moments to ensure compliance with standards of conduct.

2e

Organizing Physical

Space

Score:_____/4

-There are physical hazards in the classroom endangering student safety.

-Many students can’t see or hear the teacher or see the board.

-Available technology is not being used even if it is

available and its use would enhance the lesson.

-The physical environment is safe and most of the students can see and hear the teacher and see the

board. -The physical environment

is not an impediment to learning, but does not enhance it.

-The teacher makes limited use of available technology and other resources.

-The classroom is safe and all students are able to see and hear the teacher and see the board.

-The classroom is arranged to support the instructional

goals and learning activities. -The teacher makes

appropriate use of available technology.

-Modifications are made to the physical environment to accommodate students with special needs.

-There is total alignment between the learning activities and the physical environment.

-Students take the initiative to adjust the physical environment.

-The teacher and students make extensive and imaginative use of available technology.

Domain 3 Instruction

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

3a

Communicatin

-At no time during the lesson does the teacher

convey to students what they will be learning. -Students indicate through body language or

The Teacher:

-provides little elaboration or explanation about what the students will be learning.

The Teacher:

-States clearly at some point during the lesson what the students will be learning. -Explanation of content is clear

-If asked, students are able to explain what they are learning and where it

fits into the larger curriculum context. -The teacher explains content clearly and imaginatively, using metaphors and analogies to bring content to life.

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g with

Students

Score:____/8

questions that they don’t

understand the content being presented.

-The teacher makes a serious content error that will affect student understanding of the lesson.

-Students indicate through their questions that they are confused

about the learning task. -The teacher’s

communications include errors of vocabulary or usage or imprecise use of academic language. -The teacher’s vocabulary is inappropriate to the

age or culture of the students.

- Explanation of the content

consists of a monologue with minimal participation

or intellectual engagement by students. -Makes no serious content errors but may make minor ones.

-Explanations of content are purely procedural with no indication of how students

can think strategically. -Must clarify the learning

task so students can complete it. -Vocabulary and usage are correct but unimaginative. -Attempts to explain

academic vocabulary but is only partially successful.

-Vocabulary is too advanced or too juvenile for the students.

and invites student participation

and thinking.

-Makes no content errors. -Describes specific strategies students might use, inviting students to interpret them in the context of what they are

learning. -Students Engage with the learning task indicating that they

understand what they are to do. -Models the process to be

followed in the task where appropriate. -Vocabulary and usage are correct and entirely suited to the lesson, including, where appropriate, explanations of

academic vocabulary.

-Vocabulary is appropriate to students’ ages and levels of development.

-The teacher points out possible areas for misunderstanding.

-The teacher invites students to explain the content to their classmates. -Students suggest other strategies

they might use in approaching a challenge or analysis. -The teacher uses rich language,

offering brief vocabulary lessons where appropriate, both for general vocabulary and for the discipline.

-Students use academic language correctly.

3b

Using Questioning

and Discussion Techniques

Score:____/8

-Questions are rapid-fire and convergent with a single correct answer.

-Questions do not invite students thinking.

-All discussion is between the teacher and students; students are not invited to speak directly to one

another. -The teacher does not ask

The Teacher: -Frames some questions designed to promote

student thinking, but many have a single correct

answer and the teacher calls on students quickly. -Invites students to respond directly to one another’s

ideas, but few students respond.

The Teacher: -Uses open-ended questions, inviting students to think and/or

offer multiple possible answers.

-Makes effective use of wait time. -Does not have to mediate discussions- the discussions

enable students to talk to one another.

-Students initiate higher-order questions. -The teacher builds on and uses

student’s responses to questions in order to deepen student

understanding. -Students extend the discussion, enriching it.

Students invite comments from their classmates during a discussion and challenge one another’s thinking.

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students to explain their

thinking.

-Only a few students dominate the discussion.

-Calls on many students but

only a small number actually participate in the

discussion. -Asks students to explain their reasoning but only some students attempt to do so.

