TOWSON UNIVERSITY, COLLEGE OF EDUCATION

Department of Secondary Education

PDS Handbook for the Professional Year –Middle School Edition

D E P A R T M E N T O F S E C O N D A R Y E D U C A T I O N

PDS Intern’s Handbook

Department of Secondary Education Towson University 8000 York Road

Towson, MD 21252-0001 Phone 410 704-2562 • Fax 410 704-4600

Ms. Mary Ann Crimi Ms. Susan J. Hanson

Dr. Molly Mee Dr. Jeff Passe

Table of Contents

Conceptual Framework

Overview of Semesters One and Two

Internship in Secondary Education SCED 499 Course Syllabus SCED 499 Major Assignments Writing the InTASC Reflection with Samples The First Year Teacher’s Survival Guide Notes for Portfolio Reflections SCED 499 Preparing for Segment Teaching Segment Teaching Checklist Instructional Activity Mentor Feedback Form InTASC Standards JPTAAR Lesson Planning Organizer Service Project and Sample Projects Service Project Logs (Middle & High School) Formative Assessment – Middle School Rotation Formative Assessment – High School Rotation Essential Disposition Scoring Guide – Stage Two: Formative Assessment Evaluation of Internship State Certification Procedures Praxis Information

Roles and Responsibilities of PDS Personnel

PDS Philosophy Intern Orientation Professional Year Overview Intern Rights and Responsibilities IHE Liaison Responsibilities PDS Site Coordinator Responsibilities Mentor Teacher Responsibilities Semester 2 University Supervisor Responsibilities Semester 2 Ensuring a Successful Professional Year

Policies and Procedures and Expectations Intern Expectations Professional Behavior Policy Professional Year Assistance Plan Candidate Self Assessment SCED Evaluation Form Schedule for Student Teaching

Portfolio Information Documents

Framework for Portfolio Development Creating a Wiki – Your E-Portfolio PDS Intern Portfolio Information Sample Portfolio Artifact Description Introduction to Portfolio (Letter of Introduction) Building your Resume Sample Resume Portfolio Peer Review Form Portfolio Evaluation Form Portfolio Scoring Tool

Projects Summary of Projects Child Study Validated Practices Project Management Plan Lesson Segments SCED 499 Child Study Classroom Observational Notes (1, 2, 3) School Based Personnel Notes School Sponsored Notes Student Cumulative Folder Notes

Current Information

Checklist for Successful Preparation for Student Teaching Intern Information Sheet

Block Schedule Interview Questions Parent/Teacher Conferences Effective Parent/Teacher Conference Guidelines

Glossary

Revised for Fall12

Teacher

ReadingSpecialist

MediaSpecialist

InstructionalLeader

SpeechPathologist

Audiologist

SchoolPsychologist

Mission:Inspire, educate and prepare facilitators of active learning for diverse and inclusive communities of learners in environments that are technologically advanced

Ensuring academic mastery

Reflecting upon and refining best practices

Preparing educators for diverse and inclusive classrooms

Utilizing appropriate technology

Developing professionalconscience

Developing collaborativepartnerships

Providing leadership through scholarly endeavors

Vision:Integrated Themes

Facilitators of Active Leaning:

ConceptualFramework for ProfessionalEducation

Professional,State and

InstitutionalStandards:

Advanced PreparationStandards

Initial PreparationStandards

Overview of Semesters One and Two

MISSION STATEMENT

PREPARING TEACHERS AS FACILITATORS OF ACTIVE LEARNING FOR DIVERSE AND INCLUSIVE COMMUNITIES OF LEARNERS IN ENVIRONMENTS THAT ARE TECHNOLOGICALLY ADVANCED

Section

1

Internship in Secondary Education SCED 499 Course Syllabus

The Towson University undergraduate catalog contains the following description of SCED 499 Internship in Secondary Education: Clinical experience in professional development school the semester immediately prior to student teaching; focus on classroom management and discipline, technology utilization, and reflective practices.

COURSE OBJECTIVES – Students will describe the cultural and socioeconomic community of the PDS sites in order to

assess its implications for teachers. InTASC # 2 observe lessons in order to describe and reflect upon their components and time

allotted to each component. InTASC # 5, 7, 8, 9 observe lessons in order to determine the alignment of the content under study with the

national, state and local content standards. InTASC # 7 evaluate the selection of artifacts documenting content mastery in order to explain the

impact of national, state and local standards on planning and student achievement. InTASC # 7

observe the teaching of different instructors in order to compare teaching styles and strategies. InTASC # 5, 8, 9

observe lessons in order to identify the relationship between objectives and assessments. InTASC # 6, 7, 8, 9

examine course/unit outcomes in order to determine the relationship between the State Curriculum, Core Learning Goals and the Maryland State Assessment and High School Assessment. InTASC # 6, 7

observe lessons in order to analyze how transitions link activities within a lesson. InTASC # 7, 8, 9

analyze different management styles and discipline strategies in order to create a personal Behavior Management Plan. InTASC # 3, 9

examine special education policies in order to develop a lesson plan with modifications for students with special needs. InTASC # 1, 2, 3, 9

assess the availability of instructional technology in the PDS sites in order to determine potential incorporation of technology in your teaching segments. InTASC # 11

analyze School Improvement Plans in order to participate in a *service project that effectively contributes to the improvement of the school/student achievement. InTASC # 9, 10

complete a formative disposition assessment in order to examine one’s own perspective regarding commitment to professional practice, caring for the success and well-being of all students, and collaboration with colleagues and stakeholders. InTASC # 9, 10

TEACHING SEGMENTS During the course of the semester, you will be required to teach three lesson segments in each content area. It is your responsibility to schedule these segments with your mentor teachers. Your mentor teachers will establish criteria for these. A detailed lesson plan that includes an objective and an assessment is required for each lesson you teach. Use the lesson plan organizer for each teaching experience. Complete the organizer as appropriate for the segment you are teaching. You will be expected to work with your teacher to develop, polish, and reflect upon the success of the lesson. Inform your instructor of the date, time and room number of each teaching experience. At least one of the teaching segments will be videotaped. Each county has its own videotaping policy. Your PDS instructor will inform you of your county’s policy. At the conclusion of each teaching segment, you will complete a reflection of the experience. These will be due the week after the teaching segment. Use the included “Reflection on Teaching Segments” to structure your reflection.

CLASS PARTICIPATION In order to participate in class you must complete assigned readings and in-class activities. Positive contributions to class discussions are mandatory. A teacher must contribute in the classroom – you are expected to do the same during your internship experience. You are expected to arrive on time for every class. If you must be absent for class, you need to inform the instructor prior to the absence. Phone numbers and email addresses have been provided on the first page of the syllabus. It is the intern’s responsibility to acquire all missed work, handouts, etc. prior to the next class meeting. Assignments due on the date of a missed class should be faxed or delivered to the office of the instructor within 24 hours of the absence. Interns must make up missed time. If you miss all or part of any required activity (e.g. class or seminar), make arrangements with the instructor to schedule additional time in the PDS. Multiple absences and/or incidences of tardiness will result in a final grade of ‘unsatisfactory’.

ADDITIONAL NOTES One of the standards defined in our Conceptual Framework for Professional Education is “developing professional conscience.” Professional dress, deportment, and attitudes are constantly monitored during SCED 499. We will focus extensively on all the standards in the Conceptual Framework. If you were absent from class, you must be sure to check with classmates for possible additions or changes. Finding out about such changes is your responsibility.

DISPOSITIONS Your instructor will complete a formative evaluation on “Essential Dispositions for Educators” that focuses on the attitudes of Commitment, Caring, and Collaboration. This is a follow-up to the self-assessment of these dispositions that you completed in SCED 341. Your Towson University

supervisor will complete a summative assessment that will document your final professional growth at the end of student teaching. The form describing these dispositions is included in this handbook.

SERVICE LEARNING HOURS All interns are required to complete 25 hours of service learning during the first semester of their professional year (SCED 499.) Ten hours will be completed during SCED 499 and fifteen hours will be completed during final internship. Service learning will be completed under the direction of the IHE liaison.

ASSIGNMENTS All assignments are noted on the course schedule provided by your instructor. Assignments must be typed, double-spaced, and stapled if they run two or more pages. Please proofread, making sure punctuation, spelling, and grammar conform to standard use. Assignments that do not demonstrate proficiency in written language will be returned one time to the student for revision. Late assignments will only be accepted if previous arrangements are made with your instructor. No assignment will be accepted after the last day of class. Your instructor will provide you with a class schedule of due dates and seminar topics that corresponds to the schools where you will be an intern. THE DEVELOPMENTAL PORTFOLIO IS REQUIRED FOR SUCCESSFUL COMPLETION OF SCED 499. THERE WILL BE FORMATIVE ASSESSMENTS OF THE PORTFOLIO DURING THIS SEMESTER AS ARTIFACTS AND ARTIFACT DESCRIPTIONS ARE ADDED TO THE PORTFOLIO. All written assignments correspond to the InTASC standards. You will use the included graphic organizer “Notes for Portfolio Reflection” to take notes specific to each as you complete classroom observations and participate in seminar discussions. The instructor will provide feedback on your portfolio at the end of SCED 499. Your performance in SCED 499 is evaluated on a pass/fail basis. Resources used to compose lesson plans or to complete other assignments must be noted as such in correct citation format (ALA) on all written work submitted. This includes, but is not limited to, mentor’s lessons, curriculum guides, textbooks, and internet sites.

SPECIAL SERVICES Towson University is committed to providing equal access to its programs and services for students with disabilities, in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Disability Support Services is the office designated to provide reasonable accommodations to students with disabilities. Students seeking accommodations must identify themselves to DSS, request an appointment to discuss their needs, and provide DSS with up-to-date and complete documentation of their disabilities. DSS determines what accommodations are reasonable on a case-by-case basis, taking into account the student’s disabilities and needs, nature of their learning task, course standards and essential requirements of the program of study, and educational environment. Students are encouraged to register with DSS as soon as possible after admission to the University to ensure timely provision of services.

SCED 499 MAJOR ASSIGNMENTS  

Note:  Specific written instructions for each assignment and relevant graphic organizers appear 

in the Professional Year Handbook. 

 

 

Reflective Narrative Paragraphs on each of the InTASC Standards 

Selected artifact descriptions 

Thompson text notes 

Classroom observation and speaker presentation notes 

Six segment teaching experiences (three per rotation, one videotaped) 

Service Learning (25 hours total) 

Child Study Project 

Resume 

Portfolio Introduction Paragraph 

Management Plan 

Formative Assessments at the end of each rotation 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Writing the InTASC Reflection 

Before you write: 

1. Consider what the InTASC Standard means to you. 

2. Read all information regarding the InTASC Standards contained in the Professional Year 

Handbook. 

3. Think about what aspects of the principle you have studied in your education classes. 

4. Read what Julia Thompson has to say in The First‐Year Teacher’s Survival Guide. 

5. Look for the principle being applied in the classroom and school to which you have been 

assigned. 

6. Review any relevant notes you have taken. 

As you write: 

Paragraph 1:  Extended Definition and Reflection of the InTASC Principle 

1. Begin with a topic sentence. 

2. Define the principle in your own words. 

3. Extend your definition with specifics. 

4. Cite one or two general examples of how the principle looks as it is applied in your content area. 

5. Conclude by discussing your opinion of the importance of this principle’s impact on student 

learning. 

Paragraph 2:  Observation Examples 

1. Describe applications of this principle which you have seen in a mentor teacher’s classroom. 

2. Connect these examples to the InTASC principle you are defining. 

3. Discuss the impact of aspects of this principle on student learning. 

4. Reflect upon how you would use or modify these implementations of the principle in your own 

classroom. 

After you have written: 

1. Edit and proofread your paper.  Make sure you have adhered to the accepted conventions of 

grammar, punctuation, spelling, and usage. 

2. Submit on or before due date. 

Stylistic Considerations 

1. Think about the audience of your reflection:  your cohort coordinator, the evaluators of your 

portfolio.   

2. Write either in first or third person; be consistent. 

3. Write in your own voice; sound like yourself, not a textbook. 

 

1  

InTASC Standard 1: Learner Development   

Reflective Narrative 

     As a teacher, I must comprehend the physical, cognitive, emotional, and social development 

of adolescents and understand how these transitions affect my students.  I know that I will have 

a range of students developing at different rates within my classroom, so I plan to make 

accommodations to meet the needs of every student. Significant physical maturation takes 

place during adolescence, and I can expect students to be preoccupied about their 

appearances.   One way that I can help to relieve anxiety is by assigning group presentations 

rather than requiring students to present alone in front of the class.  Adolescents are moving 

from the concrete‐operational stage to the formal operational stage of cognitive development, 

which enables them to use abstract reasoning.  In my English classroom, I can help students 

who are still in the concrete‐operational stage by comparing the experiences of characters in 

stories to students’ own experiences.   To help students use formal operations, I can give them 

the opportunity to explore hypothetical questions.  For example, I can have my students write 

position papers on social issues such as the environment.  The prefrontal cortex is not fully 

developed in adolescents, which can lead to inconsistencies in controlling emotions and 

impulses.  I could read aloud to my students at the beginning of class to focus students’ 

attention on the topic and provide an emotionally settling effect.  The socially developing 

adolescent searches for identity.  I can provide my students with many models for career 

choices to help foster identity formation by inviting guest speakers and pointing out models 

from literature.  To avoid cliques in the classroom, I can frequently change groups so students 

get to know each other and form more equal relationships.  I will design lesson plans to meet 

 

2  

the needs of all students in my English classroom.  Differentiation will certainly be required 

since each classroom features a wide range of student reading levels.    I plan to use 

constructivist teaching methods in my classroom, operating under the theory that learning is a 

process of knowledge construction.  I believe students learn best when they are actively 

engaged in authentic learning activities rather than passively receiving information via lecture.  

For example, learners can demonstrate their knowledge of characters in a book by performing a 

scene rather than silently writing about character traits.  Cognitive learning theory assumes that 

students are selective about what they process and learn.  The implication this theory will have 

on my teaching is gearing instruction toward student interest.  Sociocultural theory encourages 

me to teach each student in their zone of proximal development.  I will make sure students are 

not bored or frustrated for an optimal learning experience, providing scaffolding such as 

sentence starters for student responses to literature.  

