field experience manual department of education

2015

FIELD EXPERIENCE MANUAL

EDUCATION DEPARTMENT

This manual was developed to guide associate teachers, college supervisors and teacher candidates through practicum experiences.

Table of Contents

D’YOUVILLE COLLEGE MISSION STATEMENT .............................................................. 6 EDUCATION DEPARTMENT MISSION STATEMENT ...................................................... 6 EDUCATION DEPARTMENT VISION STATEMENT ......................................................... 6

EDUCATION DEPARTMENT PHILOSOPHY, PURPOSES AND OBJECTIVES ............ 6 EDUCATION DEPARTMENT CONCEPTUAL FRAMEWORK (CF) ................................ 7 STANDARDS OF PERFORMANCE AND CONDUCT .......................................................... 8 CONFLICT RESOLUTION ........................................................................................................ 9 THE FIELD PLACEMENT ...................................................................................................... 10

1. The Associate Teacher (AT) ....................................................................................... 10

2. The College Supervisor (CS) ...................................................................................... 11

3. The Principal in the Field Placement ......................................................................... 11

4. The D’Youville Teacher Candidate............................................................................. 12

5. Instructional Time for the Teacher Candidate......................................................... 13

6. The D’Youville College Portfolio Capstone (PC) Advisor: ....................................... 13 THE FIELD PLACEMENT ASSIGNMENTS ........................................................................ 14

1. A Daily Reflective Journal (required performance at discretion of CS) ............... 14

2. A Daily Plan Book (mandatory performance) .......................................................... 14

3. A D’Youville Formal Lesson Plan (mandatory performance) ................................. 15

4. A Student Evaluation Instruments/Strategies (required performance at discretion of CS) ..................................................................................................................... 15

5. A D’Youville Formal Unit Plan (Appendix G) (required performance at discretion of CS) ........................................................................................................................................ 15

6. A Field Trip Plan (required performance at discretion of CS) ............................... 15

7. A Bulletin Board (required performance at discretion of CS) ................................ 16

8. A Special Education Plan (required performance at discretion of CS) ................. 16

9. A Classroom Visitation (required performance at discretion of CS) ..................... 16

10. A Self Assessment (mandatory performance) ......................................................... 17 Appendix A .................................................................................................................................. 18

New York State P-12 Common Core Learning Standards ................................................ 18 Appendix B .................................................................................................................................. 19

D’Youville College Student Teaching Competencies ......................................................... 19 Appendix C .................................................................................................................................. 23

Teacher Candidate Field Experience Rubrics ..................................................................... 23 CHILDHOOD EDUCATION FIELD EXPERIENCE RUBRIC ............................................. 25 PLANNING .............................................................................................................................. 25

LEARNING ENVIRONMENT ................................................................................................ 27 INSTRUCTION ........................................................................................................................ 30 PROFESSIONALISM .............................................................................................................. 33 TESOL (ADOLESCENCE) FIELD EXPERIENCE RUBRIC ................................................ 36

PLANNING .............................................................................................................................. 36 LEARNING ENVIRONMENT ................................................................................................ 39 INSTRUCTION ........................................................................................................................ 42

PROFESSIONALISM .............................................................................................................. 44

TESOL (CHILDHOOD) FIELD EXPERIENCE RUBRIC ..................................................... 48

PLANNING .............................................................................................................................. 48 LEARNING ENVIRONMENT ................................................................................................ 52 INSTRUCTION ........................................................................................................................ 54 PROFESSIONALISM .............................................................................................................. 56 TEACHING STUDENTS WITH DISABILITIES (TSWD) FIELD EXPERIENCE RUBRIC

................................................................................................................................................... 59 Appendix D .................................................................................................................................. 99

D’Youville College Performance Report ............................................................................... 99 Appendix E ................................................................................................................................ 101

College Supervisor ................................................................................................................ 101

Field Experience Evaluation Form ...................................................................................... 101 Appendix F ................................................................................................................................ 103

Associate Teacher Field Experience Evaluation Form ..................................................... 103 Appendix G ................................................................................................................................ 105

D’Youville College Unit Plan Template ............................................................................... 105 Appendix H ................................................................................................................................ 108

D’Youville College Lesson Plan Template .......................................................................... 108 Appendix I ................................................................................................................................. 111

DYC Education Department Informal Lesson Plan Format ............................................ 111 Appendix J ................................................................................................................................. 113

Teacher Candidate Self-Assessment Form ....................................................................... 113 Appendix L ................................................................................................................................ 115

Assignment Tracking Form .................................................................................................. 115

4 Field Experience Manual, Education Department

Dear Teacher Candidates and Associate Teachers:

We want to take this opportunity to thank all associate teachers for assuming the responsibility of working with our teacher candidates. We hope it will be a positive experience for you as you share your valued expertise with those just entering the profession.

For our teacher candidates, now is the time to put to use all of your efforts and accomplishments that you achieved in your course work. Without question this will be the most meaningful semester of the program. Like anything else however, the rewards will only equal the effort you put in. Be prepared for long hours, hard work and, the best 16 weeks of your life!

If you have any questions do not hesitate to contact us. We wish you success both professionally and personally.

Sincerely,

Field Experience Directors and Education Faculty


We Are Committed

Teacher Candidate __________________________

Associate Teacher___________________________

College Supervisor _________________________________

The D’Youville Field Experience Manual is designed to serve as a reference for the teacher candidate, associate teacher and supervisor during the classroom teaching experience.

Each teaching experience and classroom setting will provide new challenging learning opportunities for the teacher candidate. The D’Youville teacher candidate, associate teacher and supervisor will work as a team to create the most positive working relationship and effective learning experience for both the teacher candidate and the students in the classroom.

Teacher candidates from D’Youville are encouraged to take an active part in all aspects of the school program and organization. The D’Youville teacher candidate will work within the expectations and guidelines established for all members of the teaching staff in the classroom. They are encouraged to attend staff meetings, professional development and planning sessions and support student activities beyond the classroom. Teacher candidates must demonstrate an awareness of the responsibilities of the associate teacher and ensure that their attendance and punctuality allow them to be both well prepared for each teaching day and be able to provide their students with a consistently high quality educational experience.

As a teacher candidate seeking an opportunity to teach in a school it is our expectation that:

The necessary academic prerequisites as outlined in the D’Youville College program of study are met.

The teacher candidate has consistently performed to a standard of professionalism that meets the expectations of the individual school.

The teacher candidate has consistently demonstrated a commitment to providing students with effective learning opportunities and experiences.

Throughout the student teaching experience, D’Youville teacher candidates are encouraged to seek and use the support, advice and recommendations of their associate teachers and supervisors.

We wish you every success.


D’YOUVILLE COLLEGE MISSION STATEMENT

D’Youville College is an independent institution of higher education that offers baccalaureate and graduate programs to students of all faiths, cultures, and backgrounds. D’Youville College honors its Catholic heritage and the spirit of St. Marguerite d’Youville by providing academic, social, spiritual, and professional development in programs that emphasize leadership and service. D’Youville teaches students to contribute to the world community by leading compassionate, productive, and responsible lives.

EDUCATION DEPARTMENT MISSION STATEMENT

The mission of the Education Department is to collaboratively enhance public and nonpublic education through the preparation of reflective practitioners and by advancing professional practices. We are committed to educational equity; intellectual, cultural and spiritual diversity; life-long learning; innovative scholarly production; and compassion for and commitment to the communities we serve. We demonstrate a commitment to shared governance, student-centered education, collaboration, professionalism and social justice.

EDUCATION DEPARTMENT VISION STATEMENT

The Education Department will be a leader in the preparation of professionals who are committed to positive change in public and non-public education. Our unique programs, candidates, graduates and affiliate professionals will demonstrate relevant knowledge, skills and dispositions within and for the profession. We are dedicated to the pursuit of excellence, providing and preserving educational equity and enhancing human dignity and self-determination.

EDUCATION DEPARTMENT PHILOSOPHY, PURPOSES AND OBJECTIVES

The D’Youville College programs in education prepare individuals to become professionals in the field of education. Structured in the liberal arts tradition, the curriculum introduces candidates to the principal areas of human learning, develops the intellectual and social maturity that allows candidates to realize their potential as responsible individuals, and has as its intent to provide each candidate with the capabilities to meet the challenges and demands of globalization. Academic and professional education coursework and field experiences provide the support necessary to develop knowledge, skills, attitudes, and understandings necessary for teaching in today’s classrooms. Programs within the Department support the mission of D’Youville College by providing multiple opportunities for understanding and growth in leadership and service to the local and world community. The Education Department graduate is one who has developed essential knowledge and skills in the following areas:

1. Content and Curriculum: Graduates demonstrate a strong knowledge of contentareas appropriate for their certification levels.

2. Knowledge of Students and their Learning: Graduates support the intellectual, social,physical, and personal development of all students.

3. Learning Environments: Graduates create learning environments that encouragepositive social interaction, active engagement in learning, and self-motivation.


4. Assessment: Graduates understand and use a range of formal and informalassessment strategies to evaluate and insure the continuous development of alllearners.

5. Planning and Instruction: Graduates design and create instructional experiencesbased on their knowledge of content and curriculum, students, learningenvironments, and assessment.

6. Professionalism: Graduates recognize, participate in, and contribute to the professionof teaching through ethical behavior, compliance with regulations, and school andcommunity activity.

EDUCATION DEPARTMENT CONCEPTUAL FRAMEWORK (CF)

Pedagogical

Knowledge

and Skills

(PKS)

Compassion

for / Service

to the

Community

(CSC)

Capacity for

Informed

Reflective

Action

(CIRA)

Lifelong

Learning and

Developmen

t (LLD)


STANDARDS OF PERFORMANCE AND CONDUCT

The teaching profession fosters the growth of dedicated and competent educators. Members of the profession uphold the dignity and honor of the profession through their practice. The Field Experience Performance and Conduct Standards for D’Youville College Education Department are essential for the successful completion of the teacher training program. These standards are necessary to ensure the development of individuals who will become outstanding classroom teachers and exemplify the attitudes and behavior expected of those who work with students, parents, colleagues and school administrators.

Teacher candidates working in the classroom must:

Maintain professional relationships with students Present students with an appropriate role model in terms of behavior, attitude and

commitment to the importance of education in their personal lives.

Recognize and deal professionally with the demands of time and effort associated with the role of the classroom teacher.

Recognize and respect the privileged nature of the relationship that teachers maintain with students

Demonstrate impartial and consistent respect for all students as individuals with distinctive and on-going learning needs and capacities

Respect confidential information about students unless disclosure is required by law or personal safety is at risk

Model respect for human dignity, spiritual values, cultural values, freedom, social justice, democracy and the environment

Work with colleagues and others to create a professional environment that supports the social, physical, intellectual, spiritual, cultural, moral and emotional development of students

Work cooperatively with the associate teacher, supervisor, teaching colleagues, parents and school administrators. The goal of the teacher candidate must be to work as a member of a team to provide the most effective learning experience and safe school environment for all students.

Base relationships with parents or guardians in their role as partners in the education of students on respect, trust and communication

Co-operate with professionals from other agencies in the interest of students and as required by law

Act with integrity, honesty, fairness and dignity Advise the appropriate people, in a professional manner, when policies or practices

exist that may merit review or revision.

Benefit from feedback provided by the associate teacher, supervisor and other staff involved in assessing classroom performance. The teacher candidate should value and respect the experience, knowledge and skills of these educators and incorporate their recommendations into classroom performance.

It is the expectation of D’Youville College that all teacher candidates meet these expectations during the field placement experience.


CONFLICT RESOLUTION

The associate teacher and school administrators have the responsibility for ensuring the safety of the children and the delivery of quality instruction and programs. During some field experiences questions or concerns may arise about the conduct and/or performance of the teacher candidate. The associate teacher should share these issues with the teacher candidate and the supervisor as soon as they arise. It is the clear expectation of the school and D’Youville College that these concerns are addressed by the candidate in a most professional manner. Ongoing issues experienced during the field placement will be resolved in the following manner:

1. The teacher candidate will make every effort to implement recommendations made by

the associate teacher. The candidate will respect and accept such recommendations in a professional manner and use them to improve classroom performance.

2. Should the recommendations of the associate teacher not result in improved performance or in the opinion of the associate teacher the teacher candidate does not perform in a professional manner, the supervisor will be contacted and involved in addressing the issues identified.

3. The supervisor will consult with the associate teacher and the school principal/vice principal to determine areas of concern about the performance and/or conduct of the teacher candidate.

4. The supervisor will meet with the teacher candidate and, if appropriate the associate teacher and school principal, to clarify the expectations of the field placement, establish improvement goals or establish other appropriate intervention strategies. In consultation with the associate teacher the supervisor will complete the Performance Report (Appendix D) and share the contents of the report with the teacher candidate.

5. Should the supervisor determine that the performance or behavior of the teacher candidate is not appropriate and as a result act as a hindrance to the educational growth of children in the classroom the supervisor will inform the Director of Field Placements. The Director of Field Placements will remove the teacher candidate from the field placement. It should be also noted that the principal of the school may at any time terminate the placement of the teacher candidate, if the principal deems such an action is in the best interest of the students and associate teacher.

6. Should the teacher candidate be removed from the assigned field placement the supervisor will contact the Director of Field Placements who will contact the Chair of the Education Department at D’Youville College. The Chair will subsequently convene a meeting to determine an educational path for the D’Youville student.


THE FIELD PLACEMENT

Teacher candidates from D’Youville College are assigned to classrooms in schools by the Director of Field Placements. Whenever possible, candidates are assigned one urban placement and one rural or suburban placement. The classroom teaching experiences provided by the schools and associate teachers involved in these placements are critical in the process of the teacher development. Once the field placement is established it is expected that the teacher candidate makes every effort to learn and gain from this educational opportunity.

1. The Associate Teacher (AT):

The associate teacher (AT) plays a vital role in the professional growth of the D’Youville teacher candidate. The experience and expertise of the associate provide the candidate with an exemplary teacher model.

The AT provides support by:

Reviewing the teacher candidate’s educational profile provided prior to commencement ofthe field placement.

Providing the candidate with materials relating to the organization and operation of theclassroom and school (timetables, teacher handbooks, duty schedules, behavior codes,field trip policies, calendars of events, newsletter and other items necessary to support thecandidate in experiencing the most ideal learning in the field placement)

Providing a workplace for the teacher candidate in the classroom. Assisting the candidate in the selection of Learning Segment Content and the Context for

Learning (setting) for the edTPA submission. That is, the AT, the College Supervisor (CS),and candidate will work together to select the class, lessons, and times that the planning,instruction, and assessment tasks will be done so that they may be submitted in a timelymanner.

Clearly identifying the teaching responsibilities expected of the teacher candidate andcollaboratively determining the amount of instructional time assumed by the candidate.

Supporting the candidate in the development of effective planning procedures andstrategies. The associate teacher is crucial in assisting the candidate in creating studentlearning experiences, organizing resource materials, developing appropriate studentassignments and determining evaluation and assessment strategies. During the fieldplacement the candidate will increasingly become more independent in the planning butthroughout the session the AT must preview the lesson plans of the candidate before theinstruction occurs.

Providing feedback for the candidate. A formal checklist and the Field Evaluation Form arecompleted at the conclusion of each placement. Although a formal evaluation (thechecklist) is required at the conclusion of the field experience the teacher candidate willgreatly benefit from daily observations and recommendations from the AT. These shouldbe shared with the candidate and opportunities provided to integrate them into futureinstructional experiences.

Consulting with the assigned D’Youville College supervisor regarding issues, questions andconcerns about the expectations of the field placement and the performance of theteacher candidate.


Complete at least one formal evaluation (Appendix F) of the teacher candidate during thefield placement. This evaluation usually takes place near the conclusion of the eight-weeksession and is completed on the D’Youville Evaluation form provided for you by theSupervisor. The evaluation should be a summary of the work done by the candidateduring the entire session. These evaluations are often referred to by potential employersand should thus assess the ability of the teacher candidate and state clearly the support ofthe AT. Although the college requires only one formal report from the field placement,the AT or other staff members and school administration should not hesitate to offerformal letters of support

2. The College Supervisor (CS):

The college supervisor (CS) has extensive knowledge of and experience in the supervision of teacher classroom performance. The CS works in cooperation with the associate teacher (AT) to ensure the success of the candidate by:

Supporting the positive relationship between the AT and teacher candidate. The fieldplacement must be of benefit to the D’Youville student as well as an enhancement ofthe program provided for students in the classroom.

