t-LG) rn · Portfolio Feedback form 42-43 13. Mid-Term & Summative Evaluation Form (Intern Copy) 44-48 14. Mid-Term & Summative Evaluation Form (Office Copy) 49-53 15. Appendix 54

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CONTACT INFORMATION

INTERNNAME__________________________ LEADTEACHER_________________________

CELL EMAIL._________

COLLEGE SUPERVISOR__________________

CELL EMAIL__________

EDUCATION DEPARTMENT MICHELLE PHAY: [email protected]

Office phone: 775-753-2177

TERESA STAUFFER: [email protected]

Office phone: 775-753-2359 (never leave messages)

Cell: 989-619-4207

BRIAN ZEISZLER: [email protected]

Office phone: 775-753-2214

Great Basin College 2016

~""'J~~_!l*"WOj

3

Acknowledgement of Handbook

I, , have read and understood the Student Teaching Internship Handbook.

I understand that during the fourth week of student teaching, an evaluation will be completed by the college supervisor. During this

evaluation, if the lead teacher, the college supervisor or I do not feel that I am prepared for this responsibility, the placement will be ended.

At this time, representatives from the college will meet with me and outline a plan to remediate my weaknesses. See page 12 of this

handbook.

Student Intern Date


4

CONTENTS

Page 1. Conceptual Framework (brief) 4

2. Student Teaching Calendar (with assignments) 5-21

3. Four Week Placement Policy 22

4. Roles 23-25

5. Orientation Checklist 26

6. Lesson Plan Requirements (minimums) 27

7. Sample Lesson format 28

8. Video Reflection Form 29

9. Evaluation Process 30

10. Student Teaching Evaluation Rubric 31-40

11. Rubric Conversion Decision RulelPortfolio Evaluation 41

12. Portfolio Feedback form 42-43

13. Mid-Term & Summative Evaluation Form (Intern Copy) 44-48

14. Mid-Term & Summative Evaluation Form (Office Copy) 49-53

15. Appendix 54

a. Substitute Policies by District 55-57

b. Expanded InTASC Standards and Course Correlations 58-76

c. Teacher Education Conceptual Framework Expanded 77-79


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5

Conceptual Framework for

Teacher Education at Great Basin College

Learner-Centered Teaching The student is the center of teaching.

Understanding Knows content and content pedagogy

Understands how children learn

Performing Creates optimal learning environment

Utilizes effective instructional strategies

Respects and responds to diversity

Communicates effectively

Monitors student learning

Reflecting Values life-long learning

Believes in every child

Dedicated to making a difference

Reflects and revises on teaching practice

Committed to teaching profession and community


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6

August 21 - August 27

i=nda~ .,-----~~~

Monday

Tuesday

Wednesday

Thursday

Capstone Class 15t meeting: 9-5, 6-8 with lead teachers Capstone: Enrolling, Student Teaching Rubric and Calendar, concerns, questions, and expectations)

Friday Lead Teachers: meet interns, share contact information, schedule working times, questions concerns, - LEAD TEACHER PAPERWORK INTERNS DISMISSED.

Saturday


7

August 28 - September 3

General Reminders

Week 1

Monday

Observe, leads routines, assume responsibility as ready (Traditional role)

151 Official day ofGBC Semester

Tuesday

Wednesday

Thursday

Friday

Saturday


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8

General

Reminders

Week 2

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

September 4 - September 10

Reflections (3 with lead teacher) - write brief notes in calendar **College supervisor visit-TBD Plan, collect, and write up (2) upload for feedback


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Reflection with lead teacher #Video - Lead teacher and Intern view and reflect - determine specific standards toGeneral work on improving practice.

Reminders Collect Artifact (2) - upload for feedback

Week 3

Monday

Tuesday

Lead Teacher Class 9:30-10:45 a.m. (Discussion, Student teaching rubric Standards 1-5)

Wednesday

Capstone Class 4-5: 15 p.m.(reflection calendars, discussion, portfolio feedback)

Thursday

Friday

Saturday


10


General Reminders

Week 4

Monday

Reflect with Lead Teacher (3) write brief notes **Lead Teacher & College Supervisor - Final detennination of continuation -College supervisor Fonnal Observation Collect Artifacts (2)

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-----

Tuesday . r--------

Wednesday

Thursday

Friday

Saturday

--

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----------~

----------


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September 25 - October1

Reflections with Lead Teacher (3) brief notes #Video - optional for specific workGeneral Collect Artifacts (2) - transition into full-control of the classroom (if traditional route)

Reminders

WeekS

,-----~~

Monday

~~~ ----

Tuesday

Wednesday

Thursday

Friday

Saturday


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October 2 - October 8

Reflections with Lead Teacher (3) **College Supervisor Fonnal Observation General Collect Artifacts (2) Upload for feedback ---Full control of the classroom (if traditional)

Reminders Week 6

f---~~~ ~ ~ ~ ~ ~~~-~~~ ~

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday


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Reflection with Lead Teacher (1) **MID-TERM EVALUATION (Lead Teacher, Intern, & College Supervisor) ~~~-

General Collect Artifacts (2) Reminders

Week 7 r-- ~~---~~

Columbus Day

Monday I

Tuesday

Lead Teacher Class 9:30-10:45 a.m. (discussion, Student Teacher Rubric Standards 6-\ 0)

Wednesday

Capstone Class 4-5: 15 P.M. (reflection calendars, video discussion, challenges, scheduling testing, artifact progress) ~~~-

Thursday

-~~--~~

Friday

Saturday


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General Reminders

WeekS

Monday

Reflect with Lead Teacher #Video - Focus on weaker standards from Mid-Term Evaluation data Collect Artifacts (2)

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Tuesday

Wednesday

Thursday

------------

-----------------

Friday

Saturday


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15

General Reminders

Week 9

Reflections with Lead Teacher (3) **College Supervisor - Fonnal Observation Collect Artifacts (2)

Monday

f--~~~~~~

Tuesday

Wednesday

Thursday

Friday

Nevada Day NO GBC classes

Saturday


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October 30 - November 5

Reflections with Lead Teacher (3) # Video - Reflect with Lead Teacher, document progress in reflection notes General Collect Artifacts (2)

Reminders ** *Interns - schedule Praxis II test if not yet scheduled. Week 10

Halloween

Monday

Tuesday

Wednesday

Thursday

Friday

~~~~-

Saturday


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November 6 - November 12 ,..---

Daylight Savings BeginsGeneral Reflections with Lead Teacher (3) **College Supervisor - Formal Observation

Reminders Collect Artifacts (2) Week 11

Monday

Election Day

Tuesday

Wednesday

Thursday

Veteran's Day No GBC classes

Friday

Saturday


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November 13 - November 19 ~----

Reflections with Lead Teacher (3) - Plan transition (if traditional)General Edit Artifacts, upload for feedback

Reminders

Week 12

r---

Monday

Tuesday

Lead Teacher Class 9:30-10:45 a.m.