 

 

Reflection on InTASC 3: Learning Environments

Undoubtedly, the successful completion and quality of a student’s work is directly related

to how motivated and how engaged he or she is or is not. By understanding students’ behaviors

and how students are motivated, an educator can create an environment that is conducive to

learning. The third InTASC Standard, “Learning Environments,” states that an educator, in order

to promote learning, should cultivate a classroom that supports positive social interaction and

should plan instruction that involves all students. To foster active learning, a teacher should also

efficiently utilize all instructional time and adopt strategies from the constructivist approach—

that is, a student-centered approach. On the first day of a class, an educator should outline clear

routines, rules and classroom procedures; and gradually he or she should encourage students to

take responsibility for their actions, behaviors and learning experiences. To see what this would

look like in practice, imagine an assignment where students are grouped in partners and have to

research a U.S. President, and then give a presentation to the class about their findings. In this

example, the students will work in partners and share information with the entire class, thereby

engaging everyone in positive social interaction; moreover, the students will conduct research

and thereby actively create their own knowledge. In this example, the teacher acts as a facilitator

of knowledge. An educator taking a teacher-centered approach, on the other hand, would simply

provide his or her students with the information; however, this style of instruction rarely leads to

long-term learning. To promote students to be responsible for their behavior, moreover, a teacher

could have students regularly evaluate themselves and their assignments. In short, third InTASC

Principle illustrates the need for an effective learning environment in order to promote learning

for all students through social interaction, multiple learning experiences, empowering students,

efficiently using all instructional time, and constructivist teaching strategies.

 

 

 

The First Year Teacher’s Survival Guide Student Name:______________________________________________________________

Directions: The purpose of this assignment is for you to reflect on the readings in the Thompson text book. Specifically, your task is to make connections between the InTASC principles, teaching strategies as indicated in the text, and implementation of those strategies in your classroom. As you progress in SCED 499 your job is to read the text and look for these connections, and complete the chart as you read. Please see your SCED 499 schedule for the date(s) that the grid is due to your SCED 499 professor. Principle Page #s Strategy(ies) Implementation

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Revised October 2011

Notes for Portfolio Reflections SCED 499

InTASC Standards Seminar Notes Classroom Observation Notes

1 . L E A R N E R D E V E L O P M E N T

A. The teacher regularly assesses individual and group

performance 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.

B. The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.

2. L E A R N I N G D I F FE R E N C E S

A. The teacher 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.

B. The teacher designs instruction to build on learners’ prior

knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.

C. The teacher brings multiple perspectives to the discussion

of content, including attention to learners’ personal, family, and community experiences and cultural norms.

3. L E A R N I N G E N V I R O N M E N T S

A. The teacher develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally.

B. The teacher manages the learning environment to actively

and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

C. The teacher 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.

4. C O N T E N T K N O W L E D G E

A. The teacher effectively used multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.

B. The teacher 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.

C. The teacher stimulates learner reflection on prior content .knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.

5. A P P L I C A T I O N O F C O N T E N T

A. The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial, literacy, environmental literacy).

B. The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.

C. Engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.

6. A S S E S S M E N T

A. The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.

B. The teacher works independently and collaboratively to examine test and other performance data o understand each learner’s progress and guide planning.

C. The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.

7. P L A N N I N G F O R I N S T R U C T I O N

A. The teacher individually and collectively selects and creates learning experiences that are appropriate for curricular goals and content standards, and are relevant to learners.

B. The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skills.

C. The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s learning needs and enhance learning.

8. I N S T R U C T I O N A L S T R A T E G I E S

A. The teacher uses appropriate strategies resources to adapt instruction to the needs of individuals and groups of learners..

B. The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.

C. The teacher engages all learners in developing higher order questioning skills and metacognitive processes.

9. P R O F E S S I O N A L L E A R N I N G a n d E T H I C A L P R A C T I C E

A. The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.

B. Independently and in collaboration with colleagues, the teacher uses a variety of data to evaluate the outcomes of teaching and learning and to adapt planning and practice.

10. L E A D E R S H I P a n d C O L L A B O R A T I O N A. The teacher takes an active role on the instructional team,

giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

B. The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.

11. Technology Integration .A. The teacher acquires and uses available instructional technologies to design and deliver relevant instruction efficiently and effectively. The technologies are also used to communicate professionally and effectively with families and colleagues.

B. The teacher uses supplementary resources and techno- logies effectively to ensure accessibility and relevance for all learners. .

Preparing for Segment Teaching 

Topics to Consider 

Class description 

Introducing yourself 

Objective terminology – student friendly words 

How the learning activity will be implemented 

Anticipating student response 

The value of writing out critical‐thinking questions 

Formative assessment:  determining the learning of individual students 

o Independent writing 

o Oral question and answer 

Reading 

o Before, During, and After Activities 

o Purpose for reading 

Comparing 

o Setting the criteria 

o Creating analogies 

 

Questions to Consider 

How will the objectives be shared and integrated into the lesson activity? 

How will students be held accountable for the drill/written activity? 

How will the product be collected and graded?  When will the product be 

returned to the students? 

What are the purposes of the drill/worksheet? 

What is your role while students are working on the drill/worksheet? 

What is your expectation of student behavior as students work 

independently or within groups?  How do you communicate this 

expectation to students? 

How will you transition from one activity to the next? 

   

 

 

SEGMENT TEACHING CHECKLIST _____   LESSON PLAN:   

Format 

o Towson University Lesson Plan Organizer  

o Standard Font and Point Size, double‐spaced, one side only, white paper and black ink, no plastic sleeves 

Introductory Materials:  Include in all teaching segments 

o Class Description 

Grade level; Subject 

Cognitive Ability/Achievement;   Developmental characteristics (social, emotion, physical) 

Reading range 

Learning styles; learning modalities/preferences 

Demographic /diversity profile 

o Unit Title 

Topic of lesson 

Type of lesson (initiatory, developmental, synthesizing, review) 

Core Learning Goals/Voluntary State Curriculum Standard 

Behavioral Lesson Objective(s) stated in measurable terms of what students will be able to know and to do  

o Materials 

All materials needed by students and teacher 

Works Cited:  all bibliographic references and electronic sources 

Instructional Activities:  Complete only those which are relevant to your lesson. 

Three‐column format including teacher activity, simultaneous student activity, and time allotted.  Activities are listed in chronological order. 

o Beginning Activity 

Drill when appropriate 

Introductory/motivational/review activity (Anticipatory Set) which provides focus to lesson, elevates interest in lesson, indicates 

relevancy to student, and/or connects to previous lesson 

o Transitions:  All teacher statements that help students to make connections to the lesson objective(s) and to aid students in moving easily 

from one activity or concept to the next.   These statements indicate a change in the flow of the lesson at the same time reminding students 

what their learning outcomes are for the day. 

o Developmental Activities:  Numbered and listed sequentially 

Description of procedures and instructional strategies including sensitivity to learning styles/multiple intelligences, tools, key 

questions and activities 

 

 

Teacher content statements, lecture notes, directions to students, purpose for reading/viewing, questions and expected student 

responses, other relevant material 

o  Closure 

Student‐centered activity which allows students to summarize or bring lesson to a logical conclusion 

(Often serves as formative assessment for the teacher) 

o Safety Valve 

An extra activity to be utilized if lesson as planned is too short; must be related to  objectives 

Note:  If activity is used, closure may need to be moved to after this activity. 

o Review/Reinforcement 

Description of procedures designed to review, reinforce, or apply student comprehension of stated lesson objectives 

Assignment, if present, should extend or enrich objectives and should include criteria upon which it will be evaluated. 

Bridge to next lesson:  Description of what will come next in unit and how activities will connect to unit outcome 

 

o Adaptations 

Description of how activities will be altered or differentiated for students with special needs or learning exceptionalities 

 

Assessment:  Include in all teaching segments. 

o Description of assessments in place to measure student attainment of objectives 

Assessment should be matched to corresponding objective and identified as “formative” or “summative” and as “traditional” or 

“performance.” 

_____   REFLECTION ON TEACHING SEGMENT 

What part(s) of your lesson were successful in terms of student learning?  On what evidence are you basing this opinion?  Why do you think your 

students met with success? 

What parts of your lesson did not quite go as you expected?  (This can be positive or negative.   For example, you may not have expected the high 

quality of the response you received from lower‐ability students.)  What is your evidence?  Why do you think your students responded the way they 

did? 

What feedback did you receive from your mentor teacher or any other observer of this lesson? 

What, if anything, would you change if teaching this lesson again?  What results would you anticipate from this change? 

Which InTASC Principles were demonstrated in this teaching segment?  Explain how your lesson incorporates each of these Principles. 

 

_____  MENTOR FEEDBACK FORM 

 

_____ STUDENT WORK SAMPLES  (if relevant) 

Instructional Activity Mentor Feedback Form Intern _______________________________________ Date _____________ Mentor ______________________________________ As I implement my instructional activity, please provide feedback so that I can build upon my strengths and address areas that need improvement. Please rate each area using the following scale: Excellent Fair Unsatisfactory 10 9 8 7 6 5 4 3 2 1 1. Lesson plan – Did my plan contain all required elements for my teaching segment? Rating ____ Comments: 2. Engagement – Were students actively engaged in my lesson segment? Rating ____ Comments: 3. Materials – Were materials selected appropriate to the objective and students’ ability level(s)? Rating ____ Comments: 4. Assessment – Did the assessment I used accurately measure student learning? Rating ____ Comments: 5. Pacing – Was adequate time spent on each part of my teaching segment? Rating ____ Comments: 6. Management – Were students off-task? Was noise level controlled? Did I move around the room, make eye contact? Rating ____ Comments:

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 ESSENTIAL KNOWLEDGE 1(a) The teacher regularly assesses individual and group performance 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. 1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning. 1(c) The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.

1(d) The teacher 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. 1(e) The teacher 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. 1(f) The teacher identifies readiness for learning, and understands how development in any one area may affect performance in others. 1(g) The teacher 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 1(h) The teacher respects learners’ differing

strengths and needs and is committed to using this information to further each learner’s development. 1(i) The teacher is committed to using learners’ strengths as a basis for growth, and their misconceptions as opportunities for learning. 1(j) The teacher 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 learner’s development.

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.

PERFORMANCES ESSENTIAL KNOWLEDGE 2(a) The teacher 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) The teacher 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) The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings. 2(d) The teacher brings multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms. 2(e) The teacher 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(f) The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.

2(g) The teacher 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) The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs. 2(i) The teacher knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition. 2(j) The teacher 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) The teacher 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.

CRITICAL DISPOSITIONS 2(l) The teacher believes that all learners can

achieve at high levels and persists in helping each learner reach his/her full potential. 2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests. 2(n) The teacher makes learners feel valued and helps them learn to value each other. 2(o) The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning.

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.

PERFORMANCES ESSENTIAL KNOWLEDGE

3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. 3(b) The teacher 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) The teacher 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) The teacher 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) The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments. 3(f) The teacher 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) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally. 3(h) The teacher intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills.

3(i) The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning. 3(j) The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals. 3(k) The teacher 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(l) The teacher understands how learner diversity can affect communication and knows how to communicate effectively in differing environments. 3(m) The teacher knows how to use technologies and how to guide learners to apply them in appropriate, safe, and effective ways.

CRITICAL DISPOSITIONS 3(n) The teacher is committed to working with

learners, colleagues, families, and communities to establish positive and supportive learning environments. 3(o) The teacher values the role of learners in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning. 3(p) The teacher is committed to supporting learners as they participate in decision making, engage in exploration and invention, work collaboratively and independently, and engage in purposeful learning. 3(q) The teacher seeks to foster respectful communication among all members of the learning community. 3(r) The teacher is a thoughtful and responsive listener and observer.

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.

PERFORMANCES ESSENTIAL KNOWLEDGE

4(a) The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards. 4(b) The teacher 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) The teacher engages learners in applying methods of inquiry and standards of evidence used in the discipline. 4(d) The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences. 4(e) The teacher recognizes learner misconceptions in a discipline that interfere with learning, and creates experiences to build accurate conceptual understanding. 4(f) The teacher evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners. 4(g) The teacher uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners. 4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content. 4(i) The teacher accesses school and/or district-based resources to evaluate the learner’s content knowledge in their primary language.

4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches. 4(k) The teacher understands common misconceptions in learning the discipline and how to guide learners to accurate conceptual understanding. 4(l) The teacher knows and uses the academic language of the discipline and knows how to make it accessible to learners. 4(m) The teacher knows how to integrate culturally relevant content to build on learners’ background knowledge. 4(n) The teacher has a deep knowledge of student content standards and learning progressions in the discipline(s) s/he teaches.

CRITICAL DISPOSITIONS 4(o) The teacher realizes that content knowledge is

not a fixed body of facts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field. 4(p) The teacher appreciates multiple perspectives within the discipline and facilitates learners’ critical analysis of these perspectives. 4(q) The teacher recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias. 4(r) The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.

Standard #5: Application of Content The teacher understands how to connect concepts and use differing

perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

PERFORMANCES ESSENTIAL KNOWLEDGE

5(a) The teacher develops and implements projects that guide learners in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a water quality study that draws upon biology and chemistry to look at factual information and social studies to examine policy implications). 5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy). 5(c) The teacher facilitates learners’ use of current tools and resources to maximize content learning in varied contexts. 5(d) The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts. 5(e) The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes. 5(f) The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work. 5(g) The teacher facilitates learners’ ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues and create novel approaches to solving problems. 5(h) The teacher develops and implements supports for learner literacy development across content areas.

5(i) The teacher understands the ways of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns. 5(j) The teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences. 5(k) The teacher understands the demands of accessing and managing information as well as how to evaluate issues of ethics and quality related to information and its us e. 5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals. 5(m) The teacher understands critical thinking processes and knows how to help learners develop high level questioning skills to promote their independent learning. 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(o) The teacher understands creative thinking processes and how to engage learners in producing original work. 5(p) The teacher knows where and how to access resources to build global awareness and understanding, and how to integrate them into the curriculum.

CRITICAL DISPOSITIONS 5(q) The teacher is constantly exploring how to use

disciplinary knowledge as a lens to address local and global issues. 5(r) The teacher values knowledge outside his/her own content area and how such knowledge enhances student learning. 5(s) The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.

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.

PERFORMANCES

ESSENTIAL KNOWLEDGE 6(a) The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.

6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.

6(c) The teacher works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning.

6(d) The teacher engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

6(f) The teacher models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.

6(h) The teacher prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs.

6(i) The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs.

6(j) The teacher understands the differences between formative and summative applications of assessment and knows how and when to use each.

6(k) The teacher understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.

6(l) The teacher knows how to analyze assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.

6(m) The teacher knows when and how to engage learners in analyzing their own assessment results and in helping to set goals for their own learning.

6(n) The teacher understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback.

6(o) The teacher knows when and how to evaluate and report learner progress against standards.

6(p) The teacher understands how to prepare learners for assessments and how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.

CRITICAL DISPOSITIONS 6(q) The teacher is committed to engaging learners

actively in assessment processes and to developing each learner’s capacity to review and communicate about their own progress and learning.

6(r) The teacher takes responsibility for aligning instruction and assessment with learning goals. 6(s) The teacher is committed to providing timely and effective descriptive feedback to learners on their progress.