-Calls on most students, even

those who don’t initially volunteer.

-Many students actively engage in the discussion. -Asks students to justify their reasoning and most attempt to

do so.

-Virtually all students are engaged in the discussion.

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

3c

Engaging

Students in Learning

Score:____/8

-Few students are intellectually engaged in the lesson.

-Learning tasks/activities and materials require only recall or have a single correct response or method.

-Instructional materials used are unsuitable to the

lesson and/or the students. -The lesson drags or is

rushed. -Only one type of instructional grouping is used when variety would promote more student engagement.

-Some students are intellectually engaged in the lesson.

-Learning tasks are a mix of those requiring thinking and those requiring recall. -Student engagement with the content is largely

passive; the learning consists primarily of facts or

procedures. -The materials and resources are partially

aligned to the lesson objectives. -Few of the materials and resources requires student thinking or ask students to explain their thinking.

-The pacing of the lesson is uneven- suitable in parts, but rushed or dragging in others. -The instructional groupings

used are partially

-Most students are intellectually engaged in the lesson.

-Most learning tasks have multiple correct responses or approaches and/ or encourage higher-order thinking. -Students are invited to explain their thinking as part of

completing tasks.

-Materials and resources support the learning goals and require intellectual engagement as appropriate

-The pacing of the lesson provides students the time needed to be intellectually engaged. -The teacher uses groupings that are suitable to the lesson

activities.

-Virtually all students are intellectually engaged in the lesson.

-Lesson activities require high-level students thinking and explanations of their thinking. -Students take initiative to improve the lesson by 1) modifying a learning task to make it more meaningful or

relevant to their needs, 2) suggesting modifications to the grouping

patterns used, an/ or 3) suggesting modifications or additions to the materials being used.

-Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.

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appropriate to the activities.

3d

Using Assessment in

Instruction Score:____/8

The Teacher: -gives no indication of what high-quality work looks like.

-makes no effort to determine whether students understand the lesson.

-gives no feedback to

students, or feedback is global or directed to only one student. -does not ask students to evaluate their own classmates’ work.

-There is little evidence that the students understand how their work will be evaluated.

-The teacher monitors understanding through a single method or without eliciting evidence of understanding from

students.

-Feedback to students is vague and not oriented toward future improvement of work. -The teacher makes only minor attempts to engage

students in self or peer assessment.

-The teacher makes the standards of high-quality work clear to students. -The teacher elicits evidence of

students understanding. -Students are invited to assess their own work and make improvements; most of them do

so.

-Feedback includes specific and timely guidance, at least for groups of students.

-Students indicate that they clearly understand the characteristics of high-quality work and there is evidence that students have helped establish the evaluation criteria.

-The teacher is constantly “taking the pulse” of the class; monitoring of student understanding is sophisticated and continuous, and

make use of strategies to elicit information about individual student

understanding. -Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher.

-High-quality feedback comes from many sources, including students; it is specific and focused on

improvement.

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

3e

Demonstrating

Flexibility & Responsiveness

Score:_____/8

The Teacher: -ignores indications of student boredom or lack of understanding.

-brushed aside students’ questions.

-conveys to students that when they have difficulty learning it is their fault.

- in reflection, does not indicate that it is

-makes perfunctory attempts to incorporate students; questions and interests into the lesson.

-conveys to students a level

of responsibility for their learning, but also his uncertainty about how to assist them.

-indicates the desire to reach all students, but does

- incorporates students’ interests and questions into the heart of the lesson.

-conveys to students that she has other approaches to try

when the students experience difficulty. -In reflection, cites multiple approaches undertaken to reach

students having difficulty.

-seizes on a teachable moment to enhance a lesson. -conveys to students that she won’t

consider a lesson “finished” until every student understands and that

she has a broad range of approaches to use. -can cite others in the school and beyond whom he has contacted for

assistance in reaching some students, when reflecting on practice.