Wednesday

Capstone Class 4-5: 15 p.m.

Thursday

Friday

Saturday


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November 20 - November 26 ,---------

General

Reminders

Week 13

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Reflect with Lead Teacher - #Video

**UPLOAD PORTFOLIOS"'''' DUE: TUESDAY, NOVEMBER 22,11:59 P.M. Sign-up for the standard for the Portfolio Celebration Presentation - submit to Teresa

Thanksgiving Day

Family Day - GBC no classes


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November 27 - December 3

Reflect with Lead Teacher **Video- Optional G tleral **Schedule Summative Evaluation (Lead Teacher, Intern, & College Supenrisor) Week 14 or 15

Reminders W ek 14

M Jnday

Tuesday

Wednesday

Thursday

Friday

Saturday


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December 4 - December 10

General Reminders Week 15

,----

Monday

Complete Summative Evaluation -- College supervisors submit Evaluation Form to the main office Observe in other classrooms (if traditional)

--

Tuesday

-------

Wednesday

Lead Teacher Class 9:30-10:45 a.m.

Capstone Class 4-5: 15 p.m. (Portfolio Presentation Dress Rehearsal)

Thursday

Regular GBC Instruction Ends

Friday

Saturday


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December 11 - December 17 ---------~,..------

u*Dress appropriately, be prepared, and be early to the presentations on Monday. General

Reminders

Week 16

Monday

Tuesday

Wednesday

-------

Thursday

Portfolio Celebration - 4-5: 15 p.m.

--

-

Friday

Saturday

---i

.~ Great Basin College 2016

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23

Four Week Evaluation of Placement

During the fourth week of student teaching, an assessment will be completed by the college supervisor to determine whether the intern is prepared to take over the teaching responsibilities of the classroom. The decision will be made in collaboration with the lead teacher.

If the lead teacher and supervisor believe there are issues with the intern's perfonnance or placement, a written contract of concern will include the following: • outline of the concerns, • time line for resolution, • documentation needed to show concerns were alleviated, • support to be provided by supervisor, • consequences, if concerns are not met by timeline.

If it is decided the intern is not prepared to continue successfully, the intern will be withdrawn from the Student Teaching Internship that semester. The following items will have to be addressed before s/he will receive another placement:

1) The student will receive written notice explaining why the placement was terminated.

2) The student and the college supervisor will develop a plan of action to address the issues. Some possible solutions are included in the list below, but plans will vary depending upon the individual situation.

• Successfully complete two credits of field experience, as detennined by the observations of a college instructor. • Retake appropriate courses. • Complete independent studies in the areas the student needs to improve. • Work with a mentor.

3) When the plan has been completed to the student's and supervisor's satisfaction, the student will resubmit an application to student teach along with the plan that was outlined by the supervisor. It will also include how the issues were remedied. The supervisor will sign the application, showing that all of the items have been addressed sufficiently by the student.

4) A student whose teaching internship was tenninated by the Great Basin College Education Department or by the school district is not guaranteed a second placement. The determination of whether a student will be placed in a second internship will be made on a case-by-case basis after serious consideration by the Teacher Education Committee.

5) A student whose second teaching internship is terminated will probably not receive a third placement.


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24

Lead Teacher Role

• Acts as a mentor for the intern.

• Completes forms as requested by the college.

• Attends initial orientation meeting for interns and lead teachers.

• Provides planning time to the intern.

• Introduces the intern to the field experience classroom, the school, other staff members, administrators, school personnel, and to the local community.

• Provides curriculum materials and the school/district policy manuals to the intern for use in the semester.

• Follows the schedule of involvement for the intern, completing the written evaluations as scheduled.

• Assists intern in selecting curriculum from Nevada Curriculum Standards.

• Reviews intern's lesson plans and provides feedback.

• Monitors grades of students.

• Provides feedback to the intern each day.

• Consults with college supervisor.

• Becomes familiar with the Interstate New Teacher Assessment and Support Consortium principles and standards.

• Collaborates with the intern and college supervisor on the midtenn and summative evaluation.

• Reviews the intern's management plan and informs the intern of school and district discipline policies.

• Maintains confidentiality. • Discusses the legal issues of education with the intern.


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25

College Supervisor Role

• Confers with principal regarding the matches of interns and lead teachers.

• Communicates expectations to the intern and the lead teacher.

• Attends the initial orientation meeting for interns and lead teachers.

• Monitors intern's progress and provides formative feedback.

• Insures adequate supervision for the semester.

• Maintains the schedule of visits and formal evaluations.

• Maintains a collaborative relationship with the interns and lead teachers.

• Collaborates with the lead teacher in determining the semester grade for the intern.

Intern

• Provides a current copy of his/her Nevada substitute teaching license.

• Signs and returns the Acknowledgement of Student Teaching Internship Handbook form with application.

• Attends the initial orientation meeting for interns and lead teachers.

• Allows time for planning, reviewing and reflecting with the lead teacher.

• Works collaboratively with the lead teacher and college supervisor.

• Submits written plans as required by the lead teacher and college supervisor.

• Maintains a professional demeanor in all teaching internship relationships.


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26

• Provides a copy of lesson plans to the lead teacher for prior approval the week before taught.

• Communicates students' grades and progress to the lead teacher weekly.

• Listens to and incorporates suggestions from the supervising team.

• Ensures progress according to the schedule of involvement.

• Provides log, documentary progress and other materials as indicated.

• Participates in the midterm and summative evaluation, providing examples and documentation for the INT ASC principles and standards.

• Develops lesson plans based upon the Nevada State Standards.

• Becomes familiar with the facilities, personnel, environment, and political structure of the school.

• Develops and articulates a classroom management plan.

• Maintains confidentiality.


27

Checklist for Orienting the Intern

Activity Date completed

Tour of school

School Calendar

Daily schedule with times for teaching staff to arrive and leave

Discussion of the diversity and cultures of the school community

Meeting the administrative staff and faculty

Review of policy handbook for faculty

Review of internship handbook

Review teacher's philosophy regarding management in the classroom

Review of curriculum guidelines and texts

Familiarization with Nevada Curriculum Standards for assigned grade level

Review ofgrading policies, report cards, permanent records

Survey of forms used in the school

Introduction to support staff and resources at the school

Overview of long range planning and daily/weekly planning model

Review of procedures for fire and other emergencies

Arrange for intern to log onto Power School

Lesson Plans: Students will submit their lesson plans to their lead teachers the week before they teach- Wednesday or Thursday. The lead teacher will need to approve the lesson plans before the intern uses them to guide their lessons.


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28

Curriculum Area

State Standards

Objectives

Assessment

Procedure

Differentiation

Accommodations

Time Frame

Materials

Required Minimum Lesson Plan Components

Utilize the standards provided by teacher

Student will.. ..