6(t) The teacher is committed to using multiple types of assessment processes to support, verify, and document learning.

6(u) The teacher is committed to making accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.

6(v) The teacher is committed to the ethical use of various assessments and assessment data to identify learner strengths and needs to promote learner growth.

Standard #7: Planning for 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.

PERFORMANCES ESSENTIAL KNOWLEDGE

7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners. 7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners. 7(c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill. 7(d) The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest. 7(e) The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs. 7(f) The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s learning needs and enhance learning.

7(g) The teacher understands content and content standards and how these are organized in the curriculum. 7(h) The teacher understands how integrating cross-disciplinary skills in instruction engages learners purposefully in applying content knowledge. 7(i) The teacher understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning. 7(j) The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs. 7(k) The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs. 7(l) The teacher knows when and how to adjust plans based on assessment information and learner responses. 7(m) The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).

CRITICAL DISPOSITIONS 7(n) The teacher respects learners’ diverse strengths

and needs and is committed to using this information to plan effective instruction. 7(o) The teacher values planning as a collegial activity that takes into consideration the input of learners, colleagues, families, and the larger community. 7(p) The teacher takes professional responsibility to use short- and long-term planning as a means of assuring student learning. 7(q) The teacher believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances.

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.

PERFORMANCES ESSENTIAL KNOWLEDGE

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners. 8(b) The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs. 8(c) The teacher collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest. 8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners. 8(e) The teacher provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances. 8(f) The teacher engages all learners in developing higher order questioning skills and metacognitive processes. 8(g) The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information. 8(h) The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes. 8(i) The 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).

8(j) The teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated. 8(k) The teacher knows how to apply a range of developmentally, culturally, and linguistically appropriate instructional strategies to achieve learning goals. 8(l) The teacher knows when and how to use appropriate strategies to differentiate instruction and engage all learners in complex thinking and meaningful tasks. 8(m) The teacher understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self expression, and build relationships. 8(n) The teacher knows how to use a wide variety of resources, including human and technological, to engage students in learning. 8(o) The teacher understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.

CRITICAL DISPOSITIONS 8(p) The teacher is committed to deepening

awareness and understanding the strengths and needs of diverse learners when planning and adjusting instruction. 8(q) The teacher values the variety of ways people communicate and encourages learners to develop and use multiple forms of communication. 8(r) The teacher is committed to exploring how the use of new and emerging technologies can support and promote student learning. 8(s) The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to learner responses, ideas, and needs.

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.

PERFORMANCES ESSENTIAL KNOWLEDGE

9(a) The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards. 9(b) The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system. 9(c) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice. 9(d) The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem-solving. 9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences. 9(f) The teacher advocates, models, and teaches safe, legal, and ethical use of information and technology including appropriate documentation of sources and respect for others in the use of social media.

9(g) The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments. 9(h) The teacher knows how to use learner data to analyze practice and differentiate instruction accordingly. 9(i) The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others. 9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse). 9(k) The teacher knows how to build and implement a plan for professional growth directly aligned with his/her needs as a growing professional using feedback from teacher evaluations and observations, data on learner performance, and school- and system-wide priorities.

CRITICAL DISPOSITIONS 9(l) The teacher takes responsibility for student

learning and uses ongoing analysis and reflection to improve planning and practice. 9(m) The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families. 9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice. 9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.

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.

PERFORMANCES ESSENTIAL KNOWLEDGE 10(a) The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

10(b) The teacher works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.

10(c) The teacher engages collaboratively in the schoolwide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.

10(d) The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.

10(e) Working with school colleagues, the teacher builds ongoing connections with community resources to enhance student learning and well being.

10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.

10(g) The teacher uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues.

10(h) The teacher uses and generates meaningful research on education issues and policies.

10(i) The teacher seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and to serve in other leadership roles.

10(j) The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change.

10(k) The teacher takes on leadership roles at the school, district, state, and/or national level and advocates for learners, the school, the community, and the profession.

10(l) The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners. 10(m) The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning. 10(n) The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts. 10(o) The teacher knows how to contribute to a common culture that supports high expectations for student learning.

CRITICAL DISPOSITIONS 10(p) The teacher actively shares responsibility for

shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success. 10(q) The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals. 10(r) The teacher takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning. 10(s) The teacher takes responsibility for contributing to and advancing the profession. 10(t) The teacher embraces the challenge of continuous improvement and change.

Standard #11: Technology Integration

The teacher views technology not as an end in itself, but as a tool for learning and communication for self and for learners, integrating its use in all facets of professional

practice, and for adapting instruction to meet the needs of each learner (and of professional work).

Items that support the teacher’s meeting the requirements of this principle include direct references through highlighted commentary in the presentation of artifacts for INTASC principles 1-10, as well as specific commentary in this section for INTASC principle 11.

PERFORMANCES ESSENTIAL KNOWLEDGE

10(a) The teacher uses available instructional technologies to design and deliver relevant instruction efficiently and effectively, providing opportunities for all students to achieve specific learning goals and beyond traditional practices.

10(b) The teacher uses professional strategies to acquire and to use new technologies as they become available or to access needed technologies through effective and efficient channels within the school, classroom and community.

10(c) The teacher uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners, and makes learners aware of these through embedded activities and instruction through continual emphasis and activities.

10(d) The teacher uses technologies to communicate effectively and in a professional manner with families and colleagues to support learners’ growth, and to participate in the larger professional community.

10(e) The teacher uses interactive technologies to extend the possibilities for learning locally and globally and to support developmental professional work.

10(f) The teacher demonstrates knowledge and mastery of major online and electronic resources for accessing information and professional materials and of at least seven electronic resources commonly used by learners. 10(g) The teacher documents use of online and electronic strategies for lesson planning, resourcing, evaluating, documenting and continuously revising instructional and outreach work, including data storage and retrieval, professional tools for developing lessons, work materials and learner/parent communications. 10(h) The teacher Documents participation in relevant professional development experiences and the learning and modifications in practice resulting from each, as well as communicating new learning and practice tools to peers and colleagues using various forms of expression. 10(i) The teacher demonstrates mastery of the current tools for maintaining continuous and effective communication with various audiences through a dedicated log or journal, which is shared with learners and professional colleagues. 10(k) The teacher logs the use of technology and various approaches for enhancing self-managed single- and double-loop learning and for implementing useful strategies into what learners are taught to use.

CRITICAL DISPOSITIONS 10(l) The teacher actively shares responsibility for

shaping and supporting the mission of his/her school as one of advocacy for the importance of information technology for learners and to develop accountability for their success. 10(m) The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals with respect to information technology.

10(n) The teacher takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning and use of information technology and of information itself. 10(o) The teacher takes responsibility for contributing to and advancing the use of information and learning technology in the school and for the profession. 10(t) The teacher embraces the challenge of continuous improvement and change in the area of information technology.

J. P. T. A. A. R.

J. Judge prior learning

P. Plan instruction based on the prior

assessment

T. Teach students to acquire and use content

knowledge in meaningful ways by:

engaging students who bring differing background knowledge and learning needs, and providing students with opportunities to use critical and creative thinking skills.

A. Assess student achievement during and

after instruction.

A. Analyze the results of the post-instruction

student assessment.

Documenting the student learning that occurred at individual and group levels

Explaining results of students who

learned more or less than expected, and Disaggregating results from each

subgroup

R. Reflect on changes in teaching that could

improve student achievement.

Lesson Planning Organizer Class Description Unit Title

Lesson Topic Type of Lesson National Content Standard/State Curriculum Standard

Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?) Lesson Objective(s): Objective 1 – Objective 2 – Assessment(s): Assessment for Objective 1 – Is this a formative or summative assessment? Would you characterize this assessment as a traditional or performance assessment? Why did you select this assessment strategy to measure student learning?

Assessment for Objective 2 – Is this a formative or summative assessment? Would you characterize this assessment as a traditional or performance assessment? Why did you select this assessment strategy to measure student learning? Materials Needed for Lesson Adaptation for IEP Student(s) Incorporation of Technology (if appropriate) *If you are using a website, be sure to include the website citation. Reading strategies Lesson Development Teacher Drill/Motivational Activity –

Students

Time

Transition Activity 1 – Key Questions Transition Activity 2 – Key Questions Transition Activity 3 – Key Questions Summary/Closure/Revisit Objective

Anticipated Responses? Anticipated Responses? Anticipated Responses?

Safety Valve Resources used to compose this lesson plan (curriculum guide, internet, books, articles, mentor teachers plans, etc.) Write citations. Reflection on assessment – Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?

SERVICE PROJECT                

Interns must complete 25 hours of service.  The first ten hours are to be completed during the 

first semester of the Professional Year, the remaining fifteen hours during final internship. 

These hours must occur outside of your regularly scheduled time at the school. 

 

All service hours need approval of the mentor teacher (or the teacher responsible for the 

activity), the site coordinator, and—if appropriate—other school personnel. 

 

Consider challenging yourself by combining a service project with action research.  In action 

research, you pose an educational question that you would like to have answered.  For 

example, you may wish to know if a certain way of teaching content vocabulary is having a 

positive effect.  In action research you gather and analyze data to help you address the 

question.  Action research can be considered a form of service to a school because it attempts 

to answer questions that may inform future instruction. 

 

All service projects must include the following: 

Academic preparation including connection to the School Improvement Plan 

Service activity 

Structured reflection 

 

The following list comprises sample service projects: 

Tutor students one‐on‐one or in small groups during or after school in an existing 

intervention/remediation program.  The following is a partial list of opportunities that 

may be available at your school site. 

o After‐school reading and math programs 

o After‐school programs with parents 

o In‐school intervention programs such as “Fast Track” (reading), “Ramp Up” 

(math), “Strategic Reading,” AVID classes, daily skills classes 

o Fast Track‐‐Reading (BAMS) 

o HSA After‐School Help (BAHS) 

o Strategic Reading (BAHS) 

o Daily Skills Class (BAHS) 

 

Work with students to improve their content literacy skills. 

o Work with students one‐on‐one or in small groups to improve reading strategies 

by pre‐teaching important unit vocabulary. 

o Make textbook reading accessible to all students by locating simpler/more 

advanced reading on the assigned topic or by re‐typing difficult passages into 

simpler language. 

o Extend learning experiences by finding related articles, novels, and/or 

appropriate websites on the subject. 

o Work with the English Language Learner students. 

 

Help students and teachers to expand their use of technology for educational purposes. 

o Assist students using technology in classroom activities with one‐on‐one help or 

demonstration of an advanced feature of a program to appropriate students. 

o Present an after‐school workshop for teachers interested in helping their “digital 

natives” (their students) to use their cell phones and the internet in a safe and 

responsible way. 

o Collaborate with teachers to plan a lesson which uses technology (Smart Board, 

ELMO, blogs, wikis, etc.) 

 

Take an active part in activities that support the educational community. 

o Work with faculty to plan and implement American Education Week activities or 

other projects such as a “World Fair.” 

o Present an after‐school workshop for teachers interested in honing their lesson 

planning skills, in refreshing their knowledge of the history and development of 

classroom management/discipline theories and research, etc. 

o Summarize and make handouts of a professional book such as Rick Smith’s 

Conscious Classroom Management. 

o Conduct a small‐group practice for athletes on a specific skill. 

o Assist in the planning, chaperoning, and debriefing of a field trip event. 

o Research and help to plan activities for a Future Educators of America Club. 

o Speak at a meeting of an existing Future Educators of America Club about 

preparing for the teaching profession. 

o Speak with students enrolled in the Teacher Academy of Maryland. 

o Assist with existing clubs and activities, e.g. help to coordinate a school play crew 

(make‐up, costumes, etc.), assist with Quiz Bowl , Helping Hands, etc. 

o Attend an English/Language Arts Department meeting and explain the 

requirements of the reading project. 

o Plan a Panel Discussion in which Towson students answer questions for 

secondary students interested in attending college. 

o Plan a field trip for secondary students to the Towson campus. 

o Act as interviewers in Interview Day. 

o Plan and facilitate activities for a peer mentor program. 

 

Examples of what interns have done in the past: 

Disseminated information to Teacher Academy of Maryland students including 

scholarships, certification reciprocity, and teaching abroad 

Disseminated information on studying abroad. 

Worked with FEA to promote Teacher Appreciation Week 

Worked with students in the guitar lab 

Participated in the School Beautification Program 

Assisted with drama productions 

Formed a “Lunch Bunch” to mentor students 

Worked with English teachers and media specialists to promote reading (“Book 

Promos”) 

Graded assessments, collected data on questions answered correctly and incorrectly, 

analyzed and reflected on the data in terms of student achievement 

Created a brochure/question sheet and chaperoned a science trip; collected and graded 

the student work 

Took active roles in planning and facilitating Math Night, Reading Night, and other after‐

school events 

Planned and implemented field trips to Towson campus 

Planned and facilitated panel discussions with college‐bound students 

Worked with students to create laminated posters for classrooms which remind them of 

the steps involved in studying, reading, solving math problems, etc. 

Created a series of motivational opening drills that relate to the concept being studied.   

Created motivational posters with real‐world connections to the lessons being studied.   

Used Safari Montage to find appropriate video clips to supplement lessons.   

Explored the Internet and School Data Bases for relevant website activities to lessons 

observed. 

Explored online the Cognitive Tutor Program.  Learned the background of the program, 

its objectives, and why it was chosen for HCPS.  Observed and actively participated in a 

cognitive tutor class.  Examined the accompanying book and created a lesson plan or 

supplemental materials/activities for the students and teacher.   

Contacted the FEA advisor and create a program or panel discussion for one the club’s 

meetings. 

 

MIDDLE SCHOOL

Service Learning Project Towson University

SCED 499, Semester ___________________

Student: _______________________________

Date Activity Starting Time

Ending Time Hours Coordinator’s Initials

Total Hours: ______________

HIGH SCHOOL

Service Learning Project Towson University

SCED 499, Semester ___________________

Student: _______________________________

Date Activity Starting Time

Ending Time Hours Coordinator’s Initials

Total Hours: ______________

Towson University - Professional Development Schools

Formative Assessment Semester One Internship–Middle School Rotation

Intern _______________________________________Mentor ______________________________________

Please evaluate your intern’s performance using the following criteria. Assessment should be reflective of expectations for a first semester pre-service intern. Please provide comments and suggestions for ratings of 2 or 1.