Providing support for the candidate in the accomplishment of the goals of the fieldplacement. The CS as well as the AT is a resource for the teacher candidate in lessondevelopment, delivery and assessment.

Providing clarification and input into the selection of appropriate Learning SegmentContent for the candidate’s edTPA submission.

Examining and reviewing all required assignments as part of the teaching fieldexperience.

Evaluating the progress and performance of the teacher candidate. The CS willcomplete two formal evaluations of the teacher candidate’s performance for each fieldplacement session. These evaluations will be based on observations made by the CSduring an instructional period planned and delivered by the D’Youville College teachercandidate. The development of a productive learning environment by the teachercandidate with the use of appropriate planning, methodology and an acceptable level ofprofessionalism will be clearly documented as outlined in the Evaluation Guidelines inAppendix E of this manual. Each evaluation session will NOT be assigned agrade. As part of each evaluation session the CS will discuss the assessment andcooperatively established improvement goals for the teach candidate.

Assigning the student an overall grade upon completion of the two fieldplacement sessions. This grade is based on the work of the D’Youville teachercandidate on the required written assignments, input from the AT and the evaluation oflessons observed by the CS.

3. The Principal in the Field Placement:

The school principal is responsible for ensuring the best possible educational experience is provided for students in the school. The principal will provide valuable support to the teacher candidate by:


Accepting the placement of a D’Youville teacher candidate in the school Identifying classroom teachers within the school who are excellent educators and, as an

AT for D’Youville College, would make a significant contribution to the professional development of a teach candidate.

Monitoring the field placement session through contact with the AT.

Observing, when possible, the teacher candidate during an instructional experience. Communicating with the CS should questions or concerns arise about the competence

and/or professionalism of the teach candidate. Providing information relating to school routines, policies and procedure

4. The D’Youville Teacher Candidate:

The field placement is the most crucial stage in preparation for assuming the role of a classroom teacher. The teacher candidate must make every effort to take full advantage of this experience by:

Contacting the assigned AT and visiting the classroom prior to the commencement of each field placement session. This provides the candidate with an opportunity to meet the AT and identify resources which could be collected and organized for the classroom program during the placement.

Becoming aware of classroom and school routines, timetables, policies and procedures. These will be available from the AT and the school administration and should be organized in a manner that makes easy reference for the candidate during the placement session.

Directing questions about the expectations of the field placement to the AT and/or CS in a timely and professional manner. The teacher candidate should recognize the CS as the primary contact with D’Youville College during the field placement.

Incorporating the knowledge and skills gained from the D’Youville educational program into teaching experiences in the classroom.

Working cooperatively with the AT in the planning and delivery of classroom instruction and effectively incorporating professional feedback from the associate and the CS into subsequent teaching experiences.

Completing all required assignments based upon careful reflection and thoughtful preparation and submitting these assignments to the AT and CS on time.

Submitting all required assignments to the CS no later than the last day of each session (or according to other deadlines as set by the CS).

Involving oneself in student experiences beyond the classroom to gain a better understanding of the experiences offered by the school which enhance teacher/student relationships. The teacher candidate must, however, remember that the primary focus of the field placement is on the development of knowledge and skills for classroom teaching and learning.

Maintaining regular attendance and punctuality. Should the teacher candidate be absent due to illness the AT and CS should be informed as soon as possible. In most instances the candidate will be expected to make up for days missed during the field placement sessions.

Completing a self evaluation form at the end of the third and eighth week of each field placement session. This gives candidates an opportunity to do a self assessment of


classroom performance. This assessment should be honest and reflective and MUST be shared with the CS and the AT. The CS will submit this form to the College. It is used as a vehicle for discussion and can be a valuable tool in determining directions for the professional development of the teacher candidate during the field assignment.

5. Instructional Time for the Teacher Candidate:

When determining the amount of teaching time to be assigned to and expected of the teacher candidate during the field placement the AT and when necessary the CS, will consider the following:

During the first field placement the teacher candidate will be experiencing classroominstruction for the first time and initial instructional periods should thus be of shortduration and be accompanied by close supervision by the AT and detailed feedbackfollowing the instructional experience.

The AT needs to consider the competence of the teacher candidate, the continuity ofclassroom program and the educational success of the students when involving thecandidate in increased instructional responsibility.

Effective use of professional feedback from the AT and the CS will improve classroominstructional performance. Improved performance in the classroom will enhance teachercandidate confidence and prepare the candidate for increased teacher workload andresponsibility.

By the sixth week of the first session the most capable candidates should be able toassume responsibility for the entire instructional program for the classroom.

During the second session the teacher candidate will be more capable of becoming moreinvolved in the development and delivery of the classroom program at an earlier stage inthe placement.

By the sixth week of the second placement the successful D’Youville teacher candidateshould be able to assume all responsibility for all aspects of classroom program andinstruction.

In both situations the nature of the courses and AT’s responsibilities to students andparents must be considered.

6. The D’Youville College Portfolio Capstone (PC) Advisor:

The edTPA submission and the Education Department’s portfolio capstone components are completed during student teaching under the supervision of the Portfolio Capstone (PC) Advisor. It is recommended that the edTPA submission be completed during the first placement and the capstone components be done during the second placement. The PC Advisor will, within specified limits, provide the candidate with assistance in the completion of these tasks.


THE FIELD PLACEMENT ASSIGNMENTS

The College Supervisor (CS) will work with the Associate Teacher (AT) and the teacher candidate to select assignments that are appropriate for the placement. It is recommended that the required edTPA submission be completed during the first placement. This should be a high priority after which the following assignments may be considered, if appropriate and sufficient time is available to do so:

1. A Daily Reflective Journal (required performance at discretion of CS) kept by each teachercandidate. The journal should include dated entries which may include:

Observations made during instruction delivered by the AT or other staff during theplacement. These observations should note instructional strategies, behavioralinterventions, program modifications, student groupings, assessment tools and otherstrategies the teacher candidate may find valuable in the planning and delivery ofclassroom program.

A summary of classroom routine and procedures. These routines must be maintainedwhen the teacher candidate assumes the responsibility for classroom instruction.

A description of the school. Such a description should include the school organization,attendance monitoring, Safe Schools Policy, fire drill procedures, dress code, specialprograms unique to the school, School Council structure and any other informationidentified by the AT or the teacher candidate.

Observations made by the teacher candidate and information provided by the ATrelated to the special needs of individual students in the classroom. In identifyingthese special needs the teacher candidate must recognize the importance ofconfidentiality when recording such information.

Daily notations about student behavior, student interactions, special events andindividual successes and achievements.

Reflections made by the teacher candidate upon completing of a teaching experience.These self evaluations are critical in promotion professional growth and should includefeedback provided by the AT.

2. A Daily Plan Book (mandatory performance) completed and maintained for the entire fieldplacement session which will include:

Details of all lessons taught by the teacher candidate using the format described inthe D’Youville Field Placement Manual (Appendix H).

Notations made by the AT and teacher candidate following completion of the lesson.These notations should include an assessment of the lessons and note areas ofsuccess and further development.

The planning format used by the AT in the planning of the daily instructionalprogram. The teacher candidate must use the D’Youville Formal Lesson Plan formatfor lessons observed by their CS. For other lessons, the teacher candidate may usethe D’Youville Informal Lesson Plan format. However, as the teacher candidatebecomes more comfortable and proficient in planning daily lessons, the AT may


allow the candidate to place more emphasis on the details within the Daily Plan Book to free up time from writing informal daily lessons.

The planning format used by the AT in the planning of the daily instructionalprogram. However, all lessons delivered by the teacher candidate must use theD’Youville Informal Lesson Plan format (Appendix I).

All lessons prepared by the teacher candidate and previewed by the AT prior toinstructional delivery.

3. A D’Youville Formal Lesson Plan (mandatory performance) completed for all lessons to beevaluated by the CS which

Should be presented to the CS prior to the lesson and could be included in thestudent portfolio accompanying the completed evaluation.

Must be completed by the teacher candidate and previewed by the AT prior to theteaching of the lesson.

4. A Student Evaluation Instruments/Strategies (required performance at discretion of CS)designed to measure student achievement as a result of the instructional experience. Suchan evaluation tool may take a variety of forms; whenever possible, this should be part of theedTPA submission:

A summative test focusing on evaluation of student understanding of new learningand tracking for mastery.

A data collection device to be used in recording teacher observation of studentachievement.

A rubric as part of the unit of study developed by the teacher candidate. An assessment tool for evaluation of a student assignment.

5. A D’Youville Formal Unit Plan (Appendix G) (required performance at discretion of CS)developed following the format included in the D’Youville Field Experience Manual and,whenever possible, this should be a part of the Learning Segment of the edTPA submission. It

Will be developed on a topic/theme determined by the AT. Must be typed and made available to the CS during an evaluation session. Whenever possible the lesson delivered for the evaluation session should be a

component of the unit of study developed.

6. A Field Trip Plan (required performance at discretion of CS) including:

All necessary documents required for planning and seeking approval of a field trip.These documents will be available from the school and must be completed as part ofthe plan.

A rationale for the field trip experience including related Curriculum Expectations.


Learning experiences for students. These experiences should include preparation for students prior to the trip, anticipated activities during the trip and follow up application of new learning upon return to the classroom setting.

Letters to parents

NOTE: It is not necessary that the field trip actually take place during the field placement. The focus of this assignment is the development of a plan resulting in a positive learning experience for the students.

7. A Bulletin Board (required performance at discretion of CS): Effective bulletin boards are excellent tools for recognizing student achievement, sharing learning success and providing opportunities for interactive learning. Prepare a bulletin board in the classroom or any other area of the school should reflect student learning in the classroom.

8. A Special Education Plan (required performance at discretion of CS): Whenever possible, this should be part of the edTPA submission. The teacher candidate must be aware of the wide range of special needs in the school and could focus on addressing these needs by:

Modifying program and developing a strategy for supporting a student with special needs in the classroom. Identify the special needs of the student; describe the modifications required and how you will adjust your lesson to accommodate their needs.

Outlining the process to be followed when seeking formal assessment of a student and the steps to be followed in the formal identification of a student with special needs.

Identifying the procedures to be followed when involving community and board resources in the classroom. There are resources available to support the educational program of individuals and groups of students in the classroom. These resources may include psychological services, speech pathologists, child care workers, program consultants and other support services personnel. The teacher candidate will identify a student in the classroom and, with the support of the AT, identify and outline the steps to be followed when accessing support for the student.

9. A Classroom Visitation (required performance at discretion of CS) The teacher candidate should make every effort to take advantage of learning opportunities during the field placement. With the support of the AT and school administration the candidate should visit another classroom or classrooms to observe:

Alternative programs available in the school Different grade levels Different teaching styles and classroom organizations


Delivery strategies for special needs students

A report compiled by the teacher candidate should describe observations made during the visit and identify strategies to be included in their personal professional growth plans.

10. A Self Assessment (mandatory performance):At the end of weeks three and eight of each field placement the teacher candidate willcomplete the self assessment form (a total of 4) as outlined in the manual (Appendix J). Thecandidate will reflect on the successes experienced in the field placement and identify goalsfor improvement and personal professional development. These self-assessments will bediscussed with both the ATs and CS.


Appendix A

New York State P-12 Common Core Learning Standards

The standards found at the following websites are to be addressed in the development of Unit and Lesson Plans:

NEW YORK STATE

http://www.p12.nysed.gov/ciai/common_core_standards/

COMMON CORE STANDARDS FOR ELA AND MATH

http://www.corestandards.org/

http://www.p12.nysed.gov/ciai/common_core_standards/

http://www.corestandards.org/


Appendix B

D’Youville College Student Teaching Competencies

Associate Teacher Checklist (These are the checklists that associate teachers will mark and submit to the

DYC CS.)


D’YOUVILLE COLLEGE STUDENT TEACHING COMPETENCIES

Candidate Name: ____________________________ Placement: 1 2

Associate Teacher: ___________________________ Grade Level: ________

Please indicate the frequency with which each competency is observed according to the following scale: 1 = Never, 2 = Sometimes, 3 = Usually, 4 = Consistently

LEARNING ENVIRONMENT 1 2 3 4

Establishes mutual trust and respect with

students and staff.

PLANNING 1 2 3 4

Presented lesson plans to the classroom

consultant/associate teacher prior to the commencement of the school day.

Lesson planning follows the D’Youville College

format.

Selects appropriate standards and expectations

as outlined in the Common Core Learning

Standards for New York State.

Recognizes and plans for the individual needs

of students and provides appropriate

modifications.

Relates lessons to students’ knowledge and

skills attained in earlier learning (prior knowledge).

Provides students with a wide range of

learning formats (group, cooperative learning, individual inquiry, discovery).

Prepares instructional materials and student

learning materials of the highest quality.

Utilizes summative assessments as part of a

unit of study.

Demonstrates extensive background knowledge in the subject/content area.

Monitors and adjusts teaching through self-

reflection, and as discussed with the classroom consultant/associate teacher.

Utilizes outside resources to enhance lessons.


Motivates students and engages them in the

learning process; few management problems take place.

Recognizes and rewards positive behavior. Creates a physically and emotionally safe

classroom environment by establishing and maintaining effective classroom routines and

expectations.

Implements behavioral interventions

consistently by using a variety of effective

intervention strategies.

Promotes fairness and is able to work with a

variety of students.

PROFESSIONALISM 1 2 3 4

Communicates daily with the classroom consultant/associate teacher on methods,

practices, and practice.

Accepts feedback and incorporates it into improved classroom performance.

Demonstrates knowledge of subject matter for teaching.

Communicates and interacts with

parents/guardians when appropriate (in order to enhance student achievement)

When appropriate, attends and participates in

staff meetings, team meetings, parent conferences, etc.

Adheres to NYS regulations and ethical

principles of teaching and is a good role model

METHODOLOGY 1 2 3 4

Provides instruction that is supported by

research-based “best practices.”

Implements motivation techniques which result in student engagement and learning.

Uses a variety of materials, resources, and technology-related materials/devices.

Establishes grouping which effectively match

student activities and provide appropriate learning situations.

Develops learning objectives that are clearly

measurable and attainable.

Utilizes questioning techniques that increase

higher order thinking skills.

Provides a variety of learning experiences (e.g. discussions groups, cooperative learning,

hands-on activities).

Provides closure at the end of lessons.


for students.


Appendix C

Teacher Candidate Field Experience Rubrics

(These are the rubrics which the DYC supervisor will use to assess and evaluate teacher candidate performance.

PLEASE NOTE: Separate rubrics are used for each program, including Childhood Education, TESOL and Teaching Students with Disabilities (TSWD))


TEACHER CANDIDATE FIELD EXPERIENCE

SCORING RUBRIC

TEACHER CANDIDATE ________________________________ SEMESTER AND YEAR

____________________

COLLEGE SUPERVISOR ______________________________ FINAL GRADE

______________________

(ALL PAGES OF THIS DOCUMENT WILL BE COMPLETED BY THE COLLEGE

SUPERVISOR.)

COMPETENCY LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

PLANNING

LEARNING

ENVIRONMENT

INSTRUCTION

PROFESSIONALISM


CHILDHOOD EDUCATION FIELD EXPERIENCE RUBRIC

PLANNING FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE

ACHIEVED. Fails to Demonstrate Emergent Satisfactory Excels

Lesson Plan Submission

Candidate does not present lessons to classroom associate teacher prior to the commencement of the school day as a way of continually evaluating the effects of their professional decisions and actions on students and actively seeking out opportunities to grow professionally

Candidate usually presents lessons to classroom associate teacher prior to the commencement of the school day as a way of continually evaluating the effects of their professional decisions and actions on students and actively seeking out opportunities to grow professionally

Candidate presents lessons to classroom associate teacher prior to the commencement of the school day as a way of continually evaluating the effects of their professional decisions and actions on students and actively seeking out opportunities to grow professionally

Candidate consistently presents lessons to classroom associate teacher prior to the commencement of the school day as a way of continually evaluating the effects of their professional decisions and actions on students and actively seeking out opportunities to grow professionally

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: PROFESSIONALISM Standard: 5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.