Be sure objectives are 1) student-oriented, 2) descriptive of an appropriate learning outcOO1e, 3) clear and understandable, and 4)

observable and measurable.

Did I preassess the students?

How will you know the students have learned the objective? Summative for a unit

List formative daily to direct your teaching-and provide evidence necessary for NEPF practices

Is building background included?

Be specific on strategies for arranging learning environment.

Do I need to teach any vocabulary words?

What procedures will need to be taught to maximize instruction time?

How is the best way for students to achieve objective?

Should I prepare questions in advance?

How shall I wrap up this lesson?

Should this lesson by differentiated? How? Content, product, process?

Do some students need to have accommodations?

How much time will the lesson take?

What do the students and the teacher need in order to complete the lesson?


29

Name ______________________________________.

material: students need to know before this lesson . • ~ 'L4-t'"t""""-""'-'

Topic: IGrade: --- .....

Standard (write out): ------

Lesson Objective(s) Formative Assessment(s) Know:

How: (with specifics) Do:

How: I Materials:

-----

Technology:

Model and Rationale: (Include data if possible, demographics about the class and or interests):

Hook: Engagement:

---

Time Model Procedures/Steps

Review:

Closure: ._.

Parent Connection/Involvement: ------

Interrelated - other subjects across the curriculum tied (if applicable) ~. ---- ...


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30

Video Reflection

Name ------------------------------- Date _______________

What was the objective of my lesson?

Did the students achieve the objective? How do you know?

Which engagement strategies did you plan to use? Were the students engaged accordingly?

At what point can you tell that the students understand the lesson (or don't)? What were the signs that indicated the understanding?

What do you think of the pacing? Does it appear, based on student reaction that the lesson was too long in places, too short, etc.?

What are your successes?

What are your challenges?

How will you alter your teaching based on what you saw in the video?


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31

Evaluation Process

Completing the Evaluation Rubric scores should be based on consistent, overall perfonnance and not on one specific incident. Fonnative evaluations should be ongoing. This rubric will be used fonnally mid-semester and again at the end of the semester. Specific examples should be provided to support the evaluation. The evaluation will be a collaboration of the lead teacher, the supervisor and the intern.

Levels of Performance Exceptional (3) The student intern has demonstrated an exemplary ability to create a community of learners that has students highly motivated and engaged. Students are assuming considerable responsibility for their own learning. The student intern has the potential to be an outstanding first-year teacher.

Proficient (2)

The student intern clearly understands the concepts underlying the principle and implements it well. This implementation is consistent and effective.

Sihe demonstrates the likelihood ofbecoming an excellent teacher with more experience and mentoring.

Emerging (1)

The student intern appears to understand the concepts underlying the principle and attempts to implement its elements. Implementation is intennittent

and/or not entirely successful. Additional reading, observation, and experience (supported by lead teacher and college supervisor) may enable the

teacher to become proficient in this area. The student teacher will need Significant guidance and ongoing skill development to be successful in the

classroom.

Unsatisfactory (0)

The student intern does not appear to understand the concepts underlying the principle. Work on the fundamental practices associated with the element

is required to enable growth in this area. Students at the unsatisfactory level in any area should receive intensive modeling and assistance until they

achieve an emerging level of competence. The intern will not pass student teaching.

Most student teachers will perform at the proficient and emerging levels. Outstanding student interns will perfonn at the exceptional level. The exceptional level should be reserved for perfonnance that is above and beyond basic requirements.


1

-------

32

STUDENT TEACHING EVALUATION RUBRIC Standard 1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard 1 includes the development of all domains (social, emotional, cognitive, moral, and physical), addresses student interests and teaching to each student's developmentalleve:::.l.___-,-_______

Cognitive Development

Flexible grouping

Differentiates instruction

ExceptioIlalO} Teacher has learners engaged in developmentally appropriate activities to stimulate their critical thinking and to promote maximum individual growth.

Teacher utilizes flexible grouping based upon student interests, learning profile, and readiness. Grouping is maximized to meet both student learning and curricular outcomes. Grouping is fluid.

Teacher appropriately implements a variety of respectful tasks to promote individual growth. Examples are curriculum compacting, orbital studies, individual contracts, student choice, tiered lessons, menus, tic-tactoe, and layered curriculum.

Proticient (2Lu Teacher de dgns developme ltally appropriate activities a Id assignments and teache in the zone of proximal d :velopment.

Teacher ut lizes flexible grouping b lsed upon student interests, Iearning profile, and readiness.

Teacher de igns a variety of respectful t isks to students on occasion. D ifferentiation is demonstrat d but not ongoing.

Emer ing(l) Teacher teaches at the lower end of proxinlal development.

Teacher utilizes whole group and small groups based upon readiness.

Teacher different tasks to specitic groups of students.

Unsatisfacto 0) Teacher teaches above or below zone of proximal development or is unaware of students' zone of proximal development.

Teacher teaches to the who e group.

Teacher assigns the same tasks to all students.


------ ----

33

Standard 2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 2 includes respect for alliearners,awaren flearnmg -------_._--, ----diffi d th---- --._... _- ----d p ••._._-_. __ • f a diverse community of learners.

Proficient (2) Emerging (1 )iExcept!()~~l( 3) Accommodates instruction Teacher implemen s Teacher implements Teacher utilizes

for identified learners accommodations fi Ir accommodations for level content to i

inclusion of indivi lual inclusion of individual accommodatiom for students to learn gr:ade level students to learn grade level individual studer s. content with full in elusion content.

into the classroom culture.

Teacher utilizes nonlinguisticContent comprehensible Teacher utilizes nonlinguistic Teacher is awarf representations, Ie rning teaching strategi, strategies, purpose 'lI1

representations, learning strategies, purposeful attempts to plan or

interaction, varied interaction, varied individuallearne scaffolding, and b ilding scaffolding, and building limited success. background based lpon background based upon

individual learning curriculum and group

differences. dynamics.

Understanding your students Teacher seeks info mation Teacher is awarf about students' ba kgrounds

Teacher gathers information demographics ar

from a variety of s mrces, about students' backgrounds and utilizes information to students' backgr

including the stud nts and plan for instruction. does not plan im strategically plans for based upon the il

' addressing the uni lueness ofL each individual. ___J...-__......._...I

IUnsatisfacto.l)' (0) on-grade

mplement

of varied sand

rs with

of school d some unds, but ruction formation.

All students receive same delivery of instruction and assignments or teacher alienates students.

Teacher plans curriculum instruction without awareness of varied individual learners.

Teacher is unaware of students' backgrounds.


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34

Standard 3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Standard 3 includes promoting self-motivation, managing and organizing a classroom, creating a learning community, treating students in an equitable fashion, utilizing proactive management techniques, transitioning smoothly, anticipating potential problems, communicating expectations, and establishing procedures and routines

Exceptional (3) -

Proficient (2) Emerging (1) Unsatisfactory (0) Expectations Teacher welcomes all Teacher welcomes all Teacher pennits all students Teacher does not hold all

---

students. The teacher students. The teacher to be included in the students to the same believes all students will believes all students will classroom. The teacher standards. succeed socially and succeed academically. believes all students will academically. Collaborates achieve in some way. with learners, families, and colleagues in order to be responsive to students' needs.