5 Distinguished = Consistently demonstrates 4 Proficient = Frequently demonstrates 3 Satisfactory = Generally demonstrates 2 Basic/Needs Improvement = Seldom demonstrates 1 Unsatisfactory = Never demonstrates

Learner Development The Intern:

1. Designs/modifies instruction to meet learners’ developmental needs. 5 4 3 2 1 na 2. Develops instruction in all cognitive domains. 5 4 3 2 1 na 3. Assesses individual and group performance to scaffold the next level of performance. 5 4 3 2 1 na

Comments: _______________________________________________________________________________________________ __________________________________________________________________________________________________________

Learning Differences The Intern:

4. Exhibits sensitivity to various subgroups including but not limited to special needs and diverse cultural groups. 5 4 3 2 1 na

5. Differentiates instruction for diverse learners. 5 4 3 2 1 na 6. Brings multiple perspectives to the discussion of content. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Learning Environments The Intern:

7. Provides a safe, positive learning climate of mutual respect and support. 5 4 3 2 1 na 8. Develops learning experiences that engage learners in collaborative and self-directed learning. 5 4 3 2 1 na 9. Collaborates with learners to develop shared expectations for quality work. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Content Knowledge The Intern:

10. Encourages learners in applying methods of inquiry/standards of evidence used in the discipline. 5 4 3 2 1 na 11. Stimulates learner reflection on prior knowledge and links new concepts to familiar concepts. 5 4 3 2 1 na 12. Evaluates and modifies instructional resources to meet learner needs. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Application of Content The Intern:

13. Engages learners in applying content knowledge to real world problems. 5 4 3 2 1 na 14. Engages learners in questioning and challenging assumptions in order to foster problem solving. 5 4 3 2 1 na 15. Engages learners in generating and evaluating new ideas. 5 4 3 2 1 na 16. Assists learners in seeking inventive solutions to problems and developing original work. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Formative Assessment Semester One – Internship Page 2 MIDDLE SCHOOL ROTATION ________ Semester

Semester: School:

Intern: _________________________________

Assessment The Intern:

17. Uses formative and summative assessment to support, verify, and document learning. 5 4 3 2 1 na 18. Designs assessments that align with objectives. 5 4 3 2 1 na 19. Examines performance data to understand learners’ progress and guide planning. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Planning for Instruction The Intern:

20. Provides evidence of long and short term planning. 5 4 3 2 1 na 21. Uses assessment data to adjust instruction. 5 4 3 2 1 na 22. Plans within the framework of curricular goals and content standards. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Instructional Strategies The Intern:

23. Uses a variety of instructional strategies. 5 4 3 2 1 na 24. Adjusts instruction in response to learners’ needs. 5 4 3 2 1 na 25. Engages all learners in developing higher order questioning skills. 5 4 3 2 1 na 26. Varies his/her role in the instructional process in relation to the purpose of instruction.. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Professional Learning and Ethical Practice The Intern:

27. Engages in learning experiences aligned with his/her needs and needs of the learners.. 5 4 3 2 1 na 28. Uses a variety of data to evaluate outcomes of teaching. 5 4 3 2 1 na 29. Advocates and models ethical use of information. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Leadership and Collaboration The Intern:

30. Exhibits the necessary interpersonal competencies to function effectively with students, parents, and to function collaboratively with as part of a professional team. 5 4 3 2 1 na 31. Works with school professionals to plan and facilitate learning.. 5 4 3 2 1 na 32. Actively participates in service projects. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Professional Behavior The Intern:

33. Projects an image of professionalism. 5 4 3 2 1 na 34. Arrives on time for professional commitments with required plans & materials. 5 4 3 2 1 na 35. Has the physical stamina to meet all expected duties and responsibilities. 5 4 3 2 1 na 36. Shows respect for self and others. 5 4 3 2 1 na 37. Seeks assistance and follows supervision in a timely manner and accepts and responds appropriately to constructive feedback from mentor. 5 4 3 2 1 na 38. Organizes time and materials, prioritizes tasks and adapts to changing situations. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Technology Integration The Intern

39. Uses available instructional technologies to design and deliver relevant instruction. 5 4 3 2 1 na 40. Uses professional strategies to acquire and use new technologies. 5 4 3 2 1 na 41. Uses supplementary resources and technologies to provide relevance for all learners. 5 4 3 2 1 na 42. Uses technologies to communicate effectively with families and colleagues. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Towson University Professional Development Schools

Formative Assessment

Semester One – Internship

HIGH SCHOOL ROTATION

The intern must submit this form to the mentor by: __________________________

The mentor should complete the form and discuss it with the intern. The intern must submit the form to the SCED 499 instructor on or before: ______________________________

Directions for intern and mentor:

Towson University - Professional Development Schools

Formative Assessment Semester One Internship – High School Rotation

Intern _______________________________________Mentor ______________________________________

Please evaluate your intern’s performance using the following criteria. Assessment should be reflective of expectations for a first semester pre-service intern. Please provide comments and suggestions for ratings of 2 or 1.

5 Distinguished = Consistently demonstrates 4 Proficient = Frequently demonstrates 3 Satisfactory = Generally demonstrates 2 Basic/Needs Improvement = Seldom demonstrates 1 Unsatisfactory = Never demonstrates

Learner Development The Intern:

1. Designs/modifies instruction to meet learners’ developmental needs. 5 4 3 2 1 na 2. Develops instruction in all cognitive areas. 5 4 3 2 1 na 3. Assesses individual and group performance to scaffold the next level of performance. 5 4 3 2 1 na

Comments: _______________________________________________________________________________________________ __________________________________________________________________________________________________________

Learning Differences The Intern:

4. Exhibits sensitivity to various subgroups including but not limited to special needs and diverse cultural groups 5 4 3 2 1 na

5. Differentiates instruction for diverse learners. 5 4 3 2 1 na 6. Brings multiple perspectives to the discussion of content. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Learning Environments The Intern:

7. Provides a safe, positive learning climate of mutual respect and support. 5 4 3 2 1 na 8. Develops learning experiences that engage learners in collaborative and self-directed learning.. 5 4 3 2 1 na 9. Collaborates with learners to develop shared expectations for quality work. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Content Knowledge The Intern:

10. Encourages learners in applying methods of inquiry/standards of evidence used in the discipline. 5 4 3 2 1 na 11. Stimulates learner reflection on prior knowledge and links new concepts to familiar concepts. 5 4 3 2 1 na 12. Evaluates and modifies instructional resources to meet learner needs. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Application of Content The Intern:

13. Engages learners in applying content knowledge to real world problems.. 5 4 3 2 1 na 14. Engages learners in questioning and challenging assumptions in order to foster problem solving. 5 4 3 2 1 na 15. Engages learners in generating and evaluating new ideas. 5 4 3 2 1 na 16. Assists learners in seeking inventive solutions to problems and developing original work. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Formative Assessment Semester One – Internship Page 2 HIGH SCHOOL ROTATION ________ Semester

Semester: School:

Intern: _________________________________

Assessment The Intern:

17. Uses formative and summative assessment to support, verify, and document learning. 5 4 3 2 1 na 18. Uses assessment data to adjust instruction. 5 4 3 2 1 na 19. Plans within the framework of curricular goals and content standards. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Planning for Instruction The Intern:

20. Provides evidence of long and short term planning. 5 4 3 2 1 na 21. Uses assessment data to adjust instruction. 5 4 3 2 1 na 22. Plans within the framework of curricular goals. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Instructional Strategies The Intern:

23. Uses a variety of instructional strategies. 5 4 3 2 1 na 24. Adjusts instruction in response to learners’ needs.. 5 4 3 2 1 na 25. Engages all learners in developing higher order questioning skills.. 5 4 3 2 1 na 26. Varies his/her role in the instructional process in relation to the purpose of instruction. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Professional Learning and Ethical Practices The Intern:

27. Engages in learning experiences aligned with his/her needs and needs of the learner. 5 4 3 2 1 na 28. Uses a variety of data to evaluate outcomes of teaching. 5 4 3 2 1 na 29. Advocates and models ethical use of information. 5 4 3 2 1 na .

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Leadership and Collaboration The Intern:

30. Exhibits the necessary interpersonal competencies to function effectively with students, parents, and to function collaboratively with as part of a professional team. 5 4 3 2 1 na 31. Works with school professionals to plan and facilitate learning. 5 4 3 2 1 na 32. Actively participates in service projects. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Professional Behavior The Intern:

33. Projects an image of professionalism. 5 4 3 2 1 na 34. Arrives on time for professional commitments with required plans & materials. 5 4 3 2 1 na 35. Has the physical stamina to meet all expected duties and responsibilities. 5 4 3 2 1 na 36. Shows respect for self and others. 5 4 3 2 1 na 37. Seeks assistance and follows supervision in a timely manner and accepts and responds appropriately to constructive feedback from mentor. 5 4 3 2 1 na 38. Organizes time and materials, prioritizes tasks and adapts to changing situations. 5 4 3 2 1 na

Comments: ___________________________________________________________________________________________ _________________________________________________________________________________________________________

Technology Integration The Intern:

39. Uses available instructional technologies to design and deliver relevant instruction. 5 4 3 2 1 na 40. .Uses professional strategies to acquire and use new technologies. 5 4 3 2 1 na 41. Uses supplementary resources and technologies to provide relevance for all learners. 5 4 3 2 1 na 42. Uses technologies to communicate effectively with families and colleagues. 5 4 3 2 1 na

Essential Dispositions Scoring Guide Stage Two: Formative Assessment

Candidate

Target-3 Acceptable-2 Unacceptable-1 COMMITMENT to Professional Practice Score____ Comments:

Models mastery of high academic standards. Demonstrates proficiency in academic writing and professional oral presentation. Implements a growing repertoire of pedagogical skills that develop all students’ critical and independent thinking and performance capabilities. Reflects thoughtfully and regularly on practice in order to improve student learning. Consistently makes decisions based on a clear understanding of ethical and legal principles, including respect for confidentiality.

Consistently meets high academic standards. Usually demonstrates proficiency in academic writing and professional oral presentation. Uses several pedagogical skills to develop all students’ critical thinking skills. Consistently uses assessment to both prove and improve student learning. Reflects regularly on classroom practices in order to improve future instruction; Consults mentors and supervisors on decisions involving ethical and legal principles. Honors requests for confidentiality.

Occasionally fails to meet high academic standards. Is not proficient in academic writing and professional oral presentation. Has a limited repertoire of pedagogical skills. Fails to use assessment to improve instruction on a regular basis. Is inconsistent in use of reflection to improve instruction. Has limited knowledge of ethical and legal principles which result in poor decisions. Occasionally fails to recognize the need for confidentiality.

CARING for the Success and Well-being of All Students Score____ Comments:

Always persists in efforts to improve student achievement based on a belief that all students can learn. Assumes responsibility for improving learning for all students. Develops rapport with colleagues, students, and families. Models the virtues of an educated person, including work ethic and flexibility. Consistently demonstrates culturally responsive teaching and celebration of cultural differences.

Consistently demonstrates persistence to improve the achievement of all students. Accepts responsibility for improving the learning of all students. Understands the need to develop rapport with colleagues, students, and families, and is usually successful in doing so. Demonstrates an understanding of the virtues of an educated person through work ethic and flexibility. Attempts to teach in a culturally responsive way and demonstrates respect for cultural differences.

Understands the need to improve student achievement for all students, but believes that the primary responsibility is the students’. Interacts with others in a polite, professional manner. Usually demonstrates an acceptable work ethic, but may need reminders. Occasionally demonstrates a culturally responsive approach to teaching and respects cultural differences.

COLLABORATION with Colleagues and Stakeholders Score____ Comments:

Establishes and contributes to a positive learning climate for all students. Engages in continuous learning and professional discourse. Actively involves families, colleagues, and supervisors as partners in teaching and learning. Seeks expert knowledge on a regular basis in order to improve teaching and learning. Accepts suggestions and implements changes to improve professional practice.

Knows how to establish a positive learning climate for all students. Participates in professional development opportunities when they are offered. Respects families, colleagues and supervisors who offer partnerships in teaching and learning. Accepts expert knowledge and implements suggested changes willingly.

Usually establishes a positive learning climate for all students. Participates in professional growth opportunities when directed to do so. Prefers to work independently rather than seeking involvement of families, colleagues, and supervisors. Will accept suggestions and implement changes when directed to do so.

University PDS Liaison / Supervisor’s Signature Date

Evaluation of Internship

YouwillcompleteanonlineevaluationattheendofyourinternshipusingStudentVoice.DirectionsfortheevaluationwillbeprovidedbytheCenterforProfessionalPractice.Pleasecompletetheevaluationwithinthetimeframegiven.Theinformationyouprovidewillbeusedtoimprove/strengthenthesecondaryeducationprogram.

THEPRA)(TSS E R I E S

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Procedures to Follow to Secure State Evaluation of Eligibility for State Certification

Successful completion of an APPROVED teacher education program at Towson University prepares you to apply to the Maryland State Department of Education (MSDE) for a teaching certificate. While it is important to note that the school district that hires you may complete the application for certification on your behalf as a new employee, you may wish to apply directly to MSDE for certification, especially if you do not seek a teaching job immediately upon graduation or do not receive an early job offer. If you choose to apply directly to MSDE for your teaching certificate, you must follow established procedures.

Step 1: Request a Towson University transcript, being careful to check ( ) the “When statement of degree is posted” and “when teacher certification is posted” boxes on the Request for Transcript form. Transcripts that reflect your awarded degree and approved teacher certification program completion should be available on or after January 20th (Fall semester) or June 20th (Spring Semester).

Step 2: Write a business letter to MSDE including your name, address, social security number, telephone number, subject area for which you wish to be certified, and a brief description of your student teaching (dates, subjects, and grade levels taught).

Step 3: In one large mailing envelope, enclose your official Towson University transcript showing the degree awarded and teacher certification program completed (see Step 1), your business letter (see Step 2), and an original or notarized copy of your NTE scores (Communication Skills, General Knowledge, Professional Knowledge, & Specialty Area Test(s) or Praxis I (reading, Writing, & Mathematics) and Praxis II (Specialty Area Test(s). Mail this complete packet of information to:

Maryland State Department of Education Division of Certification & Accreditation

200 W. Baltimore Street Baltimore, MD 21201

Important Note: Incomplete packets will not be processed and may be returned to you.

Step 4: After reviewing your complete packet and determining that you are eligible for certification, an MSDE specialist will send you an application form for certification. Complete the form and return it with the certification fee to MSDE. If you are ineligible for certification, you may complete any outstanding requirements and submit the corresponding records for a follow-up review. Evaluated records are not returned, but will be kept on file at MSDE for one year from the date of the last correspondence.

Please Note:

If you have any questions or concerns, please call the Maryland State Department of Education at 410-767-0412 or check their website at www.msde.state.md.us

 

Roles and Responsibilities of PDS Personnel

The Department of Secondary Education launched its first PDS in 1996. Currently, some sites work with interns during the Fall/Spring Professional Year and some sites work with interns during the Spring/Fall Professional Year.

Section

2

Professional Development Schools

Philosophy

Professional Development Schools (PDS) represent a reform effort to promote fundamental changes in the work conditions of teaching and the relationship between institutions of higher education and public schools. PDS’s are modeled after the medical profession’s teaching hospitals, bringing teachers and university faculty together as colleagues to study student learning, share teaching responsibilities, and mentor interns and new teachers.