D'Youville College Lesson Plan Format

Candidate does not use the D’Youville College Lesson Plan format to amplify connections across the curriculum and address curricular goals

Candidate uses some aspects of the D’Youville College Lesson Plan format to amplify connections across the curriculum and address curricular goals

Candidate uses the D’Youville College Lesson Plan format to amplify connections across the curriculum and address curricular goals

Candidate follows all aspects of the D’Youville College Lesson Plan format to amplify connections across the curriculum and address curricular goals

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: INSTRUCTION Standard: 3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;


Fails to Demonstrate Emergent Satisfactory Excels

Alignment with NYS / Common Core Standards

Candidate does not use New York State / Common core Standards to create connections across the curriculum and address curricular goals

Candidate sometimes uses New York State / Common core Standards to create connections across the curriculum and address curricular goals

Candidate uses New York State / Common core Standards to create connections across the curriculum and address curricular goals

Candidate addresses all relevant New York State / Common core Standards to create connections across the curriculum and address curricular goals


Accommodations for Students with Special Needs

Candidate understands how elementary students differ in their development and approaches to learning and does not recognize or make any attempt to provide for students with special needs in the classroom

Candidate understands how elementary students differ in their development and approaches to learning and makes some attempt at assisting students with special needs but focuses on large group instruction during the lesson

Candidate understands how elementary students differ in their development and approaches to learning and provides appropriate modifications of planning for students with special needs

Candidate understands how elementary students differ in their development and approaches to learning, recognizes and plans for the special needs of students, and consistently provides appropriate modifications of planning for students with special needs

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: INSTRUCTION Standard: 3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;

Instructional / Student Materials

Candidate does not use awareness of and reflection on her/his practice in light of research on teaching, professional ethics, and resources available for professional learning to prepare instructional or student materials that reach minimum standards for classroom use

Candidate is aware of and reflects on her/his practice in light of research on teaching, professional ethics, and resources available for professional learning to usually prepare acceptable instructional and student materials for the lesson

Candidate is aware of and reflects on her/his practice in light of research on teaching, professional ethics, and resources available for professional learning to provide good quality instructional and student learning materials in advance of the lesson

Candidate is aware of and reflects on her/his practice in light of research on teaching, professional ethics, and resources available for professional learning to prepare instructional and student learning materials of the highest quality and well in advance of the lesson

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: PROFESSIONALISM Standard: 5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and



actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.

Evaluation Strategy

Candidate knows, understands, but does not use formal and informal evaluation strategies to plan and strengthen instruction

Candidate knows, understands, and uses formal and informal evaluation strategies to plan and strengthen instruction, but they are in isolation and not directly related to a unit of study and overall assessment tool

Candidate knows, understands, and uses formal and informal evaluation strategies to plan and strengthen instruction that refer to an overall assessment tool as part of a unit of study

Candidate knows, understands, and consistently uses formal and informal evaluation strategies to plan and strengthen instruction that refer to an overall assessment tool as part of a unit of study

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: ASSESSMENT Standard: 4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

Submission of Required Practicum Materials

Candidate does not submit all required and completed materials to the college supervisor by dates specified as a way of actively seeking out opportunities to grow professionally

Candidate submits most required and completed materials to the college supervisor by dates specified as a way of actively seeking out opportunities to grow professionally

Candidate submits all required and completed materials to the college supervisor by dates specified as a way of actively seeking out opportunities to grow professionally

Candidate submits all required and thoroughly completed materials to the college supervisor by dates specified as a way of actively seeking out opportunities to grow professionally


LEARNING ENVIRONMENT FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE

ACHIEVED.


Respect for Candidate does not use Candidate inconsistently uses Candidate uses knowledge & Candidate uses knowledge &



and Rapport with Students

knowledge & understanding of communication techniques to demonstrate respect for and rapport with students. Candidate fails to foster student participation or supportive interaction.

knowledge & understanding of communication techniques to demonstrate respect for and rapport with students. Candidate fosters sporadic student participation and supportive interaction.

understanding of communication techniques to demonstrate respect for and rapport with students. Candidate fosters student participation and supportive interaction.

understanding of communication techniques to demonstrate respect for and rapport with students. Candidate fosters enthusiastic student participation and consistently supportive interaction.

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: INSTRUCTION Standard: 3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

Establishing Rapport with Students

Candidate fails to demonstrate awareness of & reflection on their practice in establishing respect & rapport with students. Mutual trust between candidate and students not evident.

Candidate inconsistently demonstrates awareness of & reflection on their practice in establishing respect & rapport with students. Mutual trust between candidate and students sometimes evident.

Candidate demonstrates awareness of & reflection on their practice in establishing respect & rapport with students. Mutual trust between candidate and students evident.

Candidate demonstrates exceptional awareness of & reflection on their practice in establishing respect & rapport with students. Strong mutual trust between candidate and students evident.


Classroom Routines and Expectations for Behavior

Candidate does not demonstrate any ability to construct a supportive learning culture. Candidate fails to establish or maintain classroom routines and expectations for behavior.

Candidate demonstrates some ability to construct a supportive learning culture. Candidate inconsistently establishes and maintains routines and appropriate expectations of student behavior.

Candidate demonstrates an ability to construct a supportive learning culture. Candidate establishes and maintains effective routines and appropriate expectations of student behavior.

Candidate excels in ability to construct a supportive learning culture. Candidate exceptionally establishes and maintains routines and appropriate expectations of student behavior.

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: DEVELOPMENT, LEARNING AND MOTIVATION Standard: 1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of

children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

Balancing Candidate knowledge of individual Candidate knowledge of individual Candidate knowledge of individual Candidate knowledge of individual



Instructional Time and Student Behavior

and group motivation and behavior among students at the K-6 level fails to foster self motivation, positive social interactions and a supportive learning environment. Candidate uses excessive portion of instructional time to redirect student behavior.

and group motivation and behavior among students at the K-6 level inconsistently fosters self motivation, positive social interactions and a supportive learning environment. Candidate uses significant instructional time to redirect student behavior.

and group motivation and behavior among students at the K-6 level fosters self motivation, positive social interactions and creates a supportive learning environment. Candidate uses some instructional time to redirect student behavior.

and group motivation and behavior among students at the K-6 level fosters exceptional self motivation, positive social interactions and creates a supportive learning environment. Candidate uses minimal instructional time to redirect student behavior.

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: INSTRUCTION Standard: 3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;

Anti-discriminatory Practices

Candidate fails to create instructional opportunities that are adapted to diverse students. Candidate fails to promote fairness and justice by adopting anti-discriminatory practices.

Candidate inconsistently creates instructional opportunities that are adapted to diverse students. Candidate inconsistently promotes fairness and justice in adopting anti-discriminatory practice in regards to gender, race and disability.

Candidate creates instructional opportunities that are adapted to diverse students. Candidate promotes fairness and justice in adopting anti-discriminatory practice in regards to gender, race and disability.

Candidate creates exceptional instructional opportunities that are adapted to diverse students. Candidate consistently promotes fairness and justice in adopting anti-discriminatory practice in regards to gender, race and disability.

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: INSTRUCTION Standard: 3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional

opportunities that are adapted to diverse students;

Planning, Delivery and Student Engagement

Candidate fails to employ knowledge and understanding of individual and group motivation and behavior among students in planning & instruction. Candidate does not foster active student engagement in learning.

Candidate inconsistently employs knowledge and understanding of individual and group motivation and behavior among students in planning & instruction. Candidate fosters some active student engagement in learning.

Candidate employs knowledge and understanding of individual and group motivation and behavior among students in planning & instruction. Candidate fosters active student engagement in learning.

Candidate exceptionally employs knowledge and understanding of individual and group motivation and behavior among students in planning & instruction. Candidate fosters highly active student engagement in learning.




Appropriate Lessons and Classroom Management

Candidate fails to demonstrate knowledge of development of children and young adolescents to construct developmentally appropriate lessons that challenge & motivate students.

Candidate inconsistently demonstrates knowledge of development of children and young adolescents to construct developmentally appropriate lessons that challenge & motivate students.

Candidate demonstrates knowledge of development of children and young adolescents to construct developmentally appropriate lessons that challenge & motivate students.

Candidate demonstrates outstanding knowledge of development of children and young adolescents to construct developmentally appropriate lessons that greatly challenge & motivate students.

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: DEVELOPMENT, LEARNING AND MOTIVATION Standard: 1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

INSTRUCTION FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE

ACHIEVED.


Student Engagement in Lesson

Candidate does not use her/his knowledge and understanding of behavior among 1-6 students to foster active engagement in learning for any part of the instructional period

Candidate uses her/his knowledge and understanding of behavior among 1-6 students to foster active engagement in learning for some portion of the instructional period

Candidate uses her/his knowledge and understanding of behavior among 1-6 students to foster active engagement in learning

Candidate consistently uses her/his knowledge and understanding of behavior among 1-6 students to foster active engagement in learning throughout the lesson


Use of Visual or

Candidate does not provide visual or concrete materials to assist

Candidate inconsistently provides visual or concrete materials to

Candidate provides visual or concrete materials to assist

Candidate provides visual or concrete materials of the highest



Concrete Materials

students in the understanding of the knowledge and skills taught based on candidate’s knowledge of self motivation and positive social interaction

assist students in the understanding of the knowledge and skills taught based on candidate’s knowledge of self motivation and positive social interaction

students in the understanding of the knowledge and skills taught based on candidate’s knowledge of self motivation and positive social interaction

quality to assist students in the understanding of the knowledge and skills taught based on candidate’s knowledge of self motivation and positive social interaction


Questioning Technique

Candidate understands and uses a poor questioning technique, no attempt is made to draw students into the learning process, and candidate does not encourage students’ development of critical thinking and problem solving

Candidate understands and uses a poor questioning technique, focuses on a limited number of students, and occasionally encourages students’ development of critical thinking and problem solving

Candidate understands and uses a variety of good questioning techniques to involve students in the lesson and encourage students’ development of critical thinking and problem solving

Candidate understands and consistently uses a variety of good questioning techniques to involve students in the lesson, monitor student understanding, and encourage students’ development of critical thinking and problem solving

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: INSTRUCTION Standard: 3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;

Variety of Materials, Resources and Technology

Candidate does not use a variety of materials, resources or technology in any aspect of planning to create a supportive learning environment

Candidate uses, with direction and encouragement, some materials, resources or technology in the unit of study developed to create a supportive learning environment

Candidate uses a variety of materials, resources or technologies in the unit of study developed to create a supportive learning environment

Candidate uses an extensive variety of materials, resources and technologies in the unit of study developed to create a supportive learning environment




Learning Experience

Candidate does not implement instruction based on knowledge of students, learning theory, connections across the curriculum, curriculum goals and community

Candidate sometimes implements instruction based on knowledge of students, learning theory, connections across the curriculum, curriculum goals and community

Candidate implements instruction based on knowledge of students, learning theory, connections across the curriculum, curriculum goals and community

Candidate implements outstanding instruction based on knowledge of students, learning theory, connections across the curriculum, curriculum goals and community


Monitoring Student Learning

Candidate does not use knowledge, understanding, and use of formal and informal assessment strategies to monitor student learning during the lesson to promote continuous intellectual and social development of each elementary student

Candidate knows, understands, and uses formal and informal assessment strategies to occasionally monitor student learning during the lesson using appropriate assessment tools to promote continuous intellectual and social development of each elementary student

Candidate knows, understands, and uses formal and informal assessment strategies to monitor student learning during the lesson using appropriate assessment tools to promote continuous intellectual and social development of each elementary student

Candidate knows, understands, and uses formal and informal assessment strategies to monitor student learning throughout the lesson using a variety of assessment tools to promote continuous intellectual and social development of each elementary student

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: ASSESSMENT Standard: 4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

Student Grouping

Candidate uses her/his knowledge and understanding of effective verbal and nonverbal communication techniques only for full class instruction and student application of learning, which does not foster active inquiry, collaboration, and supportive interaction in the elementary classroom

Candidate does not use her/his knowledge and understanding of effective verbal and nonverbal communication techniques to match student grouping to the learning experience or lesson format to foster active inquiry, collaboration, and supportive interaction in the elementary classroom

Candidate uses her/his knowledge and understanding of effective verbal and nonverbal communication techniques to vary student grouping for the lesson but needs to match the grouping selected to the lesson purpose and format to foster active inquiry, collaboration, and supportive interaction in the elementary classroom

Candidate uses her/his knowledge and understanding of effective verbal and nonverbal communication techniques to consistently establish student groupings which most effectively match the student activity and provide the most ideal learning situation to foster active inquiry, collaboration, and supportive interaction in the elementary classroom



Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: INSTRUCTION Standard: 3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

PROFESSIONALISM FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE

ACHIEVED.


Professional Behavior

Candidate behavior does not represent the professional standards expected of a teacher. Candidate fails to evaluate effects of their professional decisions & actions.

Candidate behavior usually represents the professional standards expected of a teacher. Candidate inconsistently evaluates effects of their professional decisions & actions.

Candidate behavior represents the professional standards expected of a teacher. Candidate evaluates effects of their professional decisions & actions.

Candidate behavior represents the highest professional standards expected of a teacher. Candidate continually evaluates effects of their professional decisions & actions.


Role Modeling

Candidate’s professional ethics, decisions and actions fail to present students with a positive role model.

Candidate’s professional ethics, decisions and actions sometimes present students with a positive role model.

Candidate’s professional ethics, decisions and actions present students with a positive role model.

Candidate’s professional ethics, decisions and actions present students with a exemplary role model.

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: PROFESSIONALISM Standard: 5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on



students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.

Constructive Criticism

Candidate does not accept constructive criticism and feedback and does not incorporate it to improve classroom performance. Candidate fails to seek out opportunities to grow professionally.

Candidate accepts constructive criticism and feedback, with encouragement, and attempts to incorporate it to improve classroom performance. Candidate inconsistently seeks out opportunities to grow professionally.

Candidate accepts constructive criticism and feedback and attempts to incorporate it to improve classroom performance. Candidate seeks out opportunities to grow professionally.

Candidate seeks constructive criticism and feedback and attempts to incorporate it to improve classroom performance. Candidate actively seeks out opportunities to grow professionally.


Practicum Attendance

Candidate demonstrated a lack of professionalism through attendance, with three (3) or more absences during the 16 week student teaching assignment.

Candidate demonstrated moderate professionalism through attendance, with two (2) or more absences during the 16 week student teaching assignment.

Candidate demonstrated professionalism through attendance, with one (1) absence during the 16 week student teaching assignment.

Candidate demonstrated professionalism through attendance with no (0) absences during the 16 week student teaching assignment.


Teaching Role

Candidate fails to demonstrate awareness & reflection on their practice. Candidate demonstrates a lack of interest, enthusiasm or confidence in the teaching role.

Candidate demonstrates occasional awareness & reflection on their practice. Candidate sometimes performs the role with enthusiasm and confidence.

Candidate demonstrates awareness & reflection on their practice. Candidate performs professional role with enthusiasm and confidence.

Candidate demonstrates exceptional awareness & reflection on their practice. Candidate performs professional role with significant enthusiasm and confidence.

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: PROFESSIONALISM Standard: 5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching,



professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.

Participation in Teaching Role-related Activities

Candidate fails to demonstrate understanding of professional responsibilities. Candidate does not participate in activities related to the teaching role (staff meetings, - --Professional Development programs…)

Candidate demonstrates some understanding of professional responsibilities. Candidate, with encouragement, participates in most activities related to the role of a teacher in a school organization (staff meetings, - --Professional Development programs…)

Candidate demonstrates understanding of professional responsibilities. Candidate participates in most activities related to the role of teacher in a school organization (staff meetings, - --Professional Development programs…)

Candidate demonstrates exceptional understanding of professional responsibilities. Candidate participates in all activities related to the role of teacher in a school organization (staff meetings, - --Professional Development programs…)


Involvement in Student Experiences Beyond Classroom

Candidate fails to demonstrate understanding of establishing & maintaining positive collaborative relationships with students and their families. Candidate makes no attempt to become involved in student experiences beyond the classroom.

Candidate demonstrates inconsistent understanding of establishing & maintaining positive collaborative relationships with students and their families. Candidate sometimes contributes to the educational experience of students beyond the classroom.