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important to reach all

students.

-makes no attempt to adjust the lesson in response to student confusion.

not suggest strategies for

going so when reflecting on practice.

-attempts to adjust the lesson are partially successful.

-makes adjustments to the

lesson When improvising becomes necessary.

-adjustments to the lesson, when they are needed, are designed to

assist individual students.

Domain 4 Professional Responsibilities

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

4a

Reflecting on

Teaching Score:____/8

The Teacher:

-considers the lesson but draws incorrect conclusions about its effectiveness. -makes no suggestions

for improvement.

-has a general sense of whether or not instructional practices were effective. -offers general modifications for future

instruction.

-accurately assesses the effectiveness of instructional activities used. -identifies specific ways in which a lesson might be improved.

-assessment of the lesson is thoughtful and includes specific indicators of effectiveness. -suggestions for improvement draw on an extensive repertoire.

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

4b

Maintaining

Accurate Records

Score:_____/4

-There is no system for either instructional or non-instructional records. -Record-keeping systems

are in disarray and provide incorrect or confusing information.

The Teacher: -has a process for recording student work completion. However, it may be out of date or may not permit

students to access the information. -process for tracking student progress is cumbersome to use.

-has a process for tracking some, but not all non-instructional information and it may contain some errors.

-process for recording completion of student work is efficient and effective; students have access to information about

completed and/or missing assignments. -has an efficient and effective process for recording student attainment of learning goals;

students are able to see how they’re progressing. -process for recording non-instructional information is both efficient and effective.

The Students: -contribute to and maintain records indicating completed and outstanding work assignments.

-contribute to and maintain data files indicating their own progress in learning. -contribute to maintaining non-instructional records for the class.

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Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

4c Communicating with Families

Score:_____/4

-Little or no information regarding the instructional program is

available to parents. -Families are unaware of their children’s progress. -Family engagement

activities are lacking.

-There is some culturally inappropriate communication.

-School or district-created materials about the instructional program are

sent home. -The teacher sends home infrequent or incomplete information about the instructional program.

-The teacher maintains a school-required grade book, but does little else to inform families about student progress.

-Some of the teacher’s communications are inappropriate to families’ cultural norms.

The Teacher: -regularly makes information

about the instructional program available. -regularly sends home information about student progress.

-develops activities designed to engage families successfully and appropriately in their children’s learning. Communications are mostly

appropriate to families’ cultural norms.

The Students; -regularly develop materials to inform

their families about the instructional program. -maintain accurate records about their individual learning progress and frequently share this information with

families.

-contribute to regular and ongoing projects designed to engage families in the learning process. -All of the teacher’s communications

are highly sensitive to families’ cultural norms.

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

4d

Participating in the Professional

Community

Score:_____/4

The Teacher: -relationships with colleagues are characterized by negativity or

combativeness. -purposefully avoids contributing to activities promoting professional

inquiry.

-avoids involvement in school activities and district and community projects.

-has cordial relationships with colleagues. Participates in activities

related to professional inquiry when invited. -participates in school activities as well as district

and community projects when asked.

-has supportive and collaborative relationships with colleagues. -regularly participates in

activities related to professional inquiry/ -frequently volunteers to participate in school events and

school district and community projects.

-takes a leadership role in promoting activities related to professional inquiry.

-regularly contributes to and leads events that positively impact school life. -regularly contributes to and leads

significant district and community projects.

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Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

4e Growing & Developing

Professionally

Score:_____/4

The Teacher:

-is not involved in any activity that might enhance knowledge or skill. -purposefully resists

discussing performance with supervisors or colleagues.

-ignores invitations to join professional organizations or attend conferences.

-participates in professional

activities when they are required or provided by the district. -reluctantly accepts feedback from supervisors

and colleagues. -contributes in a limited

fashion to professional organizations.

-seeks regular opportunities for

continued professional development. -welcomes colleagues and supervisors into the classroom for the purposes of gaining

insight from their feedback. -actively participates in

organizations designed to contribute to the profession.