Towson University’s Secondary Education PDS sites represent a partnership between the Department of Secondary Education and a middle school. At each site, a Secondary Education faculty member, called an Institution of Higher Education (IHE) Liaison, spends two days each week in the schools to coordinate and implement the program. School-based personnel work collaboratively with the Secondary Education Department to coordinate the Professional Year. Towson interns are integral members of the PDS as well, co-teaching with experienced teachers and conducting action research that supports school reform efforts.

Intern Orientation to the Professional Year During the semester prior to the Professional Year, prospective interns must attend a mandatory orientation meeting, held in October for Spring/Fall interns and in March for Fall/Spring interns. At this meeting, prospective interns indicate their PDS site preference and receive information about the following items that must be completed before the Professional Year begins:

Speech and Hearing Screening Test

Criminal Background Check, including fingerprinting

Registration on-line with Student Voice. The Center for Professional Practice will provide directions .

Meet with Secondary Education advisor and obtain the Special Course Permit for SCED 499: Internship in Secondary Education and the content specific methods course

Intern Rights and Responsibilities While interns are always under the direction and guidance of mentor teachers and university supervisors, legislation in Maryland has clarified the status of interns. The following items are additions to the Annotated Code of Maryland, Article 77, Sections 112B and 116B.

A. Comprehensive liability insurance coverage is extended to interns who work under the boards of education in the state.

B. Workmen’s compensation coverage is extended to interns who are in a public school system.

C. Interns are given the same authority as certified teachers in the school system where they are assigned. The authority of interns is extended to aspects of management, discipline, access to individual student records, and all other aspects of authority granted to certified employees.

It should be noted that this legislation does not apply to private and parochial school situations.

Interns are responsible for the following:

A. Arriving on time everyday and dressing according to professional standards B. Placing school duties and obligations ahead of personal wishes and outside employment C. Demonstrating professional use of oral and written language skills and integrating technology to meet

professional needs D. Accepting non-instructional duties assigned and completing them properly and on time E. Conforming to school regulations and policies F. Becoming acquainted with pupils in the class through cumulative records, observations, and

conferences with the supervising teacher, guidance counselors, and other staff members G. Conferring regularly with the mentor teacher and the university supervisor regarding progress, growth,

and special problems concerning pupils H. Safeguarding all personal and confidential information concerning pupils and using it only for

professional purposes I. Being a role model for students by practicing basic courtesy, honesty, direct communication, mutual

respect, and willingness to admit mistakes in order to learn from others J. Continually reflecting upon teaching performance and impact on student learning K. Asking questions, seeking clarification L. Accepting criticism and implementing mentors' suggestions M. Making progress toward goals and timelines set by mentors and university personnel N. Striving to teach effectively and creatively with dedication and enthusiasm O. Exploring a variety of teaching styles and beginning to develop a personal style of teaching P. Utilizing curriculum materials, state and county guidelines, and scholarly texts to develop subject

matter understanding for long-range and daily lesson planning Q. Submitting written lesson plans in advance of teaching R. Performing as a regular member of the teaching staff, participating in collaborative activities S. Providing the university supervisor with full information concerning teaching schedules T. Assessing student work in order to plan and modify instruction and to collect samples of student work

for portfolio documentation

IHE Liaison Responsibilities A. Co-plan and implement programs for interns during the Professional Year.

B. Serve as teacher of record for Semester One.

C. Conduct seminars for first semester interns to provide assistance with planning and implementation of instruction, use of assessment, analyzing student work, and appropriate use of technology.

D. Conduct after school student teaching seminars to provide guided individual and peer review of lessons and student work. Focus will be on the relationship between growth in the InTASC principles and quality instruction and student achievement.

E. Monitor completion of portfolio

F. Assist with organizing mentor meetings and new teacher/intern meetings

G. Assist with resolving conflicts/addressing concerns as they arise.

H. Observe interns and provide feedback

PDS Site Coordinator Responsibilities A. Co-plan and implement programs for interns during the Professional Year.

B. Make internship placements for both Semester One and Semester Two, along with IHE Liaison

C. Ensure that interns have access to student records for the purpose of using standardized assessment to plan instruction.

D. Assist with organizing mentor meetings

E. Assist with organizing new teacher/intern meetings.

F. Assist with resolving conflicts/addressing concerns as they arise

G. Attend site coordinator meetings.

Mentor Teacher Responsibilities A. Create desk space for intern in the classroom

B. Participate in pre-service mentor training.

C. Arrange for at least 2 hours of 1:1 conferencing time with intern each week

D. Create with intern a plan for easing him/her into a teaching schedule (i.e. Schedule for PDS Student Teachers found in Section 3 of the PDS Intern’s Handbook.)

E. Review intern’s lesson plans in advance of teaching in order to allow intern to make appropriate modifications.

F. Provide on-going written feedback focusing on strengths as well as areas which need improvement.

G. Assist intern in reflective review of each day’s experiences; help intern meet InTASC principles.

H. Ensure that the intern gets a wide range of experiences related to the role of teacher and include opportunities to participate in a team, department or school-wide projects, professional development activities.

I. Support intern’s portfolio development.

J. Encourage the intern to invite principal, department chairperson, or subject area coordinator to observe teaching toward the end of the rotation.

K. Monitor and provide feedback regarding the intern’s progress in order to address concerns and support growth. Complete appropriate documentation if an intern fails to meet program expectations.

L. Participate in post-observation conferences with the university supervisor.

M. Sign and return contract with Towson University in order to get Student Voice password assigned.

N. Write evaluation at end of rotation, share with intern and university supervisor, and submit to Center for Professional Practice via Student Voice..

University Supervisor Responsibilities

A. Make a minimum of four visits each rotation, one initiatory to discuss expectations, three formal observations.

B. Require the intern to submit a written lesson plan to mentor teacher and university supervisor before teaching.

C. Provide written feedback, focusing on strengths and areas which need improvement. D. Schedule 3-way conferences with intern and mentor teacher, to identify intern's strengths and

needs for improvement. These are usually held during a planning period following an observation. E. Assist intern in systematic reflection on the teaching experience. F. Consult with mentor teacher in analyzing the intern’s performance and in planning experiences

which will lead to improved teaching. G. Counsel the intern concerning professional concerns and take the initiative in helping to resolve

such concerns. H. Write mid-term and final evaluation – including Essential Dispositions Summative Assessment -

share with intern and mentor teacher and submit to Center for Professional Practice via Student Voice.

I. Monitor and provide feedback regarding intern’s progress in order to address concerns and support growth. Complete appropriate documents if an intern fails to meet program expectations.

Ensuring a Successful Professional Year One of the most difficult things about the Professional Year is shifting one’s role from that of student to teacher. College students can be relatively autonomous in their decisions about how and when to speak and act. In contrast, teachers' actions (or inactions) have a direct, immediate effect upon the functioning and operation of the school. Successful interns understand this difference and learn to arrange their priorities so they can meet the expectations of the profession. Successful interns ask questions, take initiative, self-assess, and always, always arrive on time and prepared. Interns should foster attitudes based on mutual respect rather than attempt to develop a peer relationship with the students. Keeping in mind that the teacher should be a facilitator of active learning will help interns maintain a professional attitude. In addition, during this period of professional preparation, other activities - employment, community obligations, course work, campus responsibilities - must be minimized so that teaching receives priority. If problems do arise, interns should first consult the university supervisor, IHE Liaison, or PDS site coordinator. If problems persist, then contact the Secondary Education department chair and finally, the Center for Professional Practice (CPP).

Policies, Procedures, and Expectations

As a pre-service candidate preparing for a career in education, it is essential that you behave in a manner consistent with professional standards and practices. You were selected to participate in a PDS program that is supported by both your university and local public school systems. You are there to learn, to observe, and to practice the school-based portion of your preparation for a career in secondary education. The policies, procedures, and standards listed here reflect appropriate practice which is expected of you throughout your professional year. These guidelines will also serve as a model of ethics and integrity as you enter a career in public education.

Section

3

Intern Expectations

When you are in the school building, on school grounds, engaged in any school activity, or representing your university or school system, you are expected to

demonstrate a cooperative spirit in dealing with all members of the school staff and especially with your mentor teacher(s). Interact with school-based personnel in a manner that will ensure your experience is both productive and successful. Your mentor teacher is a wealth of information, experience, and insight. This is your first experience working directly with a professional colleague and will also be your first opportunity to build a positive reputation for yourself. Establish good inter-personal relationships with all other school personnel ( e.g., administrators, instructional assistants, secretaries, and custodians.)

respond positively to constructive criticism. Learning to accept constructive criticism is basic to your

growth and development as a future professional. The ability to accept constructive criticism will enable you to benefit from it and to utilize it in a positive manner.

dress professionally. You are representing Towson University and your PDS site while you are working

within the PDS setting. Standards of dress require elements of modesty and restraint. You should wear comfortable shoes but avoid clothing such as jeans, shorts, tees/collarless shirts, low-cut blouses, short skirts or tops, clothing with slogans, and/or headgear. In addition, personal body art such as tattoos should be concealed.

come prepared. If you are expected to teach or to take a lead role in classroom instruction, you are

responsible for having planned with your mentor teacher and for having all necessary materials prepared when you arrive. Prior consultation with your mentor teacher is absolutely necessary before you will be allowed to instruct students.

attend daily and be on time. You are expected to arrive by the designated time teachers begin their duty

day. On many occasions you will be expected to arrive earlier in order to be adequately prepared for instruction. You are expected to remain within the school building for the duration of the duty day. Additionally you will be expected to remain beyond the instructional day as required to fulfill professional expectations( e.g. conferences, faculty meetings, chaperone duties, PDS seminars). For this year, you are expected to follow the teaching calendar of your school system which will be different from Towson University’s calendar. Pay particular attention to your school system’s holidays and breaks so that you are present on all duty days.

School responsibilities take precedence over any other activities or commitments. For this reason, interns should not take additional courses nor hold outside employment during Semester Two. Since SCED 462 and 401 are integral parts of your professional year program, they are not considered additional courses.

Should you become ill or need medical attention necessitating your absence from school, you are required to make up all days missed beyond the one at the conclusion of the second rotation. As soon as you become aware you will be absent, report this information to your mentor teacher by phone. If you are unable to reach your mentor teacher, call your school and direct the information be given to your mentor. You must also notify your University Supervisor. Notice of your lateness or absence is necessary so that the appropriate teacher can adequately prepare or adjust instruction. Absences as a result of participation in approved or required university/school system activities will not be counted against the intern.

communicate appropriately. All written communications, including e-mails, must follow the rules for

standard written English. Make sure you have access to a writing and usage guide such Strunk, William Jr. and E.B. White. (2011) Elements of Style. New York: Macmillan Publishing or Turabian, Kate L. (2007) A Manual for Writers of Term Papers, Theses, and Dissertations. Seventh Edition. Chicago: University of Chicago Press. Make sure you proofread your communications before sending them; ask your mentor teacher to review your written communications to students and parents until you are both confident that your grammar, usage, and tone are appropriate to professional communication.

Language that is critical, offensive, sarcastic, or profane is unacceptable in a professional setting. You are expected to refrain from criticizing school personnel publicly or to other colleagues. Should you have a concern regarding school personnel, you need to discuss the problem only with your mentor teacher, the site coordinator, or your university supervisor. In addition, you are expected to avoid comments or conversations about students, parents, or school personnel that would be considered unethical. All information you may have relative to a student or a family is to be kept in the strictest confidence. Finally, it is expected that you will carefully monitor your language in order to eliminate idiomatic words or expressions that have no place in professional discourse.

ensure the safety and well-being of students entrusted to your care to the very best of your ability. As

a teacher in your school, you share the responsibility for student management within the school. Familiarize yourself with your schools’ faculty handbooks to learn school policies for field trips, after school activities, bringing/preparing food for classroom use, safety precautions when using classroom equipment, and transporting students. You are also expected to maintain an appropriate professional distance when working with students. Good judgment requires that you not solicit student confidences nor meet students outside the confines of the school house. Discuss with your mentor/mentor teacher what actions are expected of you when students’ behavior may jeopardize their safety as in the case of a fight. Learning and following school rules and practices for working with all students within your school will help you maintain a safe and orderly environment for your students.

maintain confidentiality – Interns will have access to records and information about students that will

assist in planning appropriate instruction and management techniques. All information about students must be kept confidential and used only for instructional/management purposes.

maintain the integrity of the PDS program. As an invited intern within the PDS setting, you are

expected to be under the direct supervision of your mentor. To that end, you may only function as a substitute teacher if a temporary emergency of less than a day occurs. In such an instance, it is expected that you will be monitored throughout the day by school staff. As you near the completion of your PDS experience, you may not accept employment prior to the fulfillment of all obligations to the program. There is no policy that allows for early release. If you choose not to complete your professional year responsibilities, you will not receive certification and your graduation status may be placed in jeopardy.

become certified. To receive Maryland state certification to teach grades 6-12, interns must do the

following:

Complete all Secondary Education program requirements, including a minimum grade of “C” in SCED 461, 462, and 401 and a minimum rating of “satisfactory” on student teaching and portfolio evaluations.

Pass all parts of the required Praxis II tests (see the Praxis booklet for required tests specific to a content area.)

Apply for certification to the Maryland State Department of Education; application materials are distributed during Semester Two. More information on certification is contained in this handbook.

Interns considering moving to another state should consult that state’s certification office to learn about the conditions under which a Maryland certificate is accepted in another state.

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Student Copy

TOWSON UNIVERSITY

EDUCATION PROGRAM

PROFESSIONAL BEHAVIOR POLICY1

Introduction and Rationale

The Teacher Education Executive Board (TEEB) has a responsibility to the education community to ensure that individuals whom Towson University recommends to the State of Maryland for certification are highly qualified to join the education profession. The teaching profession requires strong academic preparation, mastery of pedagogy, and other professional competencies. The profession also requires non-academic professional behaviors, such as interpersonal skills, which are as critical to success as those in the academic domain. The goal of this Professional Behavior Policy is to help candidates demonstrate professional behaviors in a school environment. This document sets forth those essential professional behaviors for the entire education unit. A professional behavior policy serves several important functions, including, but not limited to: (a) providing information to those considering teaching careers that will help such students in their career decision-making; (b) serving as the basis for feedback provided to students throughout their teaching program regarding their progress toward mastery of all program objectives; and (c) serving as the basis for the final assessment of attainment of graduation requirements and recommendation for certification. All candidates in education programs are expected to demonstrate they are prepared to work with students and adults in educational settings. This preparation results from the combination of successful completion of Towson University coursework, field/internship experiences, and the demonstration of professional behavior that all educators should possess. These professional behaviors are outlined below. EDUCATION PROFESSIONAL BEHAVIOR STATEMENT

The Teacher Education Executive Board (TEEB) reserves the right for each department/program to refuse, deny, or revoke the application for admission to professional education programs or continuation in professional education programs of any student whose observed behavior is deemed incongruent with established guidelines of professional behavior. As a professional discipline, education is “vested by the public with a trust and responsibility requiring the highest ideals of professional service.” All teacher education students agree to accept “the responsibility to adhere to the highest ethical standards of professional behavior.” Placing the importance of professional behavior and duties above one’s own convenience is the cornerstone of professionalism. All teacher education students are responsible for understanding department- and program-specific professional expectations. In addition to fulfilling all academic requirements, successful completion of all field experiences requires demonstrated professional behavior including, but not limited to, punctuality, attendance, professional attire, discretion, respect for

1Adapted from the University of Maryland, College Park (2005) College of Education Technical Standards

Policy. Used with permission.