Candidate demonstrates understanding of establishing & maintaining positive collaborative relationships with students and their families. Candidate contributes to the educational experience of students beyond the classroom.

Candidate demonstrates exceptional understanding of establishing & maintaining positive collaborative relationships with students and their families. Candidate makes a valuable contribution to the educational experience of students beyond the classroom.

Standards USA- ACEI- Association for Childhood Education International Elementary Education Standards Domain: PROFESSIONALISM Standard: 5.2 Collaboration with families, colleagues, and community agencies—Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.


TESOL (ADOLESCENCE) FIELD EXPERIENCE RUBRIC


ACHIEVED.



Candidate does not complete lesson plans in time to be previewed by the associate teacher prior to instruction.

Candidate submits fewer than half of all lesson plans to associate teacher in time to be previewed prior to instruction.

Candidate plans with and submits almost all standards-based lessons to associate teacher prior to instruction.

Candidate plans with and submits all standards-based lesson plans to associate teacher at least one day before instruction to ensure full preview.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 3. Planning, Implementing, and Managing Instruction: Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They integrate technology as well as choose and adapt classroom resources appropriate for their ELLs. Standard: Standard 3.a. Planning for Standards-Based ESL and Content Instruction: Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum. Supporting Explanation: Candidates assess students' knowledge using multiple measures (see Domain 4) and address their students' diverse backgrounds, developmental needs, and English proficiency as they plan their instruction. They plan toward specific standards-based ESL and content-based objectives but include multiple ways of presenting material. They collaborate with general education and content-area teachers to ensure that ELLs access the whole curriculum while learning English. Supporting Explanation: Candidates design their classrooms as supportive, positive climates for learning. They model positive attitudes and interactions and respect for the perspectives of others. Language-building activities are student centered, incorporating cooperative learning and flexible grouping. Supporting Explanation: Candidates recognize the needs of students with interrupted formal education (SIFE) in acclimating to the school environment. They plan for a broad spectrum of instructional techniques in a variety of settings in which students interact, use their first language whenever possible, and learn reading strategies that emphasize comprehension and writing strategies that emphasize communication.




Candidate does not follow D’Youville College Lesson Plan Format.

Candidate uses some aspects of the D’Youville College Lesson Plan Format but is missing several components.

Candidate uses almost all aspects of the D’Youville College Lesson Plan Format but is missing one component.

Candidate follows the D’Youville College Lesson Plan Format completely.


Candidate does not include New York State and Common Core standards. If candidate does not include Common Core because class is non-content-based (i.e. classes for newcomers), please choose Not Applicable.

Candidate uses either New York State OR Common Core Standards but not both.

Candidate uses New York State Standards but does not fully link them to Common Core Standards.

Candidate uses and links together New York State and Common Core Standards to provide a seamless framework.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 3. Planning, Implementing, and Managing Instruction: Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They integrate technology as well as choose and adapt classroom resources appropriate for their ELLs. Standard: Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction: Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs' access to the core curriculum by teaching language through academic content. Supporting Explanation: Candidates provide ESL and content instruction and assessment that are standards based and that integrate listening, speaking, reading, and writing for purposes that are relevant and meaningful to students. Candidates provide a wide variety of activities for students to develop and practice their listening, speaking, reading, and writing skills in social and academic environments. Candidates base activities on student interests, texts, and themes, a range of genres, and personal experiences to enhance students’ comprehension and communication. Supporting Explanation: Candidates view language and content learning as joint means to achieve ELLs’ academic and language development goals. They understand that language is developed most effectively in meaningful contexts, and they manage and implement learning around subject matter and language learning objectives. They also understand that such learning is more effective when it is standards based. Candidates use meaningful instruction to build relevant academic vocabulary.


Candidate does not recognize students with special needs in the classroom.

Candidate provides limited differentiated instruction for students with special needs.

Candidate provides differentiated instruction but focuses on the group rather than individuals.

Candidate recognizes and provides differentiated instruction for students with varying needs.


Candidate does not provide instructional materials for classroom usage.

Candidate prepares instructional materials in advance of classroom usage.

Candidate provides good-quality instructional materials for classroom usage.

Candidate provides a variety of excellent instructional materials for classroom usage.



Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 1. Language: Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners’ (ELLs’) develop language and literacy and achieve in the content areas. Issues of language structure and language acquisition development are interrelated. The divisions of the standards into 1.a. language as a system, and 1.b. language acquisition and development do not prescribe an order. Standard: Standard 1.a. Language as a System: Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas. Supporting Explanation: Candidates need a conscious knowledge of language as a system to be effective language teachers. Components of the language system include phonology, morphology, syntax, semantics, pragmatics, discourse varieties, aspects of social and academic language, rhetorical registers, and writing conventions. Teachers use knowledge of these interrelated aspects of language as they support ELLs’ acquisition of English. Supporting Explanation: Candidates understand the ways in which languages are similar and different. They identify linguistic structures that distinguish written and spoken language forms as well as those representing social and academic uses of language. Candidates understand that one’s first language (L1) may affect learning English. Supporting Explanation: Programs and states identify languages commonly spoken by students in their communities. Candidates relate their knowledge of English to these languages, as well as others they may encounter. Candidates build on similarities between English and students’ L1s and antic ipate difficulties that learners may have with English. They identify errors that are meaningful and systematic and distinguish between those that may benefit from corrective feedback and those that will not. They understand the role and significance of errors as a gauge of language learning and plan appropriate classroom activities to assist ELLs through this process. Supporting Explanation: Candidates apply knowledge of language variation, including dialects and discourse varieties, to their instructional practice. Supporting Explanation: Candidates serve as good models of spoken and written English.

Evaluation Strategy

Candidate does not include an evaluation strategy.

Candidate provides at least one evaluation strategy.

Candidate provides performance-based evaluation tools developed for the lesson.

Candidate fully incorporates performance-based evaluation tools to assess learning and to inform future lesson planning.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 4. Assessment: Candidates demonstrate understanding of issues and concepts of assessment and use standards-based procedures with ELLs. Standard: Standard 4.c. Classroom-Based Assessment for ESL: Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction for in the classroom. Supporting Explanation: Candidates understand the interdependent relationship between teaching and assessment and can develop instructional tasks and assessment tools that promote and measure student learning. They are familiar with assessment goals, tools, and tasks appropriate for ELLs that correspond with the program's philosophy, the unit's conceptual framework, as well as state and national standards in ESOL. Candidates can assess learners'



content-area achievement independently from their language ability and should be able to adapt classroom tests and tasks for ELLs at varying stages of English language and literacy development. They also understand the importance of assessing language skills in an integrative way. Supporting Explanation: Candidates understand that portfolios are important tools in the assessment of ELL learning. A portfolio is a collection of student work that reflects progress over time. Portfolio samples are typically based on work conducted as part of class activities or home assignments. Using authentic examples is a characteristic of unbiased performance assessment. Performance assessments help candidates evaluate students' complex thinking (the ability to write a summary is demonstrated through a written summary; the ability to orally debate an issue is demonstrated through an oral debate). Candidates are familiar with and can use a variety of rubrics to assess portfolios and their individual contents. They also understand that self-assessment and peer-assessment techniques can be used regularly to encourage students to monitor and take control of their own learning. Supporting Explanation: Candidates develop classroom assessments using a variety of item types and elicitation and response formats to assess students’ receptive and productive language skills. Candidates assess their ELLs’ English literacy skills appropriately. They understand the implicat ion of assessing language and literacy skills in students’ native languages. They also know how to interpret test results and plan instruction based on those results. Supporting Explanation: Candidates understand that some classroom reading assessments designed for native speakers, such as independent oral reading, may be uninformative or misleading as assessment tools for ELLs who may be overly concerned with the pronunciation demands of the task and pay less attention to comprehension.


Candidate did not submit all required materials to the college supervisor by dates specified.

Candidate submitted all required materials to the college supervisor by the dates specified, but some materials were incomplete.

Candidate submitted all required and completed materials to the college supervisor but was late with no more than one submission.

Candidate submitted all required and completed materials to the college supervisor by the dates specified.


ACHIEVED.


Respect for and Rapport with Students

Respect and rapport are not apparent. Students do not participate. If respect and rapport are

Rapport and respect for cultural diversity are not consistently demonstrated. Students participate in limited ways and candidate does not appear to

Rapport and respect for cultural diversity are demonstrated. Students participate verbally when possible.

Rapport and respect for cultural diversity are demonstrated. Students participate in a variety of ways.



apparent but students may not participate due to lack of comprehension (i.e., newcomers, SIFE), please choose Not Applicable.

consider the variety of ways in which students could participate (physically, verbally, etc).


Candidate fails to demonstrate positive rapport with students. Candidate does not demonstrate understanding of connection between language and culture.

Candidate establishes positive rapport with limited number of students, indicating limited understanding of connections between language and culture.

Candidate demonstrates understanding of connections between language and culture by developing positive rapport with most students.

Candidate demonstrates understanding of relationship between language and culture by consistently establishing a mutual trust, respect, and rapport with students from varied cultural and linguistic backgrounds.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 2. Culture: Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs. Standard: Standard 2. Culture as It Affects Student Learning: Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement. Performance Indicator: 2.e. Understand and apply concepts about the interrelationship between language and culture. Proficiency Level: Meets Standard Detail: Candidates’ choice of techniques and materials reflect their knowledge of the interdependence of language and culture. Detail: Candidates act as facilitators to help students’ transition between the home culture and language and U.S. and school culture and language.


Candidate fails to establish classroom routines and expectations for behavior.

Candidate inconsistently maintains established classroom routines and expectations for behavior.

With the support of the classroom consultant, candidate establishes and maintains effective routines and appropriate expectations of student behavior but expectations may not be inclusive of cultural differences.

Candidate establishes and maintains effective classroom routines and expectations of student behavior that are inclusive of cultural differences.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 2. Culture: Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs. Standard: Standard 2. Culture as It Affects Student Learning: Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning



and school achievement. Performance Indicator: 2.a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning. Proficiency Level: Meets Standard Detail: Candidates teach using a variety of concepts about culture, including acculturation, assimilation, biculturalism, , and the dynamics of prejudice, including stereotyping.

Balancing Instructional Time and Student Behavior

Candidate spends more than half of instructional time redirecting student behavior. If lack of behavior management due to students’ previous experiences (refugee camps, etc.), please choose Not Applicable.

Candidate spends about half of instructional time redirecting student behavior.

Candidate spends about a quarter of instructional time redirecting student behavior.

Candidate spends little to no instructional time redirecting student behavior.


Candidate makes no effort to promote fairness and justice by adopting anti-discriminatory practices.

Candidate attempts to promote cross-cultural equity and fairness but appears to not include all students in the process.

Candidate promotes cross-cultural equity and fairness by demonstrating anti-discriminatory practices in regards to gender, race, and special needs.

Candidate consistently and clearly promotes cross-cultural equity and fairness by demonstrating anti-discriminatory practices in regards to race, gender, and special needs.


Poor preparation and planning fails to engage the majority of students in the lesson.

Candidate demonstrates preparation and delivery that attempt to integrate a variety of English skills but does not engage students adequately. As a result, management issues become problematic.

Candidate demonstrates that preparation and delivery integrates a variety of standards-based strategies to develop English skills that fully engages students with few management problems.

Candidate demonstrates that preparation and delivery integrates a variety of standards-based strategies to develop English skills that fully engages students without requiring management.


Candidate develops lessons that are not appropriate for students’ age or proficiency levels. Classroom management is problematic as a result.

Candidate develops lessons that are not appropriate for the range of proficiencies present in the class. Some students are not engaged as a result.

Candidate develops lessons that are age and proficiency-level appropriate with standards-based English and content foci.

Candidate develops engaging and challenging lessons that are age and proficiency-level appropriate and that include standards-based English and content foci.



ACHIEVED.



Candidate preparation does not ensure that students are engaged in the lesson. The students are not participating in ways that are proficiency-level and age appropriate. If students may not be engaged because they are pre-verbal, SIFE, or newcomers, please choose Not Applicable.

Candidate preparation has not ensured that students are consistently engaged in the lesson in ways that are proficiency-level and age appropriate. Most students are unproductive.

Candidate preparation helps keep students engaged in student-centered activities for most of the instructional period. Students are productive at times but some activities may not be proficiency-level appropriate, thereby limiting student ability to respond.

Candidate preparation ensures that students are consistently engaged and participating in student-centered activities that have been developed to allow production even for those learners who are still non-verbal.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 3. Planning, Implementing, and Managing Instruction: Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They integrate technology as well as choose and adapt classroom resources appropriate for their ELLs. Standard: Standard 3.a. Planning for Standards-Based ESL and Content Instruction: Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum. Performance Indicator: 3.a.2. Create supportive, accepting classroom environments. Proficiency Level: Meets Standard Detail: Candidates implement standards-based programs and instructional models appropriate to individual student needs.

Use of Visual or Concrete Materials

No visual or concrete materials are used to promote student understanding.

Visual or concrete materials are present but not adapted in consideration of varied cultures and proficiency levels.

Culturally-appropriate materials are prepared for the class that are accessible to various proficiency levels.

Culturally-appropriate and motivating materials are prepared by the candidate to best help ELLs of varied proficiency levels access both English and content.


Candidate uses a poor questioning technique that does not account for students’ varied

Candidate uses simple questioning techniques that focus on limited proficiency levels.

Candidate uses some varied questioning techniques that consider multiple ways in which

Candidate uses wide range of questioning techniques that allow even non-verbal students ways to



cultural backgrounds and proficiency levels. Most students are non-responsive.

Lower level students are non-responsive.

students may respond. respond (i.e. body language, drawing, etc.).


Candidate makes no effort to introduce standards-based materials, resources or technology in any aspect of the planning.

Candidate uses a few standards-based materials, resources or technology in the unit of study developed. Adaptation for ELLs is not evident.

Candidate uses many standards-based materials, resources and technologies adapted for ELLs in unit of study.

Candidate uses an extensive variety of standards-based materials, resources, and technologies adapted specifically for the varied cultural and linguistic backgrounds of the students in the unit of study.

Learning Experience

Candidate provides an unsatisfactory learning experience for the students because it is monocultural and allows limited access to students of varied proficiency levels.

Candidate provides satisfactory instruction but it is fairly monocultural. Candidate demonstrates limited understanding of how to create an inclusive environment.

Candidate provides an engaging environment that indicates understating of the multiple cultures and languages present.

Candidate provides an excellent program that is engaging for and inclusive of the multiple cultures and languages present.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 2. Culture: Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs. Standard: Standard 2. Culture as It Affects Student Learning: Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement. Performance Indicator: 2.a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning. Proficiency Level: Meets Standard Detail: Candidates teach using a variety of concepts about culture, including acculturation, assimilation, biculturalism, , and the dynamics of prejudice, including stereotyping.


Candidate does not demonstrate any monitoring of student learning.

Candidate minimally monitors student learning but needs to include more performance-based tools.

Candidate monitors student learning using performance-based tools.

Candidate monitors student learning using a variety of performance-based tools that indicates understanding of how varied proficiency levels may be assessed.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 4. Assessment: Candidates demonstrate understanding of issues and concepts of assessment and use standards-based procedures



with ELLs. Standard: Standard 4.c. Classroom-Based Assessment for ESL: Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction for in the classroom. Supporting Explanation: Candidates understand the interdependent relationship between teaching and assessment and can develop instructional tasks and assessment tools that promote and measure student learning. They are familiar with assessment goals, tools, and tasks appropriate for ELLs that correspond with the program's philosophy, the unit's conceptual framework, as well as state and national standards in ESOL. Candidates can assess learners' content-area achievement independently from their language ability and should be able to adapt classroom tests and tasks for ELLs at varying stages of English language and literacy development. They also understand the importance of assessing language skills in an integrative way. Supporting Explanation: Candidates understand that portfolios are important tools in the assessment of ELL learning. A portfolio is a collection of student work that reflects progress over time. Portfolio samples are typically based on work conducted as part of class activities or home assignments. Using authentic examples is a characteristic of unbiased performance assessment. Performance assessments help candidates evaluate students' complex thinking (the ability to write a summary is demonstrated through a written summary; the ability to orally debate an issue is demonstrated through an oral debate). Candidates are familiar with and can use a variety of rubrics to assess portfolios and their individual contents. They also understand that self-assessment and peer-assessment techniques can be used regularly to encourage students to monitor and take control of their own learning. Supporting Explanation: Candidates develop classroom assessments using a variety of item types and elicitation and response formats to assess students’ receptive and productive language skills. Candidates assess their ELLs’ English literacy skills appropriately. They understand the implicat ion of assessing language and literacy skills in students’ native languages. They also know how to interpret test results and plan instruction based on those results. Supporting Explanation: Candidates understand that some classroom reading assessments designed for native speakers, such as independent oral reading, may be uninformative or misleading as assessment tools for ELLs who may be overly concerned with the pronunciation demands of the task and pay less attention to comprehension.