Procedures and routines Students take ownership of Teacher has clear procedures Procedures and routines are No procedures and routines procedures and routines. and routines and consistently defined but used have been defined.

communicates and expects inconsistently. them to be followed.

Management ---

Teacher's monitoring is ---

Teacher is consistently alert Teacher is generally aware of Teacher is unaware of what subtle and preventive. to student behavior and uses students' behavior but may students are doing, and/or Students monitor their own redirection. Teacher miss the activities of some student behavior is not behavior in appropriate ways. anticipates potential students. Inconsistently monitored. "Withitness" consistently problems. addresses student behavior used with a high degree of and does not use redirection. expertise in whole class setting.

Motivation Teacher utilizes intrinsic Teacher transitions between Teacher utilizes extrinsic -

Teacher relies on rewards and -

motivation to promote student extrinsic and intrinsic motivators to promote student discipline to motivate responsibility and goals. motivators to promote student responsibility and goals. Istudents.

responsibility and goals.


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35

Nonverbal communication Teacher's body language has become a deliberate tool in enhancing instruction in a very strategic fashion. He/she is at "intuitive" level in reading/responding to students' body language in order to make instructional decisions.

Teacher utilizes body language as a consistent tool in enhancing instruction. He/she often uses students' body language as prompts for instructional decisionmaking.

Teacher utilizes body language inconsistently. He/she begins to identify and utilize students' body language as prompts for instructional decisionmaking.

Teacher does not utilize body language in order to enhance the quality of instruction. He/she seldom stops and identifies students' body language in order to monitor teaching and learning.

Standard 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard 4 includes use of academic I -~~O--O'" b d d h d d' f . dd' _.. _- - -. - " 'fi ~ ~~~ ~~_A' r~----~' - ....~---~~-- .. - ..'"'''O ...... -- --- ~ ~ -- k ~

Content language -

Content knowledge

Misconceptions

Exceptional (3)

Teacher creates opportunities

for students to learn, practice,

and master academic

language in their content.

Teacher takes initiative to

locate and teach information

beyond traditional text. Seeks

to keep abreast of new ideas

and understandings in the

field. Effectively and

spontaneously responds to

content questions.

Teacher plans for and

recognizes sources of

misconceptions.

Proficient (2) Teacher's oral and written language are correct and expressive with well-chosen vocabulary that enriches the lesson.

Teacher displays solid content knowledge through provided texts.

Teacher recognizes and corrects misconceptions.

Emerging (1) Teacher's speech and written language are clear and correct. Vocabulary is correct, but limited or not appropriate to students' ages or backgrounds.

Teacher displays basic content knowledge.

Teacher recognizes students' misconceptions but does not address the misconceptions.

UnsatisfactoIY (0) Teacher's speech is inaudible or written language is illegible. Language may contain grammar, syntax, or spelling errors. Vocabulary may be inappropriate, vague, or used incorrectly.

Teacher makes content errors. Does not correct errors of students or self.

Teacher does not recognize errors as misconceptions.


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36

Standard 5: Application ofContent

The teacher understands how to connect concepts and use differing perspectives to engage learners in qitical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard 5 includes ability to convey content, enthusiasm towards content, selection of materials appropriate for learners, and the understanding that subject matter knowledge is ever evolving.

Exceptional{~) Proficient (2) Emerging (1) Unsatisfactory (0) Interdisciplinary connections Teacher incorporates Teacher incorporates Teacher displays limited Teacher does not attempt

interdisciplinary content interdisciplinary connections awareness of interdisciplinary interdisciplinary connections connections to teaching and to support literacy connections to teaching and to teaching and learning. learning on a regular basis to development across content learning; attempts to enhance relevance. areas. incorporate strategies with

limited success.

-----------

Supporting learner expression Teacher has students assume Teacher fosters collaboration Teacher dictates mode of -----------

Teacher does not encourage considerable responsibility and interaction through varied learner expression. students to express their and allows flexibility in the uses of learner expression. content ideas in a socially active communication used interactive setting in the for collaboration and classroom. interaction.

Inquiry -----------

Creates experiences that Engages learners in applying Methods of inquiry are Teacher does not attempt encourages learners to methods of inquiry and attempted with limited inquiry based learning with understand, question, and standards of evidence used in success. students. analyze ideas from diverse the discipline. Promotes perspectives so that they convergent thinking. master the content. Promotes divergent thinking.

Multi-media Interactive multi-media is Lessons consistently Multi-media used does not Teacher does not use multi-used to enhance conceptual incorporate multi-media to enhance the lesson. media as an instructional tool. understanding and/or add instructional impact and relevance.

-----------increase learning.

-----------


37

Standard 6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.

Standard 6 includes designing and utilizing preassessment, formative assessment, and summative assessment, providing meaningful and timely feedback .

Fonnative assessment Exceptional (3) Learners are involved in the self-monitoring of their learning.

Proficient (2)_ Evidence of learning is collected in a variety of ways. Feedback is timely and includes qualitative comments. Results of formative assessments drive instruction.

Emerging (1) Feedback is timely but minimal. Fonnative assessments are not considered in next steps of instruction.

Unsatisfactory (Qt Feedback is not provided in a timely manner and/or minimal.

Preassessment ---

Preassessments are used to differentiate instruction.

----

Preassessments are used to detennine instructional plan. Preassessments are aligned with standards and objectives.

----

Preassessments are given b results are not driving instruction. Preassessment are not consistently alignec with standards and objecth

ut

s

es.

I Preassessments are not used or are not aligned with

I standards and objectives.

Summative assessment Summative assessments are created prior to lesson planning. Summative assessments are analyzed and adjusted to maintain balance among objectives.

Summative assessments are created prior to lesson planning. Summative assessments are aligned with standards and objectives. Feedback is timely and includes qualitative comments.

Summative assessments ar e created after lesson planniJ Summative assessments ar not consistently aligned Wi standards and objectives. Feedback is timely but minimal.

g. e h

Summative assessments are not created or are not aligned with standards and objectives. Feedback is not provided in a timely manner and/or minimal.

Data Analysis Teacher analyzes results of assessments and implements a plan ofaction for students based on those results.

Teacher analyzes results of assessments and reflects on those results.

Teacher keeps students' records up-to date.

Teacher does not keep consistent student records.


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38

Standard 7: Planning (or Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas,

curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard 7 includes creating lesson plans, utilizing standards and objectives, adjusting and adapting plans based upon learners' responses, recognizing long-term and lans. linkin2: learnin2: objectives and activities. and or2:anizin2: content for effi --- --- ---- ------} -------- - . - - ------- ~ ~ - -- ------ - - - -- .