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confidentiality, effective and appropriate communication with University and school-based students and personnel, and acceptance of diversity.

All teacher education students must exhibit behaviors consistent with the University's Code of Behavior and established professional practice in educational and clinical settings. Successful completion of all field experiences is a requirement for continuation in the education program.

Program Expectations of Behavior

The Education Program’s Expectations of Professional Behavior are grouped into three categories: Communication/Interpersonal Skills, Emotional and Physical Abilities, and Personal and Professional Behavior. Candidates enrolled in an education program must:

Communication/Interpersonal Skills

express themselves effectively in standard written and oral English in order to

communicate concepts, assignments, evaluations, and expectations with members of the

learning community such as University faculty, students, parents, administrators, and

other staff

o Candidates write clearly and use correct grammar and spelling. They demonstrate sufficient skills in written Standard English to understand content presented in the program and to adequately complete all written assignments, as specified by faculty.

o Candidates communicate effectively with other students, faculty, staff, and professionals. They express ideas and feelings clearly and demonstrate a willingness and an ability to listen to others.

o Candidates demonstrate sufficient skills in spoken Standard English to understand content presented in the program, to adequately complete all oral assignments, and to meet the objectives of field placement experiences, as specified by faculty.

have communication skills that are responsive to a variety of perspectives represented

in diverse classrooms and/or other professional environments

o Candidates appreciate the value of diversity and look beyond self in interactions with others. They must not impose personal, religious, sexual, and/or cultural values on others.

o Candidates demonstrate their awareness of appropriate social boundaries between students and educators and their readiness to observe those boundaries.

have the necessary interpersonal competencies to function effectively with students and

parents/guardians, and to function collaboratively as part of a professional team

o Candidates demonstrate positive social skills in professional and social interactions with faculty, colleagues, parents/guardians, and students.

o Candidates demonstrate the ability to express their viewpoints and negotiate difficulties appropriately, without behaving unprofessionally with instructors, peers, or students.

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Emotional and Physical Abilities

be able to work appropriately with time constraints and deadlines, to concentrate in

distracting situations, to make subjective judgments to best serve the needs of students,

and to ensure safety in the classroom and in emergency situations

o Candidates demonstrate the ability to work with frequent interruptions, to respond appropriately to unexpected situations, and to cope with variations in workload and stress levels.

o Candidates demonstrate the ability to multi-task and to adapt to and display flexibility in changing situations.

o Candidates possess the ability to make and execute quick, appropriate, and accurate decisions in a complex, stressful environment.

o Candidates maintain composure and continue to function well in a myriad of situations.

have the physical stamina to work a contractual day and perform extended and

additional duties of a school professional such as parent conferences, after-school

events, and other assigned duties

o Candidates exhibit motor and sensory abilities to attend and participate in class and practicum placements.

o Candidates tolerate physically demanding workloads and to function effectively under stress.

Personal and Professional Behavior

arrive on time for professional commitments, including classes and field experiences

o Candidates meet deadlines for course assignments and program requirements. A pattern of repeated absences, lateness, and failure to meet deadlines in courses or fieldwork is not acceptable.

seek assistance and follow supervision in a timely manner, and accept and respond

appropriately to constructive reviews of their work from supervisors

o Candidates reflect on their practice and accept constructive feedback in a professional manner. They demonstrate the ability to act upon appropriate suggestions and reasonable criticism.

o Candidates are flexible, open to new ideas and willing to modify their beliefs and practices to best serve the needs of their students.

demonstrate attitudes of integrity, responsibility, and tolerance

o Candidates demonstrate honesty and integrity by being truthful about background, experiences, and qualifications; doing their own work; giving credit for the ideas of others; and providing proper citation of source materials.

o Candidates interact courteously, fairly, and professionally with people from diverse racial, cultural, and social backgrounds and of different genders or sexual preferences.

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o Candidates must not make verbal or physical threats; engage in sexual harassment; become involved in sexual relationships with their students, supervisors, or faculty; or abuse others in physical, emotional, verbal, or sexual ways.

o Candidates demonstrate the ability to understand the perspectives of others and the ability to separate personal and professional issues.

o Candidates exhibit acceptance of and are able to make appropriate adjustments for exceptional learners.

o Candidates protect the confidentiality of student and colleague information unless disclosure serves professional purposes or is required by law.

show respect for self and others

o Candidates exhibit respect for all Towson University and school personnel,

peers/colleagues, students, their parents/guardians, and community members. o Candidates know cell phone use is prohibited during class hours (inc.texting). o Candidates are free of the influence of illegal drugs and alcoholic beverages on

university premises and field placements. They are expected to abide by the Towson University Code of Student Behavior.

o Candidates demonstrate the ability to deal with personal and professional stressors through the use of appropriate coping mechanisms. They handle stress effectively by using appropriate self-care and by developing supportive relationships with colleagues, peers, and others.

o Candidates use sound judgment. They seek and effectively use help for medical and emotional problems that may interfere with scholastic and/or professional performance.

o Candidates realize their representations on the internet will be considered within the scope of their professional demeanor.

project an image of professionalism.

o Candidates demonstrate appropriate personal hygiene. o Candidates dress appropriately for their professional contexts. o Candidates possess maturity, self-discipline, and appropriate professional judgment. o Candidates attend and assist as needed in lessons being observed. o Candidates demonstrate good attendance, integrity, honesty, conscientiousness in

work, and teamwork.

Implementation and Review Procedures

Each program of education will introduce this policy, and candidates will receive a copy of the Program’s Professional Behavior Policy and sign a Professional Behavior Policy Acknowledgement Form prior to the entry of the clinical experiences. Candidates in the programs will be required to submit an updated Professional Behavior Policy Acknowledgment Form prior to entry into the Professional Year. At various points (e.g., field experiences) candidates will be notified of Professional Behavior inadequacies that may prevent them from progressing through their program. Documentation and consensus regarding the student's functioning will be sought before any action is taken. Candidates who experience deficiencies in any areas will be encouraged to seek appropriate professional help from Towson University or other sources. If the problem seems to be beyond remediation, the

5

candidate’s continuation in professional programs, graduation, or recommendation for certification may be denied. Assistance for Individuals with Disabilities

Professional behavior may be met with or without accommodations. The University complies with the requirements of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act of 1990. Therefore, Towson University will endeavor to make reasonable accommodations with respect to its behavior standards for an applicant with a disability who is otherwise qualified. "Disability" shall mean, with respect to an individual, (1) a physical or mental impairment that substantially limits one or more of the major life functions of such individual; (2) a record of such an impairment; or (3) being regarded as having such an impairment. The University reserves the right to reject any requests for accommodations that are unreasonable, including those that would involve the use of an intermediary that would require a student to rely on someone else's power of selection and observation, fundamentally alter the nature of the University's educational program, lower academic standards, cause an undue hardship on the University, or endanger the safety of students or others. For all requests for accommodations, students should contact Towson University's Disability Support Services (410-704-2638) and follow established university policy and procedures. Unless a student has expressly waived his or her privilege to confidentiality of medical records provided to substantiate either a disability or a recommendation for an accommodation, program administrators to which such information has been communicated shall maintain such information in a manner that preserves its confidentiality. Under no circumstances shall such information become part of a student's academic records.

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TOWSON UNIVERSITY

PROFESSIONAL BEHAVIOR POLICY

EDUCATION STUDENT ACKNOWLEDGEMENT FORM

Within the professional context to which each candidate aspires, all candidates must: Communication/Interpersonal Skills

be able to express themselves effectively in standard written and oral English in order to communicate concepts, assignments, evaluations, and expectations with members of the learning community such as University faculty, students, parents, administrators, and other staff

have communication skills that are responsive to different perspectives represented

in diverse classrooms and/or other professional environments

have the necessary interpersonal competencies to function effectively with students and parents, and to function collaboratively as part of a professional team

Emotional and Physical Abilities

be able to work under time constraints, concentrate in distracting situations, make subjective judgments, and ensure safety in emergencies

have the physical stamina to work a contractual day and perform extended and additional duties of a school professional such as parent conferences, after-school events, and other assigned duties

Personal and Professional Requirements

arrive (and be on time) for professional commitments, including classes and field experiences

seek assistance and follow supervision in a timely manner, and accept and respond appropriately to constructive review of their work from supervisors

demonstrate attitudes of integrity, responsibility, and tolerance show respect for self and others project an image of professionalism

I have read and acknowledge receipt of the Professional Behavior Policy. I understand that if the criteria listed above are not met satisfactorily, I may be recommended for dismissal from the Teaching Program and/or denied the opportunity to complete the internship and student teaching component of the curriculum. Candidate Signature PRINTED Name Date This document should be given to the Department Chair. NOTE: The University has a legal obligation to provide appropriate accommodations for students with documented disabilities. Documented disability students seeking accommodations, should register with the University's Office of Disability Support Services and notify your course instructor, and/or academic advisor prior to the start of classes and/or field experience.

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POLICY REGARDING CONTINUANCE OR REMOVAL

FROM FIELD PLACEMENTS

As well as academic preparation and teaching skills, the teaching profession also requires non-academic professional behaviors, such as interpersonal skills, which are as critical to success as those in the academic domain. The “Education Professional Behavior Policy” (part 2 of this document) describes the professional behavior expected of teacher candidates in all placements. Candidates who fail to demonstrate appropriate professional behavior pedagogical skills, or mastery of content may be removed from the field placement after other options may be explored. Should a school leader request the removal of an intern from a school placement, the placement at that school shall be ended immediately. The intern will proceed to step five of this policy if the school requests that the intern be removed from the setting. If a candidate’s actions are considered illegal activities, there is an automatic referral to step five of this policy. If a candidate fails to demonstrate competence in one or more expectations in the school placement, the following policy shall be implemented. Procedure for Removing Candidates from Field Experiences and Concurrent Courses:

1. The university supervisor ensures that the mentor teacher has modeled appropriate planning and instruction and has involved the intern in a gradual progression of appropriate professional experiences such as co-teaching, small group instruction, whole class instruction, and independent teaching if that is warranted. The University supervisor is responsible for observing the intern and providing both oral and written feedback for each lesson observed. The mentor teacher should give written feedback to any candidate that is having difficulty after formative discussions with the candidate have occurred.

2. When an intern encounters difficulty in the school/classroom, it is the university supervisor’s responsibility to inform the intern, in writing, that he/she is not meeting expectations and to specify the behaviors, dispositions, knowledge, and/or skills that need remediation. Once informed of the area(s) requiring remediation, the candidate is responsible for developing/proposing an Assistance Plan (in response to the area(s) requiring remediation) with the university supervisor. After review, discussion, and revision (as needed) of the proposed plan, the university supervisor, along with the mentor teacher and the intern, will finalize and sign an Assistance Plan that includes the areas of weakness and the steps the intern must follow to remediate those weaknesses. The plan will include a timeline that specifies how and when the candidate will be expected to address the identified weaknesses, benchmarks, criteria, and the steps that will follow if the weaknesses are not remediated within the time frame. Each time the university supervisor and the mentor teacher observe the candidate, references will be written as to the progress being made on the Assistance Plan. The university supervisor will give a copy of the Assistance Plan to the TU department chair or the program director as a way to alert them that the candidate is experiencing difficulty. Should the candidate refuse to sign or fail to implement the Assistance Plan, the candidate will be removed from the placement and will proceed to step five of this policy. 3. At the end of the time frame set forth in the Assistance Plan, the intern is either allowed to proceed in the field experience as long as he/she is able to maintain all of the

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responsibilities expected of the experience, or he/she is removed from the field experience due to lack of progress on the Assistance Plan. This decision will be made by the university supervisor in collaboration with the department chair; the director of the Center of Professional Practice (CPP) will be notified in writing of the decision that is made. 4. If an intern is removed from a field placement, he/she will receive a grade of F or U for the internship course. If the withdrawal occurs before the deadline for officially withdrawing from courses, the candidate may be allowed to withdraw from the internship and receive a grade of W for the course. Candidates taking concurrent courses will be allowed to finish those courses if the courses do not require continuing work with children/students in the field placement. Candidates may not work with other children/students outside of the given placement to fulfill the field placement components of the internship and concurrent courses. 5. Candidates may appeal the removal from field placement to the Dean of the College of Education or appropriate College within 48 hours of being removed from the placement. The Dean will make a decision on the appeal based on university policy as stated in the appropriate catalog. If the Dean rules in favor of the candidate, the candidate will be placed back in an appropriate classroom setting. The candidate will not return to the original classroom or school, but may be reinstated in an internship in a different setting or in a future semester. 6. To be reinstated in a field placement and/or the concurrent courses in a subsequent semester, the candidate must make a written request to the department chair or the program director at least 30 days before the beginning of the semester in which the placement is sought. Individual departments will set requirements for reinstatement.

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9

Towson University

Professional Year Assistance Plan Student: Soc. Sec. No: Program: _____________________

Issues

Solutions Action & Date

Failure to complete this plan satisfactorily may result in removal from the internship.

Follow-Up:

______________________________ _____________________________ Copy to: dept. chair, and _________________ TU Intern University Liaison Center for Professional Practice Date

TOWSON UNIVERSITY DEPARTMENT OF SECONDARY EDUCATION

PROFESSIONAL BEHAVIOR POLICY CANDIDATE’S SELF ASSESSMENT FORM

Candidate Name: _________________________ Program Area: ____________________ Instructions to candidate: Rate yourself according to the following professional behaviors. Complete the sentence, “I believe I am able to…” Key: A – Frequently B – Sometimes C – Rarely Ever N/A – Not Applicable

I have reviewed the Department of Secondary Education Professional Behaviors Policy and understand that if the criteria listed below are not met satisfactorily, I may be denied the opportunity to continue in the professional preparation program and to complete the extensive internship component of the curriculum. Candidate signature: ______________________________________ Date: ______________

Additional Comments:

A B C N/A Professional Behaviors

Express myself effectively in written and oral English in order to communicate concepts, assignments, evaluations, and expectations with members of the learning community such as University faculty, students, parents, administrators, and other staff.