Student Grouping

Candidate teaches only to the full class with no other student groupings. If students are newcomers and therefore grouping is unvaried, please choose Not Applicable.

Candidate groups students but it is not evident that candidate considered varying abilities, cultures, and proficiencies when grouping.

Candidate varies student groupings but may overlook cultural considerations that could help maximize learning opportunities.

Candidate established student groupings that are culturally-sensitive and that effectively match student proficiencies to provide the most ideal learning situations.


ACHIEVED.




Candidate’s behavior does not represent professional standards expected of a teacher.

Candidate’s behavior usually demonstrates professional standards expected of a teacher.

Candidate’s behavior demonstrates understanding of public policy and current expectations of a teacher.

Candidate’s behavior demonstrates understanding of public policy, current research, and professional comportment expected of a teacher.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 5. Professionalism: Candidates keep current with new instructional techniques, research results, advances in the ESL f ield, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families. Standard: Standard 5.a. ESL Research and History: Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning. Supporting Explanation: Candidates are familiar with the history of ESL teaching and stay current with recent research, methodologies, and strategies in the field. They use this knowledge to design effective instruction for ELLs. Supporting Explanation: Candidates understand legal processes, mandates, and policies that have had an impact on the development of the field of ESL. They are knowledgeable about the history of legal decisions (e.g., Lau v. Nichols) and national legislation (e.g., No Child Left Behind) and their subsequent application to the instruction of ELLs. They can explain the impact of state and federal legislation on their classrooms and the school’s community.

Role Modeling

Candidate does not represent a positive linguistic or personal role model.

Candidate usually presents students with a positive linguistic and personal role model.

Candidate presents students with a positive linguistic and personal role model.

Candidate presents students with exemplary personal and linguistic role model.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 1. Language: Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners’ (ELLs’) develop language and literacy and achieve in the content areas. Issues of language structure and language acquisition development are interrelated. The divisions of the standards into 1.a. language as a system, and 1.b. language acquisition and development do not prescribe an order. Standard: Standard 1.a. Language as a System: Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas. Performance Indicator: 1.a.4. Demonstrate proficiency in English and serve as a good language model for ELLs. Proficiency Level: Meets Standard Detail: Candidates demonstrate proficiency in all aspects of English.

Constructive Criticism & Reflection

Candidate will not accept constructive criticism and does not participate in reflection to improve

Candidate requires encouragement before accepting criticism or participating in

Candidate accepts constructive criticism and participates in reflection to inform instruction.

Candidate seeks feedback and participates in reflection and fully incorporates them into future



instruction. reflection to better inform instruction.

instructional practices.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 5. Professionalism: Candidates keep current with new instructional techniques, research results, advances in the ESL f ield, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families. Standard: Standard 5.b. Professional Development, Partnerships, and Advocacy: Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs. Performance Indicator: 5.b.2 Establish professional goals. Proficiency Level: Meets Standard Detail: Candidates implement a personal professional development plan based on interests and reflection, taking advantage of opportunities to support these goals in professional associations and other academic organizations.


Candidate is absent three or more times during the 14 week student teaching assignment.

Candidate is absent twice during the 14 week student teaching assignment.

Candidate is absent once during the 14 week student teaching assignment.

Candidate is not absent or late at all during the 14 week student teaching assignment.

Teaching Role

Candidate demonstrates a lack of interest and enthusiasm in the teaching role.

Candidate sometimes performs the role of teacher with enthusiasm but overall lacks confidence.

Candidate performs role with enthusiasm and confidence.

Candidate appears to be naturally enthusiastic and confident in role as teacher.


Candidate does not participate in activities related to the role of a teacher (staff meetings, Professional Development, etc.).

Candidate requires strong encouragement to participate in professional development or other teacher-related activities.

Candidate participates in teacher-related activities.

Candidate participates in many teacher-related activities and seeks out professional relationships.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 5. Professionalism: Candidates keep current with new instructional techniques, research results, advances in the ESL f ield, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families. Standard: Standard 5.b. Professional Development, Partnerships, and Advocacy: Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs. Supporting Explanation: Candidates actively participate in professional growth opportunities, including those offered by appropriate organizations, and they can articulate their own philosophy of education.



Supporting Explanation: Candidates view ESOL families as vital resources that inform their classrooms and schools. They promote the important roles that families play in their children’s linguistic, academic, and personal development. Candidates are aware of resources in the community to assist ELLs and their families and share this information with students, families, and professional colleagues. Supporting Explanation: Candidates know and understand public issues that affect the education of ELLs, and they support ELLs and their families socially and politically. Supporting Explanation: Candidates promote a school environment that values diverse student populations and provides equitable access to resources for ELLs. They collaborate with school staff to provide educational opportunities for ELLs with diverse learning needs at all English proficiency levels. Supporting Explanation: Candidates advocate for appropriate instruction and assessment by sharing their knowledge of ELLs with their general-education and content-area colleagues and the community. They also advocate for equal access to educational resources for ELLs, including technology.


Candidate makes no attempt to become involved in student experiences beyond the classroom. If candidate may be unable to support or advocate for students beyond the classroom due to student responsibilities (young marriages, work, etc.), please choose Not Applicable.

Candidate attempts to support the educational experiences of students beyond the classroom.

Candidate supports the educational experiences of students beyond the classroom.

Candidate supports and advocates for the educational experiences of the students beyond the classroom.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 5. Professionalism: Candidates keep current with new instructional techniques, research results, advances in the ESL f ield, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families. Standard: Standard 5.b. Professional Development, Partnerships, and Advocacy: Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs. Supporting Explanation: Candidates actively participate in professional growth opportunities, including those offered by appropriate organizations, and they can articulate their own philosophy of education. Supporting Explanation: Candidates view ESOL families as vital resources that inform their classrooms and schools. They promote the important roles that families play in their children’s linguistic, academic, and personal development. Candidates are aware of resources in the community to assist ELLs and their families and share this information with students, families, and professional colleagues. Supporting Explanation: Candidates know and understand public issues that affect the education of ELLs, and they support ELLs and their families socially and politically. Supporting Explanation:



Candidates promote a school environment that values diverse student populations and provides equitable access to resources for ELLs. They collaborate with school staff to provide educational opportunities for ELLs with diverse learning needs at all English proficiency levels. Supporting Explanation: Candidates advocate for appropriate instruction and assessment by sharing their knowledge of ELLs with their general-education and content-area colleagues and the community. They also advocate for equal access to educational resources for ELLs, including technology.

TESOL (CHILDHOOD) FIELD EXPERIENCE RUBRIC


ACHIEVED.



Candidate does not complete lesson plans in time to be previewed by the associate teacher prior to instruction.

Candidate submits fewer than half of all lesson plans to associate teacher in time to be previewed prior to instruction.

Candidate plans with and submits almost all standards-based lessons to associate teacher prior to instruction.

Candidate plans with and submits all standards-based lesson plans to associate teacher at least one day before instruction to ensure full preview.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 3. Planning, Implementing, and Managing Instruction: Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They integrate technology as well as choose and adapt classroom resources appropriate for their ELLs. Standard: Standard 3.a. Planning for Standards-Based ESL and Content Instruction: Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum. Supporting Explanation: Candidates assess students' knowledge using multiple measures (see Domain 4) and address their students' diverse backgrounds, developmental needs, and English proficiency as they plan their instruction. They plan toward specific standards-based ESL and content-based objectives but



include multiple ways of presenting material. They collaborate with general education and content-area teachers to ensure that ELLs access the whole curriculum while learning English. Supporting Explanation: Candidates design their classrooms as supportive, positive climates for learning. They model positive attitudes and interactions and respect for the perspectives of others. Language-building activities are student centered, incorporating cooperative learning and flexible grouping. Supporting Explanation: Candidates recognize the needs of students with interrupted formal education (SIFE) in acclimating to the school environment. They plan for a broad spectrum of instructional techniques in a variety of settings in which students interact, use their first language whenever possible, and learn reading strategies that emphasize comprehension and writing strategies that emphasize communication.


Candidate does not follow D’Youville College Lesson Plan Format.

Candidate uses some aspects of the D’Youville College Lesson Plan Format but is missing several components.

Candidate uses almost all aspects of the D’Youville College Lesson Plan Format but is missing one component.

Candidate follows the D’Youville College Lesson Plan Format completely.


Candidate does not include New York State and Common Core standards. If candidate does not include Common Core standards because class is non-content-based, please choose Not Applicable.

Candidate uses either New York State OR Common Core Standards but not both.

Candidate uses New York State Standards but does not fully link them to Common Core Standards.

Candidate uses and links together New York State and Common Core Standards to provide a seamless framework.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 3. Planning, Implementing, and Managing Instruction: Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They integrate technology as well as choose and adapt classroom resources appropriate for their ELLs. Standard: Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction: Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs' access to the core curriculum by teaching language through academic content. Supporting Explanation: Candidates provide ESL and content instruction and assessment that are standards based and that integrate listening, speaking, reading, and writing for purposes that are relevant and meaningful to students. Candidates provide a wide variety of activities for students to develop and practice their listening, speaking, reading, and writing skills in social and academic environments. Candidates base activities on student interests, texts, and themes, a range of genres, and personal experiences to enhance students’ comprehension and communication. Supporting Explanation: Candidates view language and content learning as joint means to achieve ELLs’ academic and language development goals. They understand that language is developed most effectively in meaningful contexts, and they manage and implement learning around subject matter and language learning objectives. They also understand that such learning is more effective when it is standards based. Candidates use meaningful instruction to



build relevant academic vocabulary.


Candidate does not recognize students with special needs in the classroom. If no special needs have yet been identified, as in kindergarten, please choose Not Applicable.

Candidate provides limited differentiated instruction for students with special needs.

Candidate provides differentiated instruction but focuses on the group rather than individuals.

Candidate recognizes and provides differentiated instruction for students with varying needs.


Candidate does not provide instructional materials for classroom usage.

Candidate prepares instructional materials in advance of classroom usage.

Candidate provides good-quality instructional materials for classroom usage.

Candidate provides a variety of excellent instructional materials for classroom usage.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 1. Language: Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners’ (ELLs’) develop language and literacy and achieve in the content areas. Issues of language structure and language acquisition development are interrelated. The divisions of the standards into 1.a. language as a system, and 1.b. language acquisition and development do not prescribe an order. Standard: Standard 1.a. Language as a System: Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas. Supporting Explanation: Candidates need a conscious knowledge of language as a system to be effective language teachers. Components of the language system include phonology, morphology, syntax, semantics, pragmatics, discourse varieties, aspects of social and academic language, rhetorical registers, and writing conventions. Teachers use knowledge of these interrelated aspects of language as they support ELLs’ acquisition of English. Supporting Explanation: Candidates understand the ways in which languages are similar and different. They identify linguistic structures that distinguish written and spoken language forms as well as those representing social and academic uses of language. Candidates understand that one’s first language (L1) may affect learning English. Supporting Explanation: Programs and states identify languages commonly spoken by students in their communities. Candidates relate their knowledge of English to these languages, as well as others they may encounter. Candidates build on similarities between English and students’ L1s and antic ipate difficulties that learners may have with English. They identify errors that are meaningful and systematic and distinguish between those that may benefit from corrective feedback and those that will not. They understand the role and significance of errors as a gauge of language learning and plan appropriate classroom activities to assist ELLs through this process. Supporting Explanation: Candidates apply knowledge of language variation, including dialects and discourse varieties, to their instructional practice. Supporting Explanation: Candidates serve as good models of spoken and written English.



Evaluation Strategy

Candidate does not include an evaluation strategy.

Candidate provides at least one evaluation strategy.

Candidate provides performance-based evaluation tools developed for the lesson.

Candidate fully incorporates performance-based evaluation tools to assess learning and to inform future lesson planning.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 4. Assessment: Candidates demonstrate understanding of issues and concepts of assessment and use standards-based procedures with ELLs. Standard: Standard 4.c. Classroom-Based Assessment for ESL: Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction for in the classroom. Supporting Explanation: Candidates understand the interdependent relationship between teaching and assessment and can develop instructional tasks and assessment tools that promote and measure student learning. They are familiar with assessment goals, tools, and tasks appropriate for ELLs that correspond with the program's philosophy, the unit's conceptual framework, as well as state and national standards in ESOL. Candidates can assess learners' content-area achievement independently from their language ability and should be able to adapt classroom tests and tasks for ELLs at varying stages of English language and literacy development. They also understand the importance of assessing language skills in an integrative way. Supporting Explanation: Candidates understand that portfolios are important tools in the assessment of ELL learning. A portfolio is a collection of student work that reflects progress over time. Portfolio samples are typically based on work conducted as part of class activities or home assignments. Using authentic examples is a characteristic of unbiased performance assessment. Performance assessments help candidates evaluate students' complex thinking (the ability to write a summary is demonstrated through a written summary; the ability to orally debate an issue is demonstrated through an oral debate). Candidates are familiar with and can use a variety of rubrics to assess portfolios and their individual contents. They also understand that self-assessment and peer-assessment techniques can be used regularly to encourage students to monitor and take control of their own learning. Supporting Explanation: Candidates develop classroom assessments using a variety of item types and elicitation and response formats to assess students’ receptive and productive language skills. Candidates assess their ELLs’ English literacy skills appropriately. They understand the implicat ion of assessing language and literacy skills in students’ native languages. They also know how to interpret test results and plan instruction based on those results. Supporting Explanation: Candidates understand that some classroom reading assessments designed for native speakers, such as independent oral reading, may be uninformative or misleading as assessment tools for ELLs who may be overly concerned with the pronunciation demands of the task and pay less attention to comprehension.


Candidate did not submit all required materials to the college supervisor by dates specified.

Candidate submitted all required materials to the college supervisor by the dates specified, but some materials were incomplete.

Candidate submitted all required and completed materials to the college supervisor but was late with no more than one submission.

Candidate submitted all required and completed materials to the college supervisor by the dates specified.



ACHIEVED.


Respect for and Rapport with Students

Respect and rapport are not apparent. Students do not participate.

Rapport and respect for cultural diversity are not consistently demonstrated. Students participate in limited ways and candidate does not appear to consider the variety of ways in which students could participate (physically, verbally, etc.).

Rapport and respect for cultural diversity are demonstrated. Students participate verbally when possible.

Rapport and respect for cultural diversity are demonstrated. Students participate in a variety of ways.


Candidate fails to demonstrate positive rapport with students. Candidate does not demonstrate understanding of connection between language and culture.

Candidate establishes positive rapport with limited number of students, indicating limited understanding of connections between language and culture.

Candidate demonstrates understanding of connections between language and culture by developing positive rapport with most students.

Candidate demonstrates understanding of relationship between language and culture by consistently establishing a mutual trust, respect, and rapport with students from varied cultural and linguistic backgrounds.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 2. Culture: Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs. Standard: Standard 2. Culture as It Affects Student Learning: Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement. Performance Indicator: 2.e. Understand and apply concepts about the interrelationship between language and culture. Proficiency Level: Meets Standard Detail: Candidates’ choice of techniques and materials reflect their knowledge of the interdependence of language and culture. Detail: Candidates act as facilitators to help students’ transition between the home culture and language and U.S. and school culture and language.


Candidate fails to establish classroom routines and expectations for behavior.

Candidate inconsistently maintains established classroom routines and expectations for behavior.