Exceptional (3) Proficient (2) Emerging (1) Unsatisfactory (0) Global planning * May Curriculum maps are Unit plans are standards- Plans are standards-based, Plans are text book driven already include grade level or standards based and based and drive effective short-range, week-by-week and short-range subject area curriculum maps developed for all subject lesson progression. done by teams in the district areas, linked to unit plans that focus on unit plans for drive lesson progression. evaluating this category. Lesson Design Backwards design, planned Plans include all minimum Plans include all minimum Lessons not developed with

for higher order questions, components, plan components, but the all minimum components relevance components are aligned with components may not align to and/or on time.

one another, and lesson each other or with the execution aligns with plans. execution

Lesson adjustment Teacher immediately makes Teacher makes minor Teacher attempts to adjust a Teacher adheres rigidly to an necessary adjustments to adjustments to future plans lesson but with mixed results. instructional plan even when lesson to meet student needs, and the adjustments occur a change would clearly interests, and motivation. The smoothly. improve the lesson. adjustment improves the lesson.


39

Standard 8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard 8 includes student engagement, teaching techni rocesses.

Questioning techniques

Student engagement

Strategies and techniques

Pacing

i Exceptional (3) Teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question.) Wait time is used appropriately. Teacher scaffolds questions from learners' responses:~ Teacher plans for and utilizes student engagement strategies. The students are engaged the majority ofthe school day.

Teacher deliberately adds new and varied instructional techniques to promote metacognitivc processes. Students achieve the desired learning outcome. Lesson activities require students to be cognitively active and construct their knowledge. Teacher paces lesson to maximize instruction. Transition timcs are minimal.

__n Teacher's questions consistently reflect the goals of lesson. Challenges students to justifY response by probing for learner understanding. Helps students to articulate ideas. Asks varying levcls of questions in regards to Bloom's Taxonomy.

Teacher plans for student engagement strategies and utilizes them consistently.

Teacher designs a wide variety of instructional techniques. The techniques are useful in helping students achieve the desired learning outcome.

Teacher paces lesson as planned. Lessons begin and end on time. Transition times are minimal.

(1) nun Teacher attempts questioning techniques but has a difficult time implementing them effectively. Is aware of Bloom's Taxonomy but does not consistently utilize all levels of cognition.

Teacher is engaged in presenting lesson, and learners are disengaged the majority of the time.

Teacher attempts a variety of teaching techniques but teaching techniques do not help students achieve the desired learning outcome.

Teacher does not pace as planned. Lessons do not or end on time. Transition times are too long.

Teacher only utilizes the questions from the teacher's guide. Does not apply Bloom's Taxonomy to the classroom.

Total disengagement by teacher and learners.

Teacher relies heavily upon transmission models of instruction and does not help students achieve the desired learning outcome

Teacher is not able to plan for allotted time. Transition times are long and chaotic.


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40

Standard 9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard 9 includes accepting constructive feedback, implementing change, using a variety of professional resources, maintaining a positive attitude, knowing personal areas of strengths and weaknesses, and setting high expectations for self.

Proficient (2) Exceptional (3) Emerging (1) Unsatisfactory (0)1---------------------------

Teacher listens to Response to constructive Teacher seeks out Teacher listens to Teacher makes excuses for feedback constructive feedback and constructive feedback and constructive feedback but teaching perfonnance when

successfully implements tries to implement does not always follow given constructive criticism. suggestions into practice. suggestions into practice. through with

recommendations.

Teacher is able to critically Teacher can accurately Self-reflection Teacher's interpretation of Teacher does not know analyze a lesson for determine whether a lesson whether or not a lesson has whether or not a lesson was effectiveness and offer has met the stated goals. met the stated goal is not effective or whether or not it alternative actions complete Offers general suggestions for accurate. achieved its goals. with probable successes with improvement or is dependent Profoundly midjudges the different approaches. on supervisors for ideas. success of a lesson.

Perceptions are often inaccurate.

Peffonns in a professional Teacher participates in Teacher participates in Teacher's attire, mannerisms, manner professional development required professional communication or

beyond mandatory development. Teacher promptness lacks in some requirements. consistently demonstrates manner.

professionalism in appearance, manners and integrity.


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41

Standard 10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Standard 10 includes communicating with parents and lead teacher, participating in collegial activities, and demonstrating involvement in learning activities outside of school. - ---------

Exceptional (3) Proficient (2) Emerging (1) Unsatisfactory (0) Communication between lead Teacher takes professional Teacher consistently engages Teacher begins to Teacher avoids and/or seldom teacher and student intern dialog with lead teacher to high in dialog with lead teacher generate specific participates in dialog with

levels of critical thinking. regarding occurrences of the questions regarding lead teacher. Communication Analyzes occurrences of the classroom day. occurrences of the is dysfunctional and/or very classroom day in partnership Communication pattern is a classroom day. limited. with lead teacher. mentor-mentee relationship. Communication pattern is Communication pattern is a professionally functional model of equality. but limited.

Collaborates with Teacher routinely requests and Teacher seeks opportunities to Teacher maintains Teacher has little interaction professional colleagues shares materials, resources, and work with colleagues to learn professional cordial with colleagues or

ideas with colleagues and is an and grow professionally. relationships with school relationships are negative or integral part of decision-making. staff and attends required unprofessional.

meetings.

Communicates with parents Teacher establishes respectful Teacher teams with the lead Teacher provides required Teacher is insensitive to and productive relationships teacher to communicate with information to parents. parent concerns about with parents. Actively seeks to parents about their child's Minimal contact is students. Does not make an include and communicate with progress on a regular basis and established. effort to get involved with families within the classroom. openly welcomes parents to parents.

the classroom.

Participates within greater Teacher seeks out and volunteers Teacher participates in Teacher avoids becoming school community to participate in school or school/district events when involved in school/district

community activities outside of specifically asked or required. projects and/or community school hours and makes Participates as much as events. substantial contributions. possible as a full faculty

member.


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42

Rubric Conversion

Decision Rule

This decision rule is a guideline for converting the summative evaluation rubric scores into the required letter grade for the student internship. These conversions coincide with the Levels of Performance narrative descriptions on page 21 of the Student Teaching Internship Handbook.

At least 40% of the ratings are 3s and the remaining ratings are 2s. 100% of the ratings are 2s or better.

A

B

r----------:---------------------------------------------------

At least 80% of the ratingsare)sorbetter and none is a O. Fewer than 80% of the ratings are 2s or better and none is a O. At least one rating is a O.

C D

F

Portfolio Evaluation

Each student intern is required to complete a showcase portfolio in which slhe provides evidence of meeting the InTASC standards as set forth in the Great Basin

College education program. Along with that primary purpose, the portfolio is a means for students to demonstrate competency in the education field as prospective

professionals seeking employment.