Demonstrate communication skills that are responsive to different perspectives represented in diverse classrooms and/or other professional environments.

Exhibit the necessary interpersonal competencies to function effectively with students and parents, and to function collaboratively as part of a professional team.

Work under time constraints, concentrate in distracting situations, make subjective judgments, and ensure safety in emergencies.

Have the physical stamina to work a contractual day and perform extended and additional duties of a school professional such as parent conferences, after-school events, and other assigned duties.

Organize time and materials, prioritize tasks, perform several tasks at once, and adapt to changing situations.

Arrive on time for professional commitments, including classes and field experiences.

Seek assistance and follow supervision in a timely manner, and accept and respond appropriately to constructive feedback from supervisors.

Demonstrate attitudes of integrity, responsibility, and tolerance.

Show respect for self and others.

Project an image of professionalism.

TOWSON UNIVERSITY – Department of Secondary Education PROFESSIONAL BEHAVIOR POLICY

EVALUATION FORM

Candidate Name: TU ID #: MAJOR: SCED Advisor (if known): Instructions to the supervisor/advisor/mentor/other: Rate the candidate according to the following professional behaviors. Complete the sentence, “I believe the candidate…”

Key: A – Frequently B – Sometimes C – Rarely Ever N/A – Not Applicable

Additional Comments:

Recommendation for program continuance: _____ Yes _____ No _____ Probationary

Recommendation for program completion and certification: _____ Yes _____ No _____ Probationary

Evaluator signature/title: _______________________ Date: ________ Course: _________ Student signature: __________________________ Date: ________ Semester: _________

A B C N/A Professional Behaviors

Expresses him/herself effectively in written and oral English in order to communicate concepts, assignments, evaluations, and expectations with members of the learning community such as University faculty, students, parents, administrators, and other staff.

Demonstrates communication skills that are responsive to different perspectives represented in diverse classrooms and/or other professional environments.

Exhibits the necessary interpersonal competencies to function effectively with students and parents, and to function collaboratively as part of a professional team.

Works under time constraints, concentrates in distracting situations, makes subjective judgments, and ensures safety in emergencies.

Has the physical stamina to work a contractual day and perform extended and additional duties of a school professional such as parent conferences, after-school events, and other assigned duties.

Organizes time and materials, prioritizes tasks, performs several tasks at once, and adapts to changing situations.

Arrives on time for professional commitments, including classes and field experiences.

Seeks assistance and follows supervision in a timely manner, and accepts and responds appropriately to constructive feedback from supervisors.

Demonstrates attitudes of integrity, responsibility, and tolerance.

Shows respect for self and others.

Projects an image of professionalism.

Additional Evaluator Comments:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ STUDENT COMMENTS:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Follow -up

__________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________

Copied to appropriate non-SCED MAJOR advisor ________________________

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Portfolio Information

The Department of Secondary Education at Towson University has adopted a national framework for performance-based education. The Interstate Teacher Assessment and Support Consortium’s (2010) ten principles are intended to help programs develop curricula and assess their teacher candidates’ performance.

Section

4

Creating a Wiki – Your E‐Portfolio

PBWorks (www.pbworks.com)  Wikispaces (www.wikispaces.com)  

Free space with up to 2GB of storage 

Security features 

Create pages and folders   

http://towsonsample.pbworks.com   

Free space 

Security features 

Create pages only** 

 

http://towsonsample.wikispaces.com  

  

Terminology:  

Navigator: located on the Front Page of the wiki; allows users to link to specific components on the wiki (folders, files, or pages) Page: a page (like a web page) with content added by wiki users; users can add text, tables, pictures, files, hyperlinks, etc. Folder: functions as a virtual folder to house files, pages, and subfolders File: any file you upload directly to the wiki (word processing documents, images, PowerPoint presentations, PDF files, etc.)

Suggestions:   

1. Map out the internal components of the wiki on paper first.  2. Clean up the PBWorks content, so it doesn’t distract you.  

a. Create a folder to place the pages in. b. Call it something like “PBWorks Files.” 

3. Create all of the internal components of the wiki before creating the navigator. a. Use the “Pages and Files” tab to create folders and pages and upload files. b. Create layers of folders and files in order to keep things organized.

4. Create the navigator. 5. Upload files to their appropriate location. 6. Make sure file names specifically reflect the content of the file. 

 

PDS Intern Portfolio Information Each intern is required to construct a portfolio as evidence of proficiency in each of the ten InTASC Principles. A portfolio is a purposeful collection of artifacts that support and substantiate claims of professional growth. The process of constructing a portfolio entails careful reflection about the InTASC Principles and practices of teaching and learning. The following guidelines clarify the process of portfolio development.

Organization The required sections are as follows:

Introduction

o Introduction to portfolio

o Resume

o Praxis Score Reports and Transcripts

o Awards, Commendations, Certificates, Letters of Recommendation

Validated Practices Project

Child Study

Management Plan

Lesson Segments

InTASC #1 Learner Development

InTASC #2 Learning Differences

InTASC #3 Learning Environments

InTASC #4 Content Knowledge

InTASC #5 Application of Content

InTASC #6 Assessment

InTASC #7 Planning for Instruction

InTASC #8 Instructional Strategies

InTASC #9 Professional Learning and Ethical Practice

InTASC #10 Leadership and Collaboration

InTASC #11 Technology Integration

Projects The following projects will be completed during SCED 460/461/462, SCED 401, and Student Teaching.

Each complete project is placed in its own tabbed section. Segments of each project are reintroduced as artifacts as they relate to each InTASC standard. (Please see table on next page). All projects are required to contain samples of student work demonstrating the intern’s positive impact on student achievement. Documentation of student learning is essential for a satisfactory rating and above.

Validated Practices Project The Validated Practices Project is completed in SCED 461 and 462 during the first 8 weeks.

Child Study The Child Study is completed during SCED 499. Directions for the Child Study are given provided in this handbook and will be discussed in SCED 499 seminars.

Management Plan The Management Plan will be completed in SCED 499. You will use Chapter 4 of the Kellough & Kellough text for guidance when developing the Management Plan.

Lesson Segments Two of the required six lesson segments (one of which will be videotaped) will be uploaded as artifacts.

InTASC Standards Each of the ten InTASC Standards includes a reflective narrative and artifacts. The narrative is comprised of two paragraphs: a rationale for the importance of the standard and a description of the evidence presented to the artifact.

The artifact description includes four required components: What is this artifact?

How does this artifact demonstrate evidence of mastery of the InTASC standard?

In what way does this artifact contribute to/relate to positive impact on student learning?

How does this artifact demonstrate the Planning-Teaching-Learning cycle (judging prior learning, planning instruction, teaching, assessing, analyzing, and reflecting)?

Portfolio Evaluation Formative assessment of the portfolio takes place at regular intervals during the Professional Year. As interns construct their portfolios, they engage in peer review and self-critique of portfolios. Interns also receive constructive feedback from their PDS Liaison.

Summative evaluation takes place at the close of the Professional Year. The PDS Liaison will use a standard rubric to evaluate the exit portfolio. An unsatisfactory evaluation of the exit portfolio or presentation requires revisions to address the concerns of the reviewer . A satisfactory evaluation of the exit portfolio and fulfills the exit requirement for graduation.

Artifacts The following artifacts must be included as evidence of proficiency in each of the eleven InTASC Standard. Evidence in the form of an artifact and artifact description must be present for each standard.

PORTFOLIO ARTIFACT ALIGNMENT

InTASC ARTIFACT(s) SOURCE(s) InTASC 1 – Learner Development

Child Study

SCED 499

InTASC 2 – Learning Differences

Lesson Segment #1 (written plan only)

SCED 499

InTASC 3 – Learning Environments

Management Plan

SCED 499

InTASC 4 – Content Knowledge

Unit Plan Methods

InTASC 5 – Application of Content

Lesson Segment #2 (written plan and videotape)

SCED 499

InTASC 6 - Assessment

Validated Practices Project SCED 461/462

InTASC 7 – Planning for Instruction

Directed Reading Lesson SCED 460

InTASC 8 – Instructional Strategies

Microteach SCED 341

InTASc 9 – Professional Learning and Ethical Practices

Reflection on Student Teaching/Exit Conference

Student Teaching/401

InTASC 10 – Leadership and Collaboration

Child Study SCED 499

InTASC 11 – Technology Integration

Lesson Plan Review SCED 401

Note: Interns are required to include examples of student work related to the artifacts for the portfolio. However, school district guidelines that protect the confidentiality of student work must be observed. The student’s name and any other indications of the identity must be deleted from student work.

Style Notes 1. All written documents must be word-processed and double-spaced with appropriate margins. Only standard

font and point size are acceptable. 2. All documents must be written using formal, Standard English and inclusive language. Use of contractions is not

acceptable. 3. All documents must be carefully proofread before submission.

Sample Portfolio Artifact Paragraph

KEY: Italics: Bullet stems Bold: Examples of instructional strategies Underlined: Page numbers referring back to “evidence” in the

actual project

This artifact is a lesson and handout from a Math 6 class on the

process of finding the percent of a number. Included is the lesson plan with

the instructional strategies listed (page 3) and handout (page 6-7) that took

the students through the process of discovering this method. This artifact

demonstrates my proficiency in this principle because I used a variety of

teaching and learning strategies within a single lesson in order to achieve

the specific purpose of having all students learn the method of finding the

percent of a whole number. The lesson was designed around the real life

situation of shopping for shoes; I wanted the class to figure out how much

my discount would be given different sales. I started out the lesson by

having students estimate common percents of a number that are seen more

often in real life—50%, 25%, and 10%. Students worked in pairs to use

their critical thinking skills to determine those percents, and then shared in

a whole class discussion the methods they had used. I knew students

would first turn the percents into fractions, since we had learned that the

day before, and then find the fraction of a number since that is a skill with

which they were already familiar. Using this knowledge, I was able to

scaffold the students from using mental math for finding common

percents to using mental math to combine common percents into more

complicated percents (35%=25% + 10%). From here I progressed into a

situation the students could not solve using this method—23%, a prime

number. I then allowed the students to work in pairs again to discover

another way (inquiry learning) we could solve this new problem. The

pairs shared several different methods, until several groups shared

the correct method of turning the percent into a decimal, not a fraction, and

then multiplying by the number. To assess comprehension of the concept

and the impact on their learning, I circulated throughout the room with a

stamping marker, checking the answers (page 6-7) and offering assistance

to those who still needed it. This allowed the high-achieving students to stay

engaged while also giving me the opportunity to work with the students who

were still struggling. This lesson demonstrates the “judging prior

knowledge,” “planning,” and “teaching” components of the Planning-

Teaching-Learning cycle because I used my knowledge of students’ prior

learning in order to plan active learning instruction and teach it effectively.

This artifact demonstrates the effective use of a variety of instructional

strategies within one lesson that allowed students enough structure and

social interaction to discover a mathematical process on their own.

SCED 499 Introduction to Portfolio (Letter of Introduction) This is really not a letter but a brief essay about you as a teacher. Remember, one page is the goal, not much less, not much more. This essay is not evaluated but will give your readers a first impression of you. Your audience is one or more educators who are about to read your portfolio and evaluate your accomplishments to see if you deeply understand the InTASC Principles and if you have made a positive impact on student learning. Your evaluators will read this page before they know anything else about what you accomplished during your student teaching. You will most likely revise this letter as you gain more experience during your student teaching semester. The goal is to write as much as you can now so that very little will need revision next term. Include the following in your introduction essay (in the order you think best fits your points):

Your student teaching experience Write in the past tense even though you haven’t yet had this experience. Your assigned

sites are unlikely to change. If you know for sure they will, exclude this section. Statements about your teaching beliefs

Look in your educational autobiography. You most likely have already written about your beliefs and will just need to compact what you said there.

What you believe to be your strengths as an educator. The areas in which you would like to continue to grow and how you plan to do this. Why you want to teach.

Be sure to have an effective concluding sentence.

SCED 499 

Building your Resume  

The Career Center offers you one‐on‐one personalized help with resumes.   

The Career Center 

7800 York Road, Suite 206 

Phone:  410‐704‐2233 

Web site:  www.new.towson.edu/careercenter/ 

 

Below are some resume tips adapted from a very informative Power Point the Career Center has 

created.  You can find the entire document online at their web site. 

 

Length of resume 

Keep your focus on qualifications, skills, and accomplishments.  This may fit on one page if you 

are a student or recent graduate, but do not limit your length at the expense of underselling 

yourself. 

If you go on to page two, type your name, “page two of two,” and your phone number on the 

top right or top left corner.  Limit your resume to two pages. 

References 

List on a separate page.  Do not type “references available upon request.” 

Be sure to request permission to use a person as a reference.  Ask only those whom you know 

will be positive about your performance. 

Ask your supervisor and mentor teachers as they are most familiar with your teaching. 

High School Experiences 

Generally speaking, it is not advantageous to include high school experience.  Focus on your 

recent experience. 

Classes 

If you are including relevant classes, do not merely name them.  Include your accomplishments, 

completed projects and skills attained. 

Resume Templates 

Do not use a template that limits you in highlighting your accomplishments.  A resume is 

personal and should not look like every other resume.   

Consider designing your own but be sure that it is aesthetically pleasing.  Choose paper stock, 

color, font, and other design elements appropriate to the position for which you are applying. 

 

 

Education Section 

List your degrees beginning with the most recent.  After the degree, list your major along with 

minors or areas of concentration. 

List your graduation date or the date when you expect to graduate.  Do not use “expected” or 

“anticipated,” just the date.  Include the month and year. 

Experience 

Use headings such as “Student Teaching Experience,” “Related Experience,” and “Other 

Experience.” 

Student Teaching Experience 

Include your title (intern), name of schools, location (city and state), dates of employment 

(month, year). 

Use action verbs to describe your responsibilities and duties. 

Describe what you observed and learned, your achievements and areas of growth. 

Related Experience 

Include related experiences such as field experience and substitute teaching. 

Include responsibilities, skills learned, name of schools, locations, dates of experiences. 

Work Experience 

Cite specific skills, responsibilities, and accomplishments for each experience.  Include level of 

responsibility.  Avoid phrases such as “responsible for” and “duties include.” 

Include job title, name of organization, location (city and state), and dates of employment 

(month, year). 

Volunteer Experience 

Include title (possibly “volunteer”), name of organization, location, and dates of service. 

Use action verbs to describe duties and responsibilities. 

Emphasize skills you learned related to position you are seeking with this resume. 

Include achievements, contributions, etc. 

Additional Sections 

You may include other sections if relevant to the position you are seeking. 