With the support of the classroom consultant, candidate establishes and maintains effective routines and appropriate expectations of

Candidate establishes and maintains effective classroom routines and expectations of student behavior that are inclusive



If student behaviors maybe be affected by lack of familiarity with schooling or previous trauma and is not reflective of candidate, please choose Not Applicable.

student behavior but expectations may not be inclusive of cultural differences.

of cultural differences.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 2. Culture: Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs. Standard: Standard 2. Culture as It Affects Student Learning: Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement. Performance Indicator: 2.a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning. Proficiency Level: Meets Standard Detail: Candidates teach using a variety of concepts about culture, including acculturation, assimilation, biculturalism, , and the dynamics of prejudice, including stereotyping.

Balancing Instructional Time and Student Behavior

Candidate spends more than half of instructional time redirecting student behavior. If candidate redirects student behavior as needed but student behavior is due to issues beyond candidate ability to manage, please choose Not Applicable.

Candidate spends about half of instructional time redirecting student behavior.

Candidate spends about a quarter of instructional time redirecting student behavior.

Candidate spends little to no instructional time redirecting student behavior.


Candidate makes no effort to promote fairness and justice by adopting anti-discriminatory practices.

Candidate attempts to promote cross-cultural equity and fairness but appears to not include all students in the process.

Candidate promotes cross-cultural equity and fairness by demonstrating anti-discriminatory practices in regards to gender, race, and special needs.

Candidate consistently and clearly promotes cross-cultural equity and fairness by demonstrating anti-discriminatory practices in regards to race, gender, and special needs.


Poor preparation and planning fails to engage the majority of students in the lesson.

Candidate demonstrates preparation and delivery that attempt to integrate a variety of English skills but does not engage students adequately. As a result, management issues become

Candidate demonstrates that preparation and delivery integrates a variety of standards-based strategies to develop English skills that fully engages students with few management

Candidate demonstrates that preparation and delivery integrates a variety of standards-based strategies to develop English skills that fully engages students without requiring



problematic. problems. management.


Candidate develops lessons that are not appropriate for students’ age or proficiency levels. Classroom management is problematic as a result.

Candidate develops lessons that are not appropriate for the range of proficiencies present in the class. Some students are not engaged as a result.

Candidate develops lessons that are age and proficiency-level appropriate with standards-based English and content foci.

Candidate develops engaging and challenging lessons that are age and proficiency-level appropriate and that include standards-based English and content foci.


ACHIEVED.



Candidate preparation does not ensure that students are engaged in the lesson. The students are not participating in ways that are proficiency-level and age appropriate. If candidate prepared adequately but students may be unable to participate because they are preverbal or have issues beyond the expected experiences that impact current education, please choose Not Applicable.

Candidate preparation has not ensured that students are consistently engaged in the lesson in ways that are proficiency-level and age appropriate. Most students are unproductive.

Candidate preparation helps keep students engaged in student-centered activities for most of the instructional period. Students are productive at times but some activities may not be proficiency-level appropriate, thereby limiting student ability to respond.

Candidate preparation ensures that students are consistently engaged and participating in student-centered activities that have been developed to allow production even for those learners who are still non-verbal.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 3. Planning, Implementing, and Managing Instruction: Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They integrate technology as well as choose and adapt classroom resources appropriate for their ELLs. Standard: Standard 3.a. Planning for Standards-Based ESL and Content Instruction: Candidates know, understand, and apply concepts, research, and



best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum. Performance Indicator: 3.a.2. Create supportive, accepting classroom environments. Proficiency Level: Meets Standard Detail: Candidates implement standards-based programs and instructional models appropriate to individual student needs.

Use of Visual or Concrete Materials

No visual or concrete materials are used to promote student understanding.

Visual or concrete materials are present but not adapted in consideration of varied cultures and proficiency levels.

Culturally-appropriate materials are prepared for the class that are accessible to various proficiency levels.

Culturally-appropriate and motivating materials are prepared by the candidate to best help ELLs of varied proficiency levels access both English and content.


Candidate uses a poor questioning technique that does not account for students’ varied cultural backgrounds and proficiency levels. Most students are non-responsive.

Candidate uses simple questioning technique that focuses on limited proficiency levels. Lower level students are non-responsive.

Candidate uses some varied questioning techniques that consider multiple ways in which students may respond.

Candidate uses wide range of questioning techniques that allow even non-verbal students ways to respond (i.e. body language, drawing, etc.).


Candidate makes no effort to introduce standards-based materials, resources or technology in any aspect of the planning.

Candidate uses a few standards-based materials, resources or technology in the unit of study developed. Adaptation for ELLs is not evident.

Candidate uses many standards-based materials, resources and technologies adapted for ELLs in unit of study.

Candidate uses an extensive variety of standards-based materials, resources, and technologies adapted specifically for the varied cultural and linguistic backgrounds of the students in the unit of study.

Learning Experience

Candidate provides an unsatisfactory learning experience for the students because it is monocultural and allows limited access to students of varied proficiency levels.

Candidate provides satisfactory instruction but it is fairly monocultural. Candidate demonstrates limited understanding of how to create an inclusive environment.

Candidate provides an engaging environment that indicates understating of the multiple cultures and languages present.

Candidate provides an excellent program that is engaging for and inclusive of the multiple cultures and languages present.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 2. Culture: Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs. Standard: Standard 2. Culture as It Affects Student Learning: Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.



Performance Indicator: 2.a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning. Proficiency Level: Meets Standard Detail: Candidates teach using a variety of concepts about culture, including acculturation, assimilation, biculturalism, , and the dynamics of prejudice, including stereotyping.


Candidate does not demonstrate any monitoring of student learning.

Candidate minimally monitors student learning but needs to include more performance-based tools.

Candidate monitors student learning using performance-based tools.

Candidate monitors student learning using a variety of performance-based tools that indicates understanding of how varied proficiency levels may be assessed.

Student Grouping

Candidate teaches only to the full class with no other student groupings. If student group is not dynamic due to newness of arrival of most of the students, please choose Not Applicable.

Candidate groups students but it is not evident that candidate considered varying abilities, cultures, and proficiencies when grouping.

Candidate varies student groupings but may overlook cultural considerations that could help maximize learning opportunities.

Candidate established student groupings that are culturally-sensitive and that effectively match student proficiencies to provide the most ideal learning situations.


ACHIEVED.



Candidate’s behavior does not represent professional standards expected of a teacher.

Candidate’s behavior usually demonstrates professional standards expected of a teacher.

Candidate’s behavior demonstrates understanding of public policy and current expectations of a teacher.

Candidate’s behavior demonstrates understanding of public policy, current research, and professional comportment expected of a teacher.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010)



Domain: Domain 5. Professionalism: Candidates keep current with new instructional techniques, research results, advances in the ESL f ield, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families. Standard: Standard 5.a. ESL Research and History: Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning. Supporting Explanation: Candidates are familiar with the history of ESL teaching and stay current with recent research, methodologies, and strategies in the field. They use this knowledge to design effective instruction for ELLs. Supporting Explanation: Candidates understand legal processes, mandates, and policies that have had an impact on the development of the field of ESL. They are knowledgeable about the history of legal decisions (e.g., Lau v. Nichols) and national legislation (e.g., No Child Left Behind) and their subsequent application to the instruction of ELLs. They can explain the impact of state and federal legislation on their classrooms and the school’s community.

Role Modeling

Candidate does not represent a positive linguistic or personal role model.

Candidate usually presents students with a positive linguistic and personal role model.

Candidate presents students with a positive linguistic and personal role model.

Candidate presents students with exemplary personal and linguistic role model.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 1. Language: Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners’ (ELLs’) develop language and literacy and achieve in the content areas. Issues of language structure and language acquisition development are interrelated. The divisions of the standards into 1.a. language as a system, and 1.b. language acquisition and development do not prescribe an order. Standard: Standard 1.a. Language as a System: Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas. Performance Indicator: 1.a.4. Demonstrate proficiency in English and serve as a good language model for ELLs. Proficiency Level: Meets Standard Detail: Candidates demonstrate proficiency in all aspects of English.

Constructive Criticism & Reflection

Candidate will not accept constructive criticism and does not participate in reflection to improve instruction.

Candidate requires encouragement before accepting criticism or participating in reflection to better inform instruction.

Candidate accepts constructive criticism and participates in reflection to inform instruction.

Candidate seeks feedback and participates in reflection and fully incorporates them into future instructional practices.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 5. Professionalism: Candidates keep current with new instructional techniques, research results, advances in the ESL f ield, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families.



Standard: Standard 5.b. Professional Development, Partnerships, and Advocacy: Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs. Performance Indicator: 5.b.2 Establish professional goals. Proficiency Level: Meets Standard Detail: Candidates implement a personal professional development plan based on interests and reflection, taking advantage of opportunities to support these goals in professional associations and other academic organizations.


Candidate is absent three or more times during the 14 week student teaching assignment.

Candidate is absent twice during the 14 week student teaching assignment.

Candidate is absent once during the 14 week student teaching assignment.

Candidate is not absent or late at all during the 14 week student teaching assignment.

Teaching Role

Candidate demonstrates a lack of interest and enthusiasm in the teaching role.

Candidate sometimes performs the role of teacher with enthusiasm but overall lacks confidence.

Candidate performs role with enthusiasm and confidence.

Candidate appears to be naturally enthusiastic and confident in role as teacher.


Candidate does not participate in activities related to the role of a teacher (staff meetings, Professional Development, etc.).

Candidate requires strong encouragement to participate in professional development or other teacher-related activities.

Candidate participates in teacher-related activities.

Candidate participates in many teacher-related activities and seeks out professional relationships.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 5. Professionalism: Candidates keep current with new instructional techniques, research results, advances in the ESL f ield, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families. Standard: Standard 5.b. Professional Development, Partnerships, and Advocacy: Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs. Supporting Explanation: Candidates actively participate in professional growth opportunities, including those offered by appropriate organizations, and they can articulate their own philosophy of education. Supporting Explanation: Candidates view ESOL families as vital resources that inform their classrooms and schools. They promote the important roles that families play in their children’s linguistic, academic, and personal development. Candidates are aware of resources in the community to assist ELLs and their families and share this information with students, families, and professional colleagues. Supporting Explanation: Candidates know and understand public issues that affect the education of ELLs, and they support ELLs and their families socially and politically. Supporting Explanation: Candidates promote a school environment that values diverse student populations and provides equitable access to resources for ELLs. They collaborate with school staff to provide educational opportunities for ELLs with diverse learning needs at all English proficiency levels. Supporting Explanation:



Candidates advocate for appropriate instruction and assessment by sharing their knowledge of ELLs with their general-education and content-area colleagues and the community. They also advocate for equal access to educational resources for ELLs, including technology.


Candidate makes no attempt to become involved in student experiences beyond the classroom.

Candidate attempts to support the educational experiences of students beyond the classroom.

Candidate supports the educational experiences of students beyond the classroom.

Candidate supports and advocates for the educational experiences of the students beyond the classroom.

Standards USA- TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education (2010) Domain: Domain 5. Professionalism: Candidates keep current with new instructional techniques, research results, advances in the ESL f ield, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families. Standard: Standard 5.b. Professional Development, Partnerships, and Advocacy: Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs. Supporting Explanation: Candidates actively participate in professional growth opportunities, including those offered by appropriate organizations, and they can articulate their own philosophy of education. Supporting Explanation: Candidates view ESOL families as vital resources that inform their classrooms and schools. They promote the important roles that families play in their children’s linguistic, academic, and personal development. Candidates are aware of resources in the community to assist ELLs and their families and share this information with students, families, and professional colleagues. Supporting Explanation: Candidates know and understand public issues that affect the education of ELLs, and they support ELLs and their families socially and politically. Supporting Explanation: Candidates promote a school environment that values diverse student populations and provides equitable access to resources for ELLs. They collaborate with school staff to provide educational opportunities for ELLs with diverse learning needs at all English proficiency levels. Supporting Explanation: Candidates advocate for appropriate instruction and assessment by sharing their knowledge of ELLs with their general-education and content-area colleagues and the community. They also advocate for equal access to educational resources for ELLs, including technology.

TEACHING STUDENTS WITH DISABILITIES (TSWD) FIELD EXPERIENCE

RUBRIC

FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE ACHIEVED.



Planning: IEP Development Fails to develop appropriate IEPs that meet the needs of students with ELNs.

Develops IEPs that meet the needs of students with ELNs with some errors

Develops IEPs that meet the needs of students with ELNs with few errors

Develops exceptional IEPs that meet the needs of all students with ELNs.

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 5: Instructional Planning and Strategies - 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Key Element: 5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. Key Element: 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. Key Element: 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. Key Element: 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities Key Element: 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. Key Element: 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. Key Element: 5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Planning: Lesson Plan Submission 1

Fails to present lesson plans for approval by the Associate Teacher (AT) in adequate time prior to the instructional period

Lesson plans are inconsistently presented to the Associate Teacher (AT) in adequate time for approval prior to the instructional period

Lessons are usually presented to the Associate Teacher (AT) in adequate time for approval prior to the to the instructional period

Lesson plans are consistently presented to the Associate Teacher (AT) for approval with efficient lead time prior to the instructional period

Planning: Lesson Plan Submission 2

Fails to present lesson plans to College Supervisor (CS) prior to the instructional period

Lesson plans are inconsistently presented to the College Supervisor (CS) prior to the instructional period

Lessons are usually presented to the College Supervisor (CS) prior to the to the instructional period

Lesson plans are consistently and efficiently presented to the prior to the instructional period

Planning: D'Youville Fails to appropriately adhere Adheres to the DYC Formal Adheres to the DYC Formal Adheres to the DYC Formal



College (DYC) Formal Lesson Plan Format

to the complete DYC Formal Lesson Plan format.

Lesson Plan format with some errors

Lesson Plan format with few errors

Lesson Plan format exactly and precisely with exceptional attention to detail


Planning: D'Youville College (DYC) Informal Lesson Plan Format

Fails to appropriately maintain Informal Lesson Plans

Inconsistently maintains Informal Lesson Plans with some errors

Adequately maintains Informal Lesson Plans format with few errors

Maintains Informal Lesson Plans consistently and precisely with exceptional attention to detail

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 5: Instructional Planning and Strategies - 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Key Element: 5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.



Key Element: 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. Key Element: 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. Key Element: 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities Key Element: 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. Key Element: 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. Key Element: 5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Planning: D’Youville College Formal Unit Plan

Fails to appropriately adhere to the DYC Formal Unit Plan format

Adheres to the DYC Formal Unit Plan format with some errors

Adheres to the DYC Formal Unit Plan format with few errors

Adheres to the DYC Formal Unit Plan format exactly and precisely with exceptional attention to detail

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 5: Instructional Planning and Strategies - 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Key Element: 5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. Key Element: 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. Key Element: 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. Key Element: 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities Key Element: 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.



Key Element: 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. Key Element: 5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Planning: Daily Lesson Plan Book

Fails to include all lessons taught

Inconsistently includes all lessons taught

Adequately includes all lessons taught

Includes all lessons taught with exceptional detail


Planning: Daily Lesson Plan Book

Fails to include notations made by the AT/CS regarding assessment of the lesson, areas of success, areas needing improvement

Inconsistently includes notations made by the AT/CS regarding assessment of the lesson, areas of success, areas needing improvement

Adequately includes notations made by the AT/CS regarding assessment of the lesson, areas of success, areas needing improvement

Includes precise notations made by the AT/CS regarding assessment of the lesson, areas of success, areas needing improvement

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013)



Standard: Standard 5: Instructional Planning and Strategies - 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Key Element: 5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. Key Element: 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. Key Element: 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. Key Element: 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities Key Element: 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. Key Element: 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. Key Element: 5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Planning: Field Trip Plan - General

Fails to prepare appropriate documents required for planning and seeking approval of a field trip

Inconsistently prepares appropriate documents required for planning and seeking approval of a field trip

Adequately prepares appropriate documents required for planning and seeking approval of a field trip

Exceptional preparation of appropriate documents required for planning and seeking approval of a field trip

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 5: Instructional Planning and Strategies - 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Key Element: 5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. Key Element: 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. Key Element: 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.