This portfolio will be created in Canvas, a web-based system, and will be evaluated by a team of GBC education department personnel. Each InT ASC

standard is given a score ranging from exceptional (3) to unsatisfactory The entire portfolio is also judged as a whole based upon a rubric including categories of

overall appearance and organization, rationale statements, conventions, grammar and spelling, showing versus telling, and presentation. Student will submit his/her

portfolio for formative feedback during student teaching. After qualitative feedback is provided, the student will rework and resubmit for a summative grade.

Completion of the portfolio is part of the grade earned in the capstone class, EDEL 491 or EDSC 491.


--------------------------------------

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43

Showcase Portfolio: Final Rubric InTASC Core Teaching Standards

Teacher Candidate

3 - Exceptional- Strong, convincing, and consistent evidence 2 - Proficient- Clear evidence I - Emerging- Limited evidence 0 - Unsatisfactory- No evidence

InTASC STANDARD Score Formative Comments I : Learner Development

2: Learning Differences

3: Learning Environments

4: Content Knowledge

5: Application of Content

------

6: Assessment

7: Planning for Instruction

-::-::-~~ ~~~ --------

8: Instructional Strategies

9: Professional Learning and Ethical Practice

\0: Leadership and Collaboration

TOTAL 30 points

Summative Comments

------


44

at _s trW"

Overall Portfolio

Score Comments 3-Exceptional 2-Proficient 1- Emerging O-Unsatisfactory Overall appearance Colorful, creative, Well-organized, easy Organization No personalization, content is and organization personalized, easy to

follow and comprehend; includes graphics, a balance between space and material

to follow, some personalization of material, suitable to share with employer

attempted, not suitable to share with employer

in disarray, difficult to follow and read

Rationale statements Well-written, explicit and concise rationale of artifacts; rationale is linked to standards and explains clearly the reason for meeting the standard

Rationale is linked to standards and explains clearly the reason for meeting the standard, but may contain part of the artifact or be too wordy

Rationale statements explain the artifacts but do not clearly link the artifact to the standard

Rationale statements do not explain the reason for the artifact and/or do not link to standards

Conventions-grammar and spelling

No grammatical or spelling errors

Limited errors (1-4) Limited crrors (1-4) that distract from overall portfolio

Contains many errors

Includes no pictures or Showing versus Includes pictures and Includes pictures and Includes pictures and telling

Presentation

------

samples of student work; docs more showing than telling

Brief, well-prepared, presentation; student communicates to the audience his/her professional efficacy as a teacher/leader; presents as a professional

samplcs of student work; does equal amounts of showing and telling

Brief, well-prepared presentation; strong public speaking skills; presents as a professional

samples of student work; does more telling than showing

Prepared presentation but lacks professionalism

--------

samples of student

Unprepared, -0" ito remedy noted errors, appropriate public sneakint> skills ~

m "-"nY'w


-------------------------------------

45

Mid-Tenn & Summative Evaluation - Student Intern Mid-tenn date Summative date

Intern, lead teacher, and college supervisor complete the evaluation together at the mid-term mark and the end ofthe internship. 40% score of3s with no Is = A. (Intern Copy)

3=Exceptional 2=Proficient l=Emerging O=Unsatisfactory

STANDARD 1: LEARNER DEVELOPMENT COMMENTS: Mid-term: 3 2 1 0 Cognitive development 3 2 1 0 Flexible grouping 3 2 1 0 Differentiates instruction Summative: 3 2 1 0 Cognitive development 3 2 1 0 Flexible grouping 3 2 1 0 Differentiates instruction

STANDARD 2: LEARNING DIFFERENCES Mid-term: 3 2 1 0 Accommodates instruction for identified learners 3 2 1 0 Content comprehensible 3 2 1 0 Understanding your students Summative: 3 2 1 0 Accommodates instruction for identified learners 3 2 1 0 Content comprehensible 3 2 1 0 Understanding your students


46

STANDARD 3: LEARNING ENVIRONMENTS

Mid-term: 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 Summative: 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0

Expectations Procedures and routines Management Motivation Nonverbal communication

Expectations Procedures and routines Management Motivation Nonverbal communication

STANDARD 4: CONTENT KNOWLEDGE Mid-term: 3 2 1 0 Content language 3 2 1 0 Content knowledge 3 2 1 0 Misconceptions Summative: 3 2 1 0 Content language 3 2 1 0 Content knowledge 3 2 1 0 Misconceptions

STANDARD 5: APPLICATION OF CONTENT Mid-term: 3 2 1 o Interdisciplinary connections 3 2 1 o Supporting learner expression 3 2 1 o Inquiry 3 2 1 o Multi-media


COMMENTS:

47

Standard 5 continued ... COMMENTS: Summative: 3 2 1 0 Interdisciplinary connections 3 2 1 0 Supporting learner expression 3 2 1 0 Inquiry 3 2 1 0 Multi-media

STANDARD 6: ASSESSMENT Mid-term: 3 2 1 0 Formative assessment 3 2 1 0 Preassessment 3 2 1 0 Summative assessment 3 2 1 0 Data analysis Summative: 3 2 1 0 Formative assessment 3 2 1 0 Preassessment 3 2 1 0 Summative assessment 3 2 1 0 Data analysis

STANDARD 7: PLANNING FOR INSTRUCTION Mid-term: 3 2 1 0 Global planning 3 2 1 0 Lesson design 3 2 1 0 Lesson adjustment Summative: 3 2 1 0 Global planning 3 2 1 0 Lesson design 3 2 1 0 Lesson adjustment


48

STANDARD 8: INSTRUCTIONAL STRATEGIES COMMENTS:

Mid-term: 3 2 1 0 Questioning techniques 3 2 1 0 Student engagement 3 2 1 0 Strategies and techniques 3 2 1 0 Pacing Summative: 3 2 1 0 Questioning techniques 3 2 1 0 Student engagement 3 2 1 0 Strategies and techniques 3 2 1 0 Pacing

STANDARD 9: PROFESSIONAL LEARNING AND ETHICAL PRACTICE Mid-term: 3 2 1 0 Response to constructive feedback 3 2 1 0 Self-reflection 3 2 1 0 Performs in a professional manner Summative: 3 2 1 0 Response to constructive feedback 3 2 1 0 Self-reflection 3 2 1 0 Performs in a professional manner

STANDARD 10: LEADERSHIP AND COLLABORATION Mid-term: 3 2 1 o Communication between lead teacher and intern 3 2 1 o Collaborates with professional colleagues 3 2 1 o Communicates with parents 3 2 1 o Participates within greater school community


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Standard 10 continued ... COMMENTS: Summative:

321 o Communication between lead teacher and intern

321 o Collaborates with professional colleagues

321 o Communicates with parents

321 o Participates within greater school community

Mid-term comments:

Initials:

Intern Lead Teacher College Supervisor _____

Summative comments:

Signatures: Teacher'______________

College Supervisor _______________


-------------------------------------

50

i.e" [ au "en llit 1)'''1l *t ,;, ssm

Mid-Term & Summative Evaluation - Student Intern Mid-term date Summative date

Intern, lead teacher, and college supervisor complete the evaluation together at the mid-term mark and the end ofthe internship. 40% score of3s with no is = A. (Office Copy)

3=Exceptional 2=Proficient l=Emerging O=Unsatisfactory

STANDARD 1: LEARNER DEVELOPMENT COMMENTS: Mid-term: 3 2 o Cognitive development 3 2 o Flexible grouping 3 2 o Differentiates instruction Summative: 321 o Cognitive development 321 o Flexible grouping 321 o Differentiates instruction

STANDARD 2: LEARNING DIFFERENCES

Mid-term:

321 o Accommodates instruction for identified learners

321 o Content comprehensible

321 o Understanding your students

Summative:

3 2 1 o Accommodates instruction for identified learners

321 o Content comprehensible

321 o Understanding your students


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STANDARD 3: LEARNING ENVIRONMENTS COMMENTS: Mid-term: 3 2 1 0 Expectations 3 2 1 0 Procedures and routines 3 2 1 0 Management 3 2 1 0 Motivation 3 2 1 0 Nonverbal communication Summative: 3 2 1 0 Expectations 3 2 I 0 Procedures and routines 3 2 I 0 Management 3 2 I 0 Motivation 3 2 I 0 Nonverbal communication

STANDARD 4: CONTENT KNOWLEDGE Mid-term: 3 2 1 0 Content language 3 2 1 0 Content knowledge 3 2 1 0 Misconceptions Summative: 3 2 1 0 Content language 3 2 1 0 Content knowledge 3 2 1 0 Misconceptions

STANDARD 5: APPLICATION OF CONTENT Mid-term: 3 2 I o Interdisciplinary connections 3 2 1 o Supporting learner expression 3 2 1 o Inquiry 3 2 1 o Multi-media


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Standard 5 continued... Summative: 3 2 I 0 Interdisciplinary connections 3 2 I 0 Supporting learner expression 3 2 I 0 Inquiry 3 2 I 0 Multi-media

STANDARD 6: ASSESSMENT Mid-term: 3 2 1 0 Formative assessment 3 2 I 0 Preassessment 3 2 1 0 Summative assessment 3 2 I 0 Data analysis Summative: 3 2 1 0 Formative assessment 3 2 I 0 Preassessment 3 2 1 0 Summative assessment 3 2 1 0 Data analysis

STANDARD 7: PLANNING FOR INSTRUCTION Mid-term: 3 2 1 o Glo bal planning 3 2 1 o Lesson design 3 2 1 o Lesson adjustment Summative: 3 2 o Global planning 3 2 o Lesson design 3 2 o Lesson adjustment


COMMENTS:

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STANDARD 8: INSTRUCTIONAL STRATEGIES COMMENTS:

Mid-tenn: 3 2 1 0 Questioning techniques 3 2 1 0 Student engagement 3 2 1 0 Strategies and techniques 3 2 1 0 Pacing Summative: 3 2 1 0 Questioning techniques 3 2 1 0 Student engagement 3 2 1 0 Strategies and techniques 3 2 1 0 Pacing

STANDARD 9: PROFESSIONAL LEARNING AND ETHICAL PRACTICE Mid-tenn: 3 2 1 0 Response to constructive feedback 3 2 1 0 Self-reflection 3 2 1 0 Perfonns in a professional manner Summative: 3 2 1 0 Response to constructive feedback 3 2 1 0 Self-reflection 3 2 1 0 Perfonns in a professional manner

STANDARD 10: LEADERSHIP AND COLLABORATION Mid-tenn: 3 2 1 o Communication between lead teacher and intern 3 2 1 o Collaborates with professional colleagues 3 2 1 o Communicates with parents 3 2 1 o Participates within greater school community


54

Standard 10 continued ... Summative: 321 o 321 o 321 o 321 o

Mid-term comments:

Communication between lead teacher and intern Collaborates with professional colleagues Communicates with parents Participates within greater school community

COMMENTS:

Initials:

Intern Lead Teacher College Supervisor _____

Summative comments:

Signatures:

College Supervisor ______________


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ADDITIONAL DOCUMENTS

APPENDIX

Substitute Policy by District

Expanded InTASC Standards and Course Correlations

Teacher Education Conceptual Framework Expanded


_____,_._____,_-~'.,..,......""' ....~__">"l'!.'.~~,______

I

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SUBSTITUTE POLICY BY DISTRICT

Substituting Policy for Interns Elko County School District

Great Basin College and Elko County School District have developed the following policy regarding student teaching interns substituting on a short-tenn, emergency basis while completing their internships.

Student teaching interns will not be allowed to substitute except in the case ofan emergency and when the following conditions are met:

• The cooperating teacher and the principal initiate the request for the intern to act as a substitute. • The length of the substituting will be no more than two consecutive days, and no more than five days total during their internship semester. • The interns are substituting in the cooperating teacher's classroom only. • Another licensed teacher is available in the event of a classroom emergency. • The intern has a valid substitute credential and is on the district substitute list. • The intern will not be paid for this substituting; instead it will be considered part ofhislher teaching internship.

Substituting Policy for Interns Humboldt County School District

Great Basin College and Humboldt County School District have developed the following agreement regarding student teaching interns substituting on a shorttenn, emergency basis while completing their internships.

Student teaching interns will not be allowed to substitute except in the case ofan emergency and when the following conditions are met:

• The cooperating teacher and the principal initiate the request for the intern to act as a substitute. • The length of the substituting will be no more than two consecutive days and no more than five days total during their internship semester, unless

approved by Great Basin College and Humboldt County School District. • The interns are substituting in the cooperating teacher's classroom only. • Another licensed teacher is available in the event of a classroom emergency. • The intern has a valid substitute credential and is on the district substitute/guest teacher list. • The intern will not be paid for this substituting; instead it will be considered part of hislher teaching IIUo;;lll:5l11J).


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Substituting Policy for Interns

Lander County School District

Great Basin College and Lander County School District have developed the following policy regarding student teaching interns substituting on a short-term, emergency basis while completing their internships.

Student teaching interns will not be allowed to substitute except in the case of an emergency and when the following conditions are met:

• The cooperating teacher and the principal initiate the request for the intern to act as a substitute. • The length of the substituting will be no more than two consecutive days and no more than five days total during their internship semester, unless

approved by Great Basin College and Humboldt County School District. • The interns are substituting in the cooperating teacher's classroom only. • Another licensed teacher is available in the event of a classroom emergency. • The intern has a valid substitute credential and is on the district substitute/guest teacher list. • The intern will not be paid for this substituting; instead it will be considered part of hislher teaching internship.


Nye County School District

Great Basin College and Nye County School District have developed the following policy regarding student teaching interns substituting on a short-term, emergency basis while completing their internships.