- seeks regular opportunities for

continued professional development, including initiating action research. -actively seeks feedback from supervisors and colleagues.

-takes an active leadership role in professional organizations in order to contribute to the profession.

Component Unsatisfactory (1) Basic (2) Proficient (3) Distinguished (4)

4f

Showing

Professionalism

Score:_____/4

The Teacher: -is dishonest.

-does not notice the needs of students. -engages in practices that are self-serving.

-willfully rejects district regulations.

-is honest. -notices the needs of

students but is inconsistent in addressing them. -does not notice that some school practices result in poor conditions for

students. -makes decisions professionally but on a limited basis.

-complies with district

regulations.

-is honest and known for having high standards of integrity.

-actively addresses student needs. -actively works to provide opportunities for student success.

-willingly participates in team and departmental decision making. -complies completely with

district regulations.

-is considered a leader in terms of honesty, integrity, and confidentiality.

-is highly proactive in serving students. -makes a concerted effort to ensure opportunities are available for all students to be successful.

-takes a leadership role in team and departmental decision making. -takes a leadership role regarding district regulations.

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TPCP Level 4 Evaluation of Professional Skills Based on Danielson’s Framework for Teaching (2011)

Evaluating Student Teaching Performance

this evaluation rubric is based on the understanding that all beginning teachers should possess a common foundation of knowledge, skills,

and professional dispositions. This evaluation is based on that common core which is required for effective professional practice. Judgments

made while completing the evaluation should be based on all aspects of a student teacher’s or intern’s practice, such as classroom teaching,

planning, behavior with other colleagues, interactions with students outside of the classroom, and interactions with parents along with the results

of the informal and formal observations.

the primary difference between beginning teachers and master teachers lies not so much in the kinds of content area knowledge and

dispositions they possess, but in the level of sophistication of skills and applications they use. Beginning teachers should be aware that they need

to demonstrate all of the skills listed in this evaluation, but they typically will NOT be able to demonstrate all skills at the effective level in every

lesson. During any given lesson, many beginning teachers will perform at the “emerging level” for various components described in the

Framework for Teaching. The student teaching/internship period is a critical stage in the professional development of a teacher, but it is not the

end of a teacher’s learning.

Third, this evaluation form serves as a formative assessment tool when completed at the midterm and at the end of term, enabling the student

teacher/intern, the mentor teacher, and the university supervisor to determine jointly the action plan for growth necessary during the second half

of the clinical experience. At the end of the student teaching semester or internship, the form is completed again, this time as a summative

assessment of the candidate’s demonstrated achievement of the standards required to be recommended for licensure.

Last, in order to be recommended for licensure, candidates at the end of the student teaching semester should achieve a cumulative rating at

the “Effective” level overall for each of the four domains. A candidate could conceivably be rated as “Emerging” in one or two of the components

listed under each domain and still achieve “Effective” overall for that domain. A talented beginner may perform at the “Exemplary” level for

some individual components. There should be NO overall “Unsatisfactory” ratings on any components by the end of the last

semester of the final clinical.

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Appendix F: Mentor/ Cooperating Teacher Application PLEASE FILL OUT AND RETURN AS SOON AS POSSIBLE TO: Jams Kilbane, Interim Director

Teacher Preparation and Certification Tulane University 7039 Freret St. New Orleans, LA 70118 Fax: 504-865-6771

Application to serve as a Mentor Teacher in:

_____PDS ____Partner _____Supervising Teacher Capacity for Student Teacher or Intern

Name: ________________ Date: _________________ E-mail: _______________________ Home Address: ______________________________________________________________ Home Phone: _______________ Ethnicity: _________________________________ Present School: ________________________________________ Teacher/Administrator (circle one)