Key Element: 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities Key Element: 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. Key Element: 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. Key Element: 5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Planning: Field Trip Plan - Specific

Fails to include: • Rationale • Related curriculum • Expectations of student learning experiences • Preparation of students prior to trip • Anticipated activities • Letter to parents • All school required forms

Inconsistently includes: • Rationale • Related curriculum • Expectations of student learning experiences • Preparation of students prior to trip • Anticipated activities • Letter to parents • All school required forms

Adequately includes: • Rationale • Related curriculum • Expectations of student learning experiences • Preparation of students prior to trip • Anticipated activities • Letter to parents • All school required forms

Precisely includes: • Rationale • Related curriculum • Expectations of student learning experiences • Preparation of students prior to trip • Anticipated activities • Letter to parents • All school required forms





Planning: Planning documents alignment with NYS / Common Core Standards

Planning fails to evidence the New York State /Common core and CEC Standards in lesson planning

Planning includes the New York State /Common core and CEC Standards in lesson planning with some errors

Planning includes the New York State /Common core and CEC Standards in lesson planning with few errors

Planning includes the New York State /Common core and CEC Standards in lesson planning with no errors and with exceptional detail


Planning: Planning documents Technology/Alternative/ Augmentative communication systems

Fails to plan for augmentative and alternative communication systems/assistive technologies for individuals with exceptionalities when

Plans for augmentative and alternative communication systems/assistive technologies for individuals with exceptionalities when

Plans for augmentative and alternative communication systems/assistive technologies for individuals with exceptionalities when

Comprehensively plans for augmentative and alternative communication systems/assistive technologies for individuals with



appropriate appropriate with some errors appropriate with few errors exceptionalities when appropriate


Planning: Reinforcement Systems

Fails to plan and implement individualized reinforcement systems and environmental modifications

Plans and implements individualized reinforcement systems and environmental modifications with some errors

Plans and implements individualized reinforcement systems and environmental modifications with few errors

Precisely plans and implements individualized reinforcement systems and environmental modifications with exceptional focus

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 5: Instructional Planning and Strategies - 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Key Element: 5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.



Key Element: 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. Key Element: 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. Key Element: 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities Key Element: 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. Key Element: 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. Key Element: 5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Planning: Feedback Systems

Fails to use responses and errors to guide instructional decisions and provide feedback to learners

Uses responses and errors to guide instructional decisions and provide feedback to learners with some errors

Uses responses and errors to guide instructional decisions and provide feedback to learners with few errors

Highly effective use of responses and errors to guide instructional decisions and provide feedback to learners





Planning: Appropriateness/Age/Ability

Fails to plan and implement age and ability appropriate instruction for individuals with ELNs

Plans and implements age and ability appropriate instruction for individuals with ELNs with some errors

Plans and implements age and ability appropriate instruction for individuals with ELNs with few errors

Excellent attention to age and ability appropriate instruction for individuals with ELNs


Planning: Appropriateness/Sensory/ Perceptual

Fails to interpret sensory, mobility, reflex, and perceptual information to create or adapt appropriate learning plans

Interprets sensory, mobility, reflex, and perceptual information to create or adapt appropriate learning plans with some errors

Interprets sensory, mobility, reflex, and perceptual information to create or adapt appropriate learning plans with few errors

Comprehensively Interprets sensory, mobility, reflex, and perceptual information to create or adapt appropriate learning plans




Planning: Instructional Materials

Fails to include sources of specialized materials, curricula, and resources for individuals with ELNs

Includes sources of specialized materials, curricula, and resources for individuals ELNs with some errors

Includes sources of specialized materials, curricula, and resources for individuals with ELNs with few errors

Includes sources of specialized materials, curricula, and resources for individuals with ELNs of highest quality and well in advance of the lesson

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 5: Instructional Planning and Strategies - 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Key Element: 5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. Key Element: 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for



individuals with exceptionalities. Key Element: 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. Key Element: 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities Key Element: 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. Key Element: 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. Key Element: 5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Planning: Instructional Strategies

Fails to appropriately plan for, select, adapt and use instructional strategies and materials according to characteristics o the individual with ELNs

Plans for and selects, adapts and uses instructional strategies and materials according to characteristics o the individual with ELNs with some errors

Plans for and selects, adapts and uses instructional strategies and materials according to characteristics o the individual with ELNs with few errors

Excellent evidence of ability to plan for and select, adapt and use instructional strategies and materials according to characteristics o the individual with ELNs





Planning: Evidence-based Practices

Fails to include plans for evidence-based practices validated for specific characteristics of learners and settings

Includes plans for evidence-based practices validated for specific characteristics of learners and settings with some errors

Includes plans for evidence-based practices validated for specific characteristics of learners and settings with few errors

Comprehensive inclusion of plans for evidence-based practices validated for specific characteristics of learners and settings


Planning: Evaluation Strategy

Fails to plan for and identify evaluation strategies /tools that include multiple types of formal/informal assessment information and are directly

Plans for evaluation strategies/tools that include multiple types of formal/informal assessment information and are directly

Plans for evaluation strategies/ tools that include multiple types of formal/informal assessment information and are directly related to the unit

Comprehensive and exceptional inclusion of plans for evaluation strategies that use multiple types of formal/informal assessment



related to the unit of study and the overall assessment tool

related to the unit of study and overall assessment tool are identified with some errors

of study and overall assessment tool are identified with few errors

information and are directly related to the unit of study and overall assessment tool


Planning: Submission of Required Practicum Materials

Fails to submit all required and completed materials to the CS by dates specified

Inconsistently submits all required and completed materials to the CS by dates specified

Consistently submits all required and adequately completed materials to the CS by dates specified

Consistently submits all required, thoroughly and comprehensively completed materials to the CS by dates specified or earlier

Learning Environment: Demands of the Learning Environment General

Fails to evidence awareness/ understanding of how to create a safe, inclusive, culturally responsive environment

Inconsistently evidences awareness/ understanding of how to create a safe, inclusive, culturally responsive environment

Adequately evidences awareness/ understanding of how to create a safe, inclusive, culturally responsive environment

Evidences a keen sense of awareness/ understanding of how to create a safe, inclusive, culturally responsive environment



Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 2: Learning Environments - 2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Key Element: 2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. Key Element: 2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. Key Element: 2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

Learning Environment: Demands of the Learning Environment Safety

Fails to evidence appropriate strategies for crisis prevention and intervention and or the use of universal precautions with individuals with ELNs

Inconsistently evidences appropriate strategies for crisis prevention and intervention and or the use of universal precautions with individuals with ELNs

Adequately evidences appropriate strategies for crisis prevention and intervention and the use of universal precautions with individuals with ELNs

Meticulously evidences appropriate strategies for crisis prevention and intervention and the use of universal precautions with individuals with ELNs


Learning Environment: Demands of the Learning

Fails to create a learning environment that fosters

Inconsistently creates a learning environment that

Adequately creates a learning environment that fosters

Creates a learning environment that fosters



Environment Inclusion respect for and acceptance of exceptionalities and diversity in a culturally responsive manner

fosters respect for and acceptance of exceptionalities and diversity in a culturally responsive manner

respect for and acceptance of exceptionalities and diversity in a culturally responsive manner

respect for and acceptance of exceptionalities and diversity in a culturally responsive manner with exceptional skill


Learning Environment: Rapport with Students

Fails to establish/maintain a positive rapport in a culturally responsive manner with the students

Evidences inconsistent positive rapport in a culturally responsive manner with the students

Adequately and consistently establishes positive rapport in a culturally responsive manner with the students

Skillfully establishes positive rapport in a culturally responsive manner with the students




Learning Environment: Classroom Routines

Fails to establish or maintain effective classroom routines

Inconsistent establishment and maintenance of effective classroom routines

Adequate establishment and maintenance of effective classroom routines

Precise establishment and maintenance of effective classroom routines realistic expectations of student behavior using direct motivational and instructional interventions


Learning Environment: Expectations for Behavior

Fails to establish or maintain realistic expectations of student behavior using direct motivational and instructional interventions

Inconsistent establishment and maintenance of effective, realistic expectations of student behavior using direct motivational and instructional interventions

Adequate establishment and maintenance of effective realistic expectations of student behavior using direct motivational and instructional interventions

Precise establishment and maintenance of effective realistic expectations of student behavior using direct motivational and instructional interventions

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 2: Learning Environments - 2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Key Element: 2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.



Key Element: 2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. Key Element: 2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

Learning Environment: Classroom Routines and Expectations for Behavior

Fails to use problem-solving and conflict resolution effectively

Inconsistent use of effective problem-solving and conflict resolution

Adequate use of effective problem-solving and conflict resolution

Skillful use of effective problem-solving and conflict resolution


Learning Environment: Management Strategies

Fails to establish a consistent classroom routine that integrates effective management of teaching, learning and behavior

Evidences a classroom routine that integrates effective management of teaching, learning and behavior with some errors

Evidences a classroom routine that integrates effective management of teaching, learning and behavior with few errors

Evidences a highly effective classroom routine that integrates effective management of teaching, learning and behavior

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 5: Instructional Planning and Strategies - 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Key Element: 5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. Key Element:



5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. Key Element: 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. Key Element: 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities Key Element: 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. Key Element: 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. Key Element: 5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Learning Environment: Appropriate Lessons and Classroom Management

Fails to create age and developmentally appropriate lessons based on PBIS and including BIPs

Creates age and developmentally appropriate lessons based on PBIS and including BIPs with some errors

Creates age and developmentally appropriate lessons based on PBIS and including BIPs with few errors

Creates age and developmentally appropriate lessons based on PBIS and including BIPs with exceptional detail





Learning Environment: Anti-discriminatory Practices

Fails to promote fairness and justice by adopting anti-discriminatory practice in regard to gender, race and exceptionality

Inconsistently promotes fairness and justice by adopting anti-discriminatory practice in regard to gender, race and exceptionality

Adequately promotes fairness and justice by adopting anti-discriminatory practice in regard to gender, race and exceptionality

Skillfully promotes fairness and justice by adopting anti-discriminatory practice in regard to gender, race and exceptionality


Instruction:Student Engagement in Lesson - 1

Fails to utilize methods of ensuring individual academic success in one-on-one, small group and large group settings

Inconsistently utilizes methods of ensuring individual academic success in one-on-one, small group and large group settings

Adequately utilizes methods of ensuring individual academic success in one-on-one, small group and large group settings

Skillfully utilizes methods of ensuring individual academic success in one-on-one, small group and large group settings

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 2: Learning Environments - 2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Key Element: 2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive,



culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. Key Element: 2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. Key Element: 2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

Instruction: Student Engagement in Lesson - 2

Fails to maintain active and appropriate student engagement in the lesson for any part of the instructional period

Students are inconsistently actively engaged in the lesson for some portion of the instructional period

Students are consistently actively engaged in the lesson for the instructional period

Effectively modifies the pace of instruction and provides excellent organizational cues to maintain engagement


Instruction: Student Engagement in Lesson -3

Fails to modify the pace of instruction and provide organizational cues to maintain engagement

Inconsistently modifies the pace of instruction or provide organizational cues to maintain engagement

Adequately modifies the pace of instruction and provides organizational cues to maintain engagement

Students are energetically engaged in the lesson for the entire instructional period

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 2: Learning Environments - 2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.



Key Element: 2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. Key Element: 2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. Key Element: 2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

Instruction: Materials Fails to select and or adapt appropriate, specialized materials, curricula, and resources for individuals with ELNs

Inconsistently selects and or adapts appropriate, specialized materials, curricula, and resources for individuals with ELNs

Adequately selects and or adapts appropriate, specialized materials, curricula, and resources for individuals with ELNs

Rich selections and or adaptations of highly appropriate specialized materials, curricula, and resources for individuals with ELNs




Instruction: Technology-1 Fails to evidence familiarity with and use of technologies to support instructional assessment, planning and delivery for individuals with exceptionalities

Inconsistent evidence of familiarity with and use of technologies to support instructional assessment, planning and delivery for individuals with exceptionalities

Adequate evidence of familiarity with and use of technologies to support instructional assessment, planning and delivery for individuals with exceptionalities

Remarkable evidence of familiarity with and use of technologies to support instructional assessment, planning and delivery for individuals with exceptionalities


Instruction: Technology-2 Fails to evidence familiarity with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with ELNs

Inconsistent evidence of familiarity with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with ELNs

Adequate evidence of familiarity with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with ELNs

Solid evidence of familiarity with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with ELNs




Instruction: Questioning Techniques 1

Fails to demonstrate appropriate questioning strategies

Inconsistently demonstrates appropriate questioning techniques and strategies

Adequately demonstrates appropriate questioning techniques and strategies

Exceptional evidence-based questioning that address higher order thinking and strategizing

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 5: Instructional Planning and Strategies - 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Key Element: 5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. Key Element: 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. Key Element:



5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. Key Element: 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities Key Element: 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. Key Element: 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. Key Element: 5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Instruction: Questioning Techniques 2

Fails to actively involve students in the lesson as well as recognize and monitor student understanding

Inconsistently involves students in the lesson as well as recognizes and monitors student understanding

Adequately involves students in the lesson as well as recognizes and monitors student understanding

Strategies are consistently used to involve all students in the lesson as well as recognize and monitor student understanding

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 5: Instructional Planning and Strategies - 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Key Element: 5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. Key Element: 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. Key Element: 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. Key Element: 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities Key Element: 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. Key Element: 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. Key Element:



5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Instruction: Long Range Planning

Fails to demonstrate skill in development and implementation of comprehensive, longitudinal individualized instructional goals and programs

Inconsistently demonstrates skill in development and implementation of comprehensive, longitudinal individualized instructional goals and programs

Adequately demonstrates skill in development and implementation of comprehensive, longitudinal individualized instructional goals and programs

Demonstrates exceptional skill in development and implementation of comprehensive, longitudinal individualized instructional goals and programs


Instruction: Monitoring Student Learning Through Assessment 1

Fails to appropriately implement procedures for assessing and reporting the ongoing status of individuals with ELNs during instruction

Inconsistently evidences the ability to appropriately implement procedures for assessing and reporting the ongoing status of individuals with ELNs during instruction

Adequately evidences the ability to appropriately implement procedures for assessing and reporting the ongoing status of individuals with ELNs during instruction

Exceptional monitoring of procedures for assessing and reporting the ongoing status of individuals with ELNs





Fails to select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with ELNs

Inconsistently selects, adapts and modifies assessments to accommodate the unique abilities and needs of individuals with ELNs

Adequately selects, adapts and modifies assessments to accommodate the unique abilities and needs of individuals with ELNs

Accurately selects, adapts and modifies assessments to accommodate the unique abilities and needs of individuals with ELNs during instruction and address stated objectives

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 5: Instructional Planning and Strategies - 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Key Element: 5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. Key Element:



5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. Key Element: 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. Key Element: 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities Key Element: 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. Key Element: 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. Key Element: 5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.


Fails to include summative test on evaluation of student understanding and tracking for mastery

Inconsistently includes summative test on evaluation of student understanding and tracking for mastery

Adequately includes summative test on evaluation of student understanding and tracking for mastery

Includes comprehensive summative test on evaluation of student understanding and tracking for mastery

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 5: Instructional Planning and Strategies - 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Key Element: 5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. Key Element: 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. Key Element: 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. Key Element: 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities Key Element: 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. Key Element:



5.6 Beginning special education professionals teach to mastery and promote generalization of learning. Key Element: 5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.


Fails to include appropriate data collection device for recording student achievement

Inconsistently includes appropriate data collection device for recording student achievement

Adequately includes appropriate data collection device for recording student achievement

Includes precise and appropriate data collection device for recording student achievement and areas of non-mastery of content



Fails to include appropriate rubric for Unit of Study for ELNs

Inconsistently includes appropriate rubric for Unit of Study for ELNs

Adequately includes appropriate rubric for Unit of Study for ELNs

Includes well-designed rubric for Unit of Study for ELNs






Fails to include appropriate assessment tool for evaluation of student assignment

Inconsistently includes appropriate assessment tool for evaluation of student assignment

Adequately includes appropriate assessment tool for evaluation of student assignment

Includes exceptionally appropriate assessment tool for evaluation of student assignment





Instruction: Student Grouping

Fails to utilize methods of ensuring individual academic success in one-on-one, small group and large group settings

Inconsistently utilizes methods of ensuring individual academic success in one-on-one, small group and large group settings.

Adequately utilizes methods of ensuring individual academic success in one-on-one, small group and large group setting.