• The cooperating teaching and the principal initiate the request for the intern to act as a substitute. • The length of the substituting will be no more than two consecutive days, and no more than five days total during their internship semester. • The interns are substituting in the cooperating teacher's classroom only. • Another licensed teacher is available in the event of a classroom emergency. • The intern has a valid substitute credential and is on the district's substitute list. • The intern will not be paid for this substituting; instead it will be considered part ofhislher teaching internship, unless prior arrangements have been

made between Nye County School District and Great Basin College.


58


White Pine County School District

Great Basin College and White Pine County School District have developed the following policy regarding student teaching interns substituting on a short-tenn, emergency basis while completing their internships.


• The cooperating teaching and the principal initiate the request for the intern to act as a substitute. • The length of the substituting will be no more than two consecutive days, and no more than five days total their internship semester. • The interns are substituting in the cooperating teacher's classroom only. • Another licensed teacher is available in the event of a classroom emergency. • The intern has a valid substitute credential and is on the district's substitute list. • The intern will not be paid for this substituting; instead it will be considered part of hislher teaching internship, unless prior arrangements have been

made between White Pine County School District and Great Basin College.


59

Standard 1: LEARNER DEVELOPMENT

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Performances: The teacher

l(a) regularly assesses individual and group perfonnance in order to design and modifY instruction to meet learners' needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.

I(b) creates developmentally appropriate instruction that takes into account individual learners' strengths, interests, and needs and that enables each learner to advance and accelerate hislher learning.

l(c) collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.

Essential Knowledge: The teacher

1 (d) understands how learning occurs-- how learners construct knowledge, acquire skills, and develop disciplined thinking processes--and knows how to use instructional strategies that promote student learning.

l(e) understands that each learner's cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners' strengths and needs.

I(f) identifies readiness for learning, and understands how development in anyone area may affect perfonnance in others.

1 (g) understands the role of language and culture in learning and knows how to modifY instruction to make language comprehensible and instruction relevant, accessible, and challenging.

Critical Dispositions: The teacher

respects learners' differing strengths and needs and is committed to using this infonnation to further each learner's development.

I(i) is committed to using learners' strengths as a basis for growth, and their misconceptions as opportunities for learning.


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1(;) takes responsibility for promoting learners' growth and development.

1(k) the teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each leamer's development.

Course Correlations - General Education and Endorsement Courses: • EDEL 315, 433, 443,453,483,491 • EDUC 323, EDRL 437, 442, 443 • EDSC 315, 407, 453, 463, 473, 483, 491

• EPY 330 • ENG 250 • MATH 122, 123 • INT 339, 349, 359, 369.

Standard 2: LEARNING DIFFERENCES

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.


2a) designs, adapts, and delivers instruction to address each student's diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.

2(b) makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.

2(c) designs instruction to build on learners' prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.

2(d) brings mUltiple perspectives to the discussion ofcontent, including attention to learners' personal, family, and community experiences and cultural norms.

2(e) incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.

2(t) accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.


61

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2(g) understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner's strengths to promote growth.

2(h) understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.

knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition.

2G) understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.

2(k) knows how to access information about the values of diverse cultures and communities and how to incorporate learners' experiences, cultures, and community resources into instruction.


2(1) believes that allieamers can achieve at high levels and persists in helping each learner reach hislher full potentiaL

2(m) respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

2(n) makes learners feel valued and helps them learn to value each other.

2(0) values diverse languages and dialects and seeks to integrate them into hislher instructional practice to engage students in learning.

Course Correlations: • EDEL 31 1,313,315,433,443,453,483,491 • EDRL 437, 442, 443 • EDSC 311, 313, 315,407,453,463,473,483,491 • EDSP 301 • EDUC 323, 406 • EPY 330 • HDFS 201 • PSY 101. 233, 234.


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Standard 3: LEARNING ENVIRONMENTS

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.


3(a) collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.

3(b) develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people

locally and globally.

3( c) collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual

and group responsibility for quality work.

3(d) manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and

learners' attention.

3(e) uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments.

3(f) communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing

perspectives learners bring to the learning environment.

3(g) promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.

3(h) intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills.


3(i) understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner selfdirection and ownership of learning.

30) knows how to help learners work productively and cooperatively with each other to achieve learning goals.

3(k) knows how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations,

routines, and organizational structures.

3(1) understands how learner diversity can affect communication and knows how to communicate effectively in differing environments.

3(m) knows how to use technologies and how to guide learners to apply them in appropriate, safe, and effective ways


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Standard 4: CONTENT KNOWLEDGE

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.


4(a) effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote

each leamer's achievement of content standards.

4(b) engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so

that they master the content.

4( c) engages learners in applying methods of inquiry and standards of evidence used in the discipline.

4(d) stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners' experiences.

4(e) recognizes learner misconceptions in a discipline that interfere with learning, and creates experiences to build accurate conceptual understanding.

evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the and appropriateness for his/ her learners.

4(g) uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners.

4(h) creates opportunities for students to learn, practice, and master academic language in their content.

4(i) accesses school and/or district-based resources to evaluate the leamer's content knowledge in their primary language.


40) understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.

4(k) understands common misconceptions in learning the discipline and how to guide learners to accurate conceptual understanding.

4(1) teacher knows and uses the academic language of the discipline and knows how to make it accessible to learners.

4(m) knows how to integrate relevant content to build on learners' background knowledge.

has a deep knowledge of student content standards and learning progressions in the discipline(s) s/he teaches.


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4(0) realizes that content knowledge is not a fixed body offacts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field.

4(p) appreciates mUltiple perspectives within the discipline and facilitates learners' critical analysis of these perspectives.

4(q) recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias.

4(r) is committed to work toward each learner's mastery of disciplinary content and skills.

Course Correlations: • EDEL 311,313,315,433,443,453,483,491 • EDRL 437, 442, 443 • EDSe 311, 313, 315, 407,453,463,483,491 • EDSP 301 • EDU 214, 250 • EDUe 323, 406 • EPY 330


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67

5(n) the teacher understands communication modes and skills as vehicles for learning (e.g., information gathering and processing) across disciplines as well as vehicles for expressing learning.

5(0) understands creative processes and how to engage learners in producing work.

5(p) knows where and how to access resources to build global awareness and understanding, and how to integrate them into the curriculum.


5(q) is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues.

5(r) values knowledge outside his/her own content area and how such knowledge enhances student learning.

5(s) values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.

Course Correlations: • EDEL 311, 313, 315,433,443,453,483,491 • EDRL 437, 442, 443

Documents

t-LG) rn · Portfolio Feedback form 42-43 13. Mid-Term & Summative Evaluation Form (Intern Copy) 44-48 14. Mid-Term & Summative Evaluation Form (Office Copy) 49-53 15. Appendix 54