If elementary, self-contained, grade currently teaching: _____________ If elementary, departmentalized, grade(s) and subject(s) currently teaching: Grade(s): ___________________ Subject(s): ____________________________________ If secondary, grade(s) and subject(s) currently teaching: Grade(s): ___________________ Subject(s): ____________________________________ Are you teaching in your area of certification? _____ Yes _____ No Undergraduate Degree Held: ____________________________ University: _________________________ Year: __________________ Major: _____________ Minor: _______________________ Graduate Degree Held: _________________________________ University: _________________________________ Year: __________________ Major: _____________ Minor: _______________________ Number of hours above Master’s: _____________________

If no Master’s, semester hours completed beyond Bachelor's Degree: ________________ Have you had a course in Supervision of Student Teaching? ______ Yes ______ No Have you had LA Assessor Training (LaTAAP)? ______ Yes ______ No Have you had formal Mentor Training (LaTAAP or TAP)? ______ Yes ______ No Teaching Experience to Date (Please list information as requested, starting with present position):

Dates School Name of System Area(s) Taught (Elem./Sec.)

Please indicate all areas for which you are certified, as shown on your teaching certificate. Type of certificate: _______________ Area(s) of certification: ___________________________________ ___________________________________ ___________________________________ ___________________________________ Do you hold National Board Certification? ____yes _____no If yes, in what area?_______________________________________ Date awarded:_________________________

Application for Mentor Teacher -2-

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Levels of Previous Field Experience Supervision/Participation (please check all that apply): _____ Field Experience: Monitored Tutoring, One-on-One Tutoring, Observation _____ Methods I: Small Group Instruction/Tutoring _____ Methods II: Delivery of Instruction (Whole Class) _____ Student Teaching: Delivery of Instruction (Semester Units)

Recommendation/Endorsement by Principal: _______________________________________________ Comments: Experience and Training Briefly describe each of the following in relation to your expertise in diverse issues. Be sure to include culture, ethnicity, gender, exceptionalities, and race.

a. Personal experiences related to diversity (such as living abroad or in other cultures)

b. Experiences working with diverse children (either in or outside a school setting) Professional Development Activities for the Last Three Years

a. Coursework beyond degree(s):

b. Conferences and workshops:

c. Papers and publications:

Application for Mentor Teacher -3-

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d. Self-study:

Use of Technology in the Classroom- Please check all that apply: _____ PowerPoint Presentation _____ Inspiration _____ Record Keeping _____ Assessment _____ Student Assignments _____ Word Processing _____ Internet _____ Research _____ Database _____ Computer-Assisted Instruction _____ Other (please list)

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Appendix G: Level 4 Interview Protocol

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Comments:

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Appendix H: Resources

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The following standards documents should be referenced as necessary by student teachers/interns, mentor teachers, and university supervisors:

INTASC Core Standards for Beginning Teachers www.ccsso.org/intasc

CAEP Accreditation Standards and Recommendations http://www.caepsite.org/standards.html

Louisiana’s COMPASS for Teacher Evaluation ( implemented in fall 2012)

www.doe.state.la.us

National Association for the Education of Young Children Initial Licensure Standards www.naeyc.org

National Educational Technology Standards for Teachers

www.iste.org

Danielson’s Framework for Teaching http://www.danielsongroup.org/article.aspx?page=frameworkforteaching

In addition to these general teaching standards, the following links to content specific documents may also prove helpful: Standards for English Language Arts Teaching National Council of Teachers of English www.ncte.org

Interdisciplinary Social Studies Themes Standards National Council on Social Studies www.ncss.org

Standards for Foreign Language Education American Council on the Teaching of Foreign Language www.actfl.org

Mathematics Standards for Elementary/Middle/Secondary National Council for Teachers of Mathematics www.nctm.org

Standards for Science Education National Science Teachers Association www.nsta.org

Standards for Dance Education National Association of Schools of Dance nasd.arts-accredit.org

Louisiana Common Core State Standards Louisiana State Department of Education http://www.doe.state.la.us/topics/common_core.html