Skillfully utilizes methods of ensuring individual academic success in one-on-one, small group and large group settings


Instruction: Bulletin Board Assignment 1

Fails to create effective bulletin board reflecting student learning

Create bulletin board reflecting student learning with some errors

Adequately creates bulletin board reflecting student learning with few errors

Creates a highly effective bulletin board reflecting student learning as well as providing opportunities for interactive learning





Instruction: Bulletin Board Assignment 2

Fails to create bulletin board providing opportunities for interactive learning

Creates bulletin board providing opportunities for interactive learning with some errors

Adequately creates bulletin board providing opportunities for interactive learning with few errors

Creates a highly effective bulletin board providing opportunities for interactive learning





Professional Behavior: Professional Behavior

Fails to evidence behavior that represents professional standards within the CEC Code of Ethics expected of a teacher sensitive to the many aspects of diversity of individuals with exceptional needs and their families

Behavior represents inconsistent professional standards within the CEC Code of Ethics expected of a teacher sensitive to the many aspects of diversity of individuals with exceptional needs and their families

Behavior represents adequate professional standards within the CEC Code of Ethics expected of a teacher sensitive to the many aspects of diversity of individuals with exceptional needs and their families

Behavior represents the highest professional standards within the CEC Code of Ethics expected of a teacher sensitive to the many aspects of diversity of individuals with exceptional needs and their families

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 6: Professional Learning and Ethical Practice - 6.0 Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession. Key Element: 6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice. Key Element: 6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. Key Element: 6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. Key Element: 6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities. Key Element: 6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring Key Element: 6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.



Professional Behavior: Assignment – Daily Reflective Journal 1

Fails to include appropriate entries reflecting informative observations of the AT relating to planning and delivery

Inconsistently includes appropriate entries reflecting informative observations of the AT relating to planning and delivery

Adequately includes appropriate entries reflecting informative observations of the AT relating to planning and delivery

Consistently and with great detail includes appropriate daily entries reflecting informative observations of the AT relating to planning and delivery



Fails to include appropriate summary of classroom routines and procedures

Inconsistently includes appropriate summary of classroom routines and procedures

Adequately includes appropriate summary of classroom routines and procedures

Includes exceptional summary of classroom routines and procedures

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 6: Professional Learning and Ethical Practice - 6.0 Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession. Key Element: 6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their



practice. Key Element: 6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. Key Element: 6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. Key Element: 6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities. Key Element: 6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring Key Element: 6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.


Fails to identify information provided by the AT regarding individuals with ELNs

Inconsistently identifies information provided by the AT regarding individuals with ELNs

Adequately identifies information provided by the AT regarding individuals with ELNs

Comprehensively identifies information provided by the AT regarding individuals with ELNs




Professional Behavior: Role Modeling

Fails to represent a positive role model evidencing sensitivity to culture, language, religion, gender, ability, socioeconomic status, and sexual orientation

Inconsistently represents a positive role model evidencing sensitivity to culture, language, religion, gender, ability, socioeconomic status, and sexual orientation

Adequately represents a positive role model evidencing sensitivity to culture, language, religion, gender, ability, socioeconomic status, and sexual orientation

Presents an exemplary role model evidencing consistent sensitivity to culture, language, religion, gender, ability, socioeconomic status, and sexual orientation


Professional Behavior: Constructive Criticism

Fails to accept constructive criticism and feedback. Fails to use feedback to improve instructional performance

Accepts constructive criticism and feedback only with encouragement and usually attempts to incorporate feedback into classroom performance

Accepts constructive criticism and feedback and attempts to incorporate it into improved classroom performance

Willingly accepts constructive criticism and feedback in the spirit of growth and incorporates it into improved classroom performance with enthusiasm

Professional Behavior: Practicum Attendance

Fails to make-up all absences NA NA Independently makes arrangements to make up any absences

Professional Fails to demonstrate interest, Inconsistently demonstrates Adequately demonstrates Performs the role with



Behavior:Teaching Role enthusiasm or confidence in the teaching role

interest, enthusiasm or confidence in the teaching role

interest, enthusiasm or confidence in the teaching role

exemplary enthusiasm and confidence at all times


Professional Behavior: Commitment

Fails to demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptionalities

Inconsistently demonstrates commitment to developing the highest education and quality-of-life potential of individuals with exceptionalities

Adequately demonstrates commitment to developing the highest education and quality-of-life potential of individuals with exceptionalities

Exemplary demonstration of commitment to developing the highest education and quality-of-life potential of individuals with exceptionalities

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 6: Professional Learning and Ethical Practice - 6.0 Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession. Key Element: 6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice. Key Element: 6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional



practice. Key Element: 6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. Key Element: 6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities. Key Element: 6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring Key Element: 6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.

Professional Behavior: Participation in Teaching Role-related Activities

Fails to engage in professional activities that benefit individuals with exceptionalities, their families, and one’s colleagues related to the teaching role (staff meetings, IEP reviews, Professional Development programs, etc.)

Inconsistent participation in professional activities that benefit individuals with exceptionalities, their families, and one’s colleagues related to the teaching role (staff meetings, IEP reviews, Professional Development programs, etc.)

Adequate participation in professional activities that benefit individuals with exceptionalities, their families, and one’s colleagues related to the teaching role (staff meetings, IEP reviews, Professional Development programs, etc.)

Exemplary participation in professional activities that benefit individuals with exceptionalities, their families, and one’s colleagues related to the teaching role (staff meetings, IEP reviews, Professional Development programs, etc.)

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 7: Collaboration - 7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. Key Element: 7.1 Beginning special education professionals use the theory and elements of effective collaboration. Key Element: 7.2 Beginning special education professionals serve as a collaborative resource to colleagues. Key Element: 7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

Professional Behavior: Involvement in Student Experiences Beyond Classroom

Fails to make contributions to the educational experience of students beyond the classroom through effective communication and collaboration with families of

Makes inconsistent contributions to the educational experience of students beyond the classroom through effective communication and

Makes adequate contributions to the educational experience of students beyond the classroom through effective communication and collaboration with families of

Makes exceptional contributions to the educational experience of students beyond the classroom through effective communication and



individuals with exceptionalities from diverse backgrounds and other educators in culturally responsive ways.

collaboration with families of individuals with exceptionalities from diverse backgrounds and other educators in culturally responsive ways.

individuals with exceptionalities from diverse backgrounds and other educators in culturally responsive ways.

collaboration with families of individuals with exceptionalities from diverse backgrounds and other educators in culturally responsive ways.

Standards USA- CEC Initial Level Special Educator Preparation Standards (2013) Standard: Standard 7: Collaboration - 7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. Key Element: 7.1 Beginning special education professionals use the theory and elements of effective collaboration. Key Element: 7.2 Beginning special education professionals serve as a collaborative resource to colleagues. Key Element: 7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.


Appendix D

D’Youville College Performance Report

(This is the form that will be completed, if there is a concern or

recommendation for improvement on the part of the teacher candidate.)


Appendix D

D’YOUVILLE COLLEGE

PERFORMANCE REPORT

Teacher Candidate: ____________________________ DATE: ___________ FIELD PLACEMENT: ASSOCIATE TEACHER: __________________________________

SCHOOL: _____________________________________________

PRINCIPAL: ___________________________________________

D’YOUVILLE COLLEGE SUPERVISOR: ____________________________ Area(s) of Concern: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Plan of Action: Date of Completion:

_______________________________________ __________________ _______________________________________ __________________ _______________________________________ __________________ _______________________________________ __________________ _______________________________________ __________________

Teacher Candidate Response: _____________________________________

Signature: ____________________________________________________

Associate Teacher Comment: __________________________________

Signature: ____________________________________________________

Supervisor: _____________________________________________

Signature: ____________________________________________________


Appendix E

College Supervisor

Field Experience Evaluation Form

(This is the form that the DYC supervisor will complete and discuss with the teacher candidate after each formal classroom observation.)


FIELD EXPERIENCE EVALUATION FORM COLLEGE SUPERVISOR

OBSERVATION # ___ TEACHER CANDIDATE __________________________DATE: _______

ASSOCIATE TEACHER ______________________ GRADE LEVEL______

SCHOOL__________________________

PLANNING: LEARNING ENVIRONMENT: INSTRUCTION: PROFESSIONALISM: College Supervisor __________________________ Teacher Candidate __________________________


Appendix F

Associate Teacher Field Experience Evaluation Form

(This is the form that the associate teacher will complete.)


FIELD EXPERIENCE EVALUATION FORM

ASSOCIATE TEACHER

OBSERVATION # ____TEACHER CANDIDATE __________________________DATE_______

ASSOCIATE TEACHER ___________________ GRADE LEVEL __________

SCHOOL ____________________________

PLANNING: LEARNING ENVIRONMENT: INSTRUCTION: PROFESSIONALISM: Associate Teacher ___________________________ Teacher Candidate ___________________________


Appendix G

D’Youville College Unit Plan Template

(This format is to be used, when developing a Unit Plan for review and submission to both the associate teacher and DYC college supervisor.)


D’Youville College Unit Plan Template

Subject: (e.g., English language arts, science, mathematics, social studies) Unit Topic: (e.g., Determining Slope, the Holocaust, Writing a Narrative, Symbiotic Relationships in Nature) Estimated Unit Length: i.e., the number of lessons needed to complete the unit Grade Level or Age Range: (e.g., Grade eleven, age 5-7) Standard(s): List the New York State Core Curriculum or Common Core State Standard(s) you intend to address in this unit. Curriculum Content Focus: List specific content and skills you intend to teach during this unit that are taken directly from the New York State Core Curriculum or the Common Core State Standards in the respective subject area. Essential Questions: Develop a list of three to five Essential Questions that provide the driving force for your unit. These questions are broad and all encompassing. Rationale: Briefly explain why the unit is important. Develop the rationale from the perspective of the students. Teaching/Learning Experiences: List all activities throughout the unit that will enable students to understand the content. Include what the students read, view, discuss, and investigate. List what products students will create (e.g., story board, collage, term paper, drawing, power-point). List the performances students will engage in (e.g., role playing, debate, field trips, guest speakers, individual and group presentations). NOTE: Make sure the teaching/learning experiences support the content and skills listed in the Curriculum Content Focus section above. Technology: Describe the various technologies you will employ throughout the unit. Evaluation: Describe the formative and summative evaluations you will employ for each lesson. Reflective Checklist: After completing your unit plan, review questions such as:

a) Is your unit plan sensitive to the emotional, cultural, and diverse needs of your students?

b) Will family or administrative assistance be required for any of the activities? c) Will administrative approval be required for any of the activities?


d) Have you revisited the IEPs of the students with disabilities to assure that modifications and accommodations will be made as mandated by those documents?

Revised format presented, discussed, and accepted at Education Department Meeting in August, 2015.


Appendix H

D’Youville College Lesson Plan Template

(This format is to be used, when developing a Lesson Plan for review and submission to

both the associate teacher and DYC supervisor.)


D’Youville College Lesson Plan Template

Subject: e.g., English language arts, science, mathematics, social studies, etc. Grade Level or Age Level: Date: Time Frame: e.g. 45 minutes; 10:15 a.m. to 11:00 a.m. A lesson plan is one class period. A lesson plan is no more than one class period. Standard(s): List the New York State or Common Core State Standard(s). Pre-assessment: To what extent are the students familiar with the lesson’s topic? How familiar are students with the way the lesson will be taught? What are the pre-requisites (background knowledge, skills, and dispositions) that a student must possess to meet the lesson’s objectives? These may include attention span, verbal ability, motor and social skills among many others. Objectives: List the objective(s) for the period of instruction. An objective clearly states what the student will be able to do as a result of the instruction. Ideally, objectives should be measureable. They are written in the third person/future tense, and should have four component parts: behavior, content, conditions, and criteria for success. Objectives may be written for the cognitive, affective, and psychomotor domains. A large portion of these objectives should involve higher order thinking. Materials: List equipment and supplies you and your students will need to implement this lesson. These would include paper, pencils, markers, computers, smart boards, equipment, DVDs, books, and software, etc. Vocabulary:

Meaning vocabulary: List the concepts, terms, and expressions with definitions that are essential to understanding the content and meeting the objective(s) of the lesson.

Sight vocabulary: If reading is a requirement of the lesson, list approximately one to five key words that students need to be able to read in order to understand the text.

Procedures:

Anticipatory set: an introductory activity, question, or statement by the teacher

designed to motivate students and relate their prior experiences to the current lesson.


Procedure: a step by step, detailed, and chronological sequence of activities/actions performed by the teacher and the students with an estimated time frame for each step.

Closure: a statement or activity designed to bring the lesson to an appropriate conclusion. It should review, reiterate, and reinforce the key concepts of the lesson.

Evaluation: This section measures the extent to which the students have met the objectives.

Formative evaluation: This is designed to assess the teaching and determine if the students are moving toward meeting the lesson’s objective(s). This is an ongoing type of evaluation and is not graded.

Summative evaluation: This is designed to determine if the objective(s) were met. Each lesson objective needs a corresponding summative evaluation. Summative evaluations can include tests, essays, projects, and performances. They may include a grade.

Remediation: Provide an activity for non-mastery students that is different from the original procedure and is designed meet the objective(s). Enrichment: Provide an activity for mastery students designed to help them develop a deeper understanding of the lesson’s concepts. Enrichment can be based upon interest and/or ability. Revised format presented, discussed, and accepted at Education Department Meeting in May, 2013.


Appendix I

DYC Education Department Informal Lesson Plan Format

(This format MAY be used, if authorized by the DYC college supervisor (CS), for lesson planning on days when the CS is

not observing the teacher candidate.)

(On days of formal observation by the DYC CS, the format in Appendix H must be used.)


DYC Education Department Informal Lesson Plan Format

INFORMAL LESSON PLAN FORMAT

Date/Time of Lesson: ____________________________ Subject Area: ___________________________________ New York State Standards: These should be selected directly from the appropriate Curriculum Document. Learning expectations are the basis of lesson development and delivery and lessons should build upon previous learning experiences. Objectives: Identify materials to be used in the delivery of the lesson (visual and concrete materials, audio visual equipment, blackboard or chart paper outlines,…) and those needed for students to explore and/or apply new learning (manipulative materials, assignments, experimental materials, references,…). Procedures: Briefly outline the sequence of the lesson.

(a) Introductory Experience – How will you link the lesson to earlier learning? How will you motivate students to engage themselves in the experiences?

(b) Instructional sequence – What is the logical sequence of learning experiences

you will provide for students and thus guide them towards attainment of the identified curriculum expectations?

(c) What modifications need to be made for students with special needs or learning

styles?

(d) How will the lesson be summarized and what student reflection will occur? Evaluation:

(a) How will you monitor student understanding during the lesson delivery? (b) What evaluation took will you use to measure student learning?


Appendix J

Teacher Candidate Self-Assessment Form

(This form will be completed by the teacher candidate twice during each

placement and discussed with and signed by both the associate teacher and supervisor.)


Appendix J

TEACHER CANDIDATE

SELF-ASSESSMENT FORM

This form is to be completed by the teacher candidate and shared with the associate teacher and

supervisor:

Sharing of this report should occur:

1. 3 weeks into the first Field Placement

2. At the end of the 8th

week of the first Field Placement

3. 3 weeks into the second Field Placement

4. At the end of the 8th

week of the second Field Placement.

Successes in the Teaching Placement:

Recognized needed areas for future growth and development:

Next Steps:

_________________________ _______________________ ______________________

Teacher Candidate Associate Teacher Supervisor

Date ____________ Date ____________ Date ___________


Appendix L

Assignment Tracking Form

(This form is to be used by both the teacher candidate and supervisor to assure that all requirements have been met in a timely way during each

assignment.)



Appendix L ASSIGNMENT TRACKING FORM FOR SELECTED ASSIGNMENTS

Field Placement

Session

Grade

Level

(P-12)

Daily

Journal

Daily

Plan

Book

Formal

Lesson

Plans

Informal

Lesson

Plans

Evaluation

Tool/

Process

Unit

of

Study

Field

Trip

Plan

Interactive

Bulletin

Board

Special

Education

Plan

Classroom

Visitation

Teacher

Candidate

Self-Assessment

Associate

Teacher

Report

Session 1 EdTPA

SUBMISSION

Observation #1

Observation #2

Session 2 CAPSTONE

COMPONENTS

Observation #3

Observation #4

Documents

field experience manual department of education