Academic Projects 

Awards, Honors, and Achievements 

Special Skills 

Publications or Research 

Organizations 

Activities and Special Interests 

Extracurricular Activities 

Study Abroad/Intercultural Experiences 

Mary B. Smith 1234 Oak Street 410-555-1111 Towson, MD 21252 rsample8@students.towson.edu

Objective: To secure a secondary teaching position in English or Language Arts

Education Bachelor of Science, English – Secondary Education December 2009

Towson University, Towson, MD Cumulative GPA: 3.7; Dean’s List Fall ’05 - present Member, National Society of Collegiate Scholars Passed Praxis I & II Completed courses spanning middle school and high school Language Arts and English curricula;

confident with knowledge of British, American, and World Literature of all time periods Study Abroad Program – American University of Rome, Italy, and extensive European travel Section editor, staff writer, columnist for “The Towerlight,” Towson University student newspaper

Field Experience/Student Teaching Parkville High School, Baltimore County, MD

Student Teaching—Grade 10 October ’09-present Plan, teach, assess six standard English classes Adapt and differentiate instruction for three inclusion classes and many ESOL students while meeting the

Baltimore County curriculum goals and objectives and collaborating and planning with para-educator Conduct after-school coach classes for struggling students Incorporate technology such as PowerPoint and film clips daily Include multi-cultural aspects to allow all students to relate to lessons Prepare students for HSA through various drills and activities Professional Internship—Grade 11 March ’09-May ‘09 Collaboratively planned and implemented lessons in Honors English 11 classes Assessed student work for collaborative feedback in multi-grade level creative writing classes

Pine Grove Middle School, Baltimore County, MD Student Teaching—Grade 8 August ’09-October ‘09

Planned, taught, assessed three standard English classes and two below grade level Language! E classes

in a classroom adjacent to on-going construction; collaborated with para-educators and students’ personal assistants

Adapted and differentiated lessons for three inclusion classes and many ESOL students while meeting the Baltimore County curriculum goals and objectives

Assessed student learning and growth using every pupil response, exit ticket, observation, and tests Planned and taught “The Writing Process” including multiple types of texts

Amanda Doran, 410-206-1065, page two of three

Mary Smith, 410-555-1111, page two of three

Used “SpringBoard” texts to implement many lessons Incorporated technology such as internet research, PowerPoint, film clips, and ELMO to enhance student

learning Used “Study Island” computer program to prepare Language! E students for MSA Attended faculty grade level meetings and English professional development day; participated in parent

conferences Conducted weekly, after-school coach classes and frequent daily lunch-time coach classes Implemented PBIS daily in the classroom

Professional Internship—Grade 8 January ’09-March ‘09 Collaboratively planned and implemented lessons in GT English and standard English classes Developed GT English lessons to prepare students for MSA

Parkville Middle School, Baltimore County, MD

Field Experience—Grade 6 September - November ‘08 Observed and collaborated in GT and standard English classrooms

Related Experience/Volunteering

Cristo Rey Jesuit High School, Baltimore City, MD

Volunteer – Physical Education Dept. May ‘08 Served as an aid in physical education lessons in Grade 9 Volunteer Writing Tutor February - May ‘09 Tutored multiple students in grades 9 and 10 in various writing assignments Yielded notable student progress in writing and grammatical skills

Our Lady of Lourdes Parish, San Salvador, El Salvador Volunteer to promote sustainable growth July ’08 and July ‘09 Traveled extensively through El Salvador working with children and adolescents to employ and explore

options to lessen poverty Worked with English language learners on strategies that help learn English Met and collaborated with educators to discuss opportunities for multi-cultural education Built youth center with other volunteers on grounds of the parish

Mary Smith, 410-555-1111, page three of three

References

June Cleaver, Supervisor Towson University 410-704-6293 jcleaver10@towson.edu Marion Cunningham, Mentor Teacher Pine Grove Middle School 410-887-5270 mcunningham25@bcps.org Heathcliff Huxtable, Mentor Teacher Parkville High School 410-887-5257 hhuxtable41@bcps.org    

Portfolio Peer Review 

Portfolio Owner’s Name _________________________________________________________ 

InTASC Standard # ________ 

Check the opening paragraph against the InTASC Standard Performances, Essential Knowledge, and 

Critical Dispositions. 

1. Does the opening paragraph use the language described in the standard?  Cite examples if you 

find them and make suggestions if you don’t find them.  

 

 

2. Does the opening paragraph tie the writer’s personal understanding and the standard’s 

expectations together?  Give examples where you see this happen.  Give suggestions to 

tighten/improve the connection. 

 

 

3. Did the writer include the four required components in the paragraphs describing each artifact 

in appropriate detail?  Examples/suggestions. 

 

 

4. Check CLOSELY for errors; no grammatical errors, no spelling errors, no punctuation errors.  If 

you are not sure it sounds right, circle it with a ? mark. 

 

 

5. Make sure student work is present and explained in the narrative and connect it to the 

standard.  Give examples/suggestions. 

 

 

(JPTAAR: Judges prior learning, Plans instruction, Teaches, Assesses. Analyzes, and Reflects) 

Portfolio Evaluation Form

InTASC Principle

Relevant Assignments Students pull pieces from their

projects to demonstrate proficiency in the respective

InTASC Principle.

Score Notes about extent to which intern has demonstrated

knowledge and application of the InTASC Principle;

included four components of rationale; and used correct

grammar/spelling/organization

1 Learner Development

Child Study (SCED 499)

INCLUDES RELEVANT STUDENT WORK

2 Learning Differences

Lesson Segment #1 (SCED 499)

INCLUDES RELEVANT STUDENT WORK

3 Learning Environ-ments

Management Plan (SCED 499)

INCLUDES RELEVANT STUDENT WORK

InTASC Principle

Relevant Assignments Students pull pieces from their

projects to demonstrate proficiency in the respective

InTASC Principle.

Score Notes about extent to which intern has demonstrated

knowledge and application of the InTASC Principle;

included four components of rationale; and used correct

grammar/spelling/organization

4 Content Knowledge

Unit Plan (Methods)

INCLUDES RELEVANT STUDENT WORK

5 Application Of Content

Lesson Segment #2 (written plan and videotape) (SCED 499)

INCLUDES RELEVANT STUDENT WORK

6 Assessment

Validated Practices Project (SCED 461/462)

INCLUDES RELEVANT STUDENT WORK

InTASC Principle

Relevant Assignments Students pull pieces from their

projects to demonstrate proficiency in the respective

InTASC Principle.

Score Notes about extent to which intern has demonstrated

knowledge and application of the InTASC Principle;

included four components of rationale; and used correct

grammar/spelling/organization

7 Planning for Instruction

Directed Reading Lesson (SCED 460)

INCLUDES RELEVANT STUDENT WORK

8 Instruction-al Strategies

Microteach (SCED 341)

INCLUDES RELEVANT STUDENT WORK

9 Professional Learning and Practice

Reflection on Student Teaching/Exit Conference (Student Teaching and SCED 401)

INCLUDES RELEVANT STUDENT WORK

InTASC Principle

Relevant Assignments Students pull pieces from their

projects to demonstrate proficiency in the respective

InTASC Principle.

Score Notes about extent to which intern has demonstrated

knowledge and application of the InTASC Principle;

included four components of rationale; and used correct

grammar/spelling/organization

10 Leadership and Collabor- ation

Child Study (SCED 499)

INCLUDES RELEVANT STUDENT WORK

11 Technology Integration

Lesson Plan Review (SCED 401)

INCLUDES RELEVANT STUDENT WORK

Rationales must include these four required components:

What is this artifact? How does this artifact demonstrate evidence of your mastery of the InTASC Principle? In what way did this artifact contribute to/relate to positive impact on student learning

during your final internship? How does this artifact demonstrate the Planning-Teaching-Learning cycle (i.e., core

cluster of instructional activities: JPTAAR - Judges prior learning, Plans instruction, Teaches, Assesses, Analyzes, and Reflects)?

*Interns may not receive a score above a 2 if their artifacts and reflections are not professionally presented. Portfolio must be resubmitted and assessed at a score of 3 or above for each Part A and Part B or completion of program will be delayed.

*Rating (whole numbers

only)

Portfolio Scoring Tool

All given criteria must be in evidence to earn rating. 5 Distinguished/Exceptional: Evidence demonstrates exceptional

knowledge and application Selected artifacts provide an exemplary illustration of the INTASC

Principles. Rationales include all four components, clearly justifying selection of

artifact(s) and providing exceptional evidence of professional self-reflection skills.

Artifacts and rationales are professionally presented: clean copy, grammatically correct, spelled checked, and organized.

4 Proficient: Evidence demonstrates comprehensive knowledge and application

Selected artifacts provide a strong illustration of the INTASC Principles. Rationales include all four components, clearly justifying selection of

artifact(s) and providing evidence of professional self-reflection skills. Artifacts and rationales are professionally presented: clean copy,

grammatically correct, spell checked, and organized. 3 Satisfactory: Evidence demonstrates substantial knowledge and

application Selected artifacts provide an acceptable illustration of the INTASC

Principles. Rationales include all four components, justifying selection of artifact(s). Artifacts and rationales meet most standards for professional presentation.

2* Basic/Needs Improvement: Evidence demonstrates some knowledge and application

Selected artifacts provide limited evidence of the INTASC Principles. Rationales are missing components; do not clearly justify selection of

artifact(s). Artifacts and rationales are not always professionally presented.

1* Unsatisfactory: Evidence demonstrates little or no knowledge and application

Selected artifacts do not represent the INTASC Principles. Required artifacts/rationales are not provided. Rationales do not include required components. Artifacts and rationales are not professionally presented.

SCED PROFESSIONAL YEAR PROJECTS

Revised SP 11

Section

5

Towson University SCED 499 Child Study – First Semester  

 

SCED 499 Child Study 

Rationale: 

 The students in our classroom are often dealing with numerous challenges about which we are blissfully 

unaware.  Instead, we see the child’s performance, behavior, and participation in only our class.  

Because our classroom is the only point of contact and source of information we have on each student, 

we often fail to see the full picture and multiple influences on what our students present to us in class.  

Because we are so busy with lesson plans, meetings, grading, and coursework, we miss opportunities to 

widen our perspectives on our students.  This assignment is designed to provide you with the 

opportunity to learn more about one particular student from a background historically underserved by 

schools.  Examples include:  low‐income family, English Language learner, racial or cultural minority, 

Gifted and Talented, Special Education, physically disabled, sexual orientation, or girls in a math or 

science class.  This new insight will then guide your own practices in dealing with this student in your 

classroom. 

 

You do not tell this student that you a doing a study on him or her.  Instead, you are learning more 

about this particular student so you can better serve this student in your classroom.  Importantly, what 

you will do to learn more about this student models recommended and common teaching practices:  (a) 

carefully observing and noting your students’ behavior, interactions with others, and academic 

performance, (b) collaborating with other school personnel to learn more about your students’ needs, 

(c) learning more about your students outside of the classroom context.  As your perspective on this 

student changes, so will your classroom practices with this student, and possibly with other students in 

your classroom as well. 

 

A NOTE on CONFIDENTIALITY:  Take all possible actions to maintain the confidentiality of this student.  

DO NOT put both the first and last name of this student on any of your documentation.  You can use 

the student’s initials, first name, or even a pseudonym.  If you have looked at official school records, 

do not make copies or take the originals from their location; instead, take notes. 

 

Components: 

1) Three sets of Classroom Observational Notes 

2) One set of notes regarding outside of school contact 

3) One  set of notes on meeting with school‐based personnel 

4) One set of notes regarding student’s cumulative file 

5) Two summaries of informative articles/chapters with citations 

6) Written reflection (minimum two pages) 

 

Towson University SCED 499 Child Study – First Semester  

 

The Process: 

COLLECTING THE DATA—OBSERVATION 

(Format for notes is provided at the end of this document.) 

1) Choose a student from your mentor’s classroom who is representative of a group/background 

that is typically underserved by schools and who seems to be working below potential.  Discuss 

your choice of student for this study with your mentor teacher.  Keep in mind that in all aspects 

of this project, only you and your mentor will be aware of this child’s identity. 

2) On three different occasions, discreetly observe this student, twice  in your mentor’s classroom 

and once in a classroom with a different teacher..  Keep observational notes on this student’s 

actions, words, participation, and performance in class. Make note of dates and be as specific as 

you can about what you observe.  Pay close attention to and note any changes you observe as 

you learn more about your student and as you or your mentor begin to adjust interactions with 

this student accordingly. 

3) To determine if this student’s behaviors in your mentor’s classroom are typical or atypical, 

observe this student in a venue outside of your mentor’s classroom.  You may choose to go to a 

school‐sponsored event that a student is also attending such as an athletic event, a dance, or a 

school assembly.  Or you might observe this student in a class other than your mentor’s.  Other 

possibilities include observing the student at lunch in the cafeteria or in the hallway during 

change of classes.  Again, pay attention to the student’s actions and words.   

 

NOTE:  Be sure to follow school protocol by asking your mentor’s permission to attend events 

or observe in another teacher’s classroom.  As an alternative to number 3, you may speak to 

the student’s parent or guardian to obtain information that would be helpful to your study. 

COLLECTING THE DATA – REVIEWING YOUR STUDENT’S CUMULATIVE FILE 

(Format for notes is provided at the end of this document) 

4) Select a time you and your mentor can visit the Guidance Office to review your student’s 

cumulative file.  This file will contain all information pertinent to the student’s education, usually 

from first to present grade.  There will be standard information in the file including, but not 

limited to, the students personal information (address, phone number, with whom he/she lives), 

previously attended schools, attendance, grades, MSA or other standard test scores, disciplinary 

actions, and perhaps medical information.   This information will provide a picture of your 

student’s educational history and things that may have impacted that history.  If you choose a 

guidance counselor as the “other school‐based personnel (see below), it would be a good idea 

for you and your mentor to review the folder in their presence. 

 

Towson University SCED 499 Child Study – First Semester  

 

NOTE:  Some of the information in the student’s file may be very sensitive.  Make sure you 

respect the student’s privacy and use only the information that has bearing on your study. 

 

COLLECTING THE DATA‐‐WORKING WITH SCHOOL‐BASED PERSONNEL 

(Format for notes is provided at the end of this document.) 

5) Make an appointment to discuss this student with any school‐based personnel that might be 

currently working with this student (guidance counselor, special education case worker, reading 

specialist) or have worked with this student in the past (previous teacher).  Ask questions to 

help you find out more information about this student that may give you clues to the student’s 

academic performance.  Again, document this discussion with notes, including what you 

learned, anything of particular importance, and specific examples that may help you to 

understand this student. 

 

NOTE:  Be respectful of this student’s privacy.  Ask the person whom you are interviewing to 

share only what is appropriate and allowed by law. 

 

 

READING THE RESEARCH 

6) Using your research skills and professional journals as resources, read two articles that may help 

you to plan lessons that could aid in your teaching of this student.  For example, if you discover 

this student is having difficulty with anger management, look for articles that address that topic.  

If you think that your student has trouble with reading comprehension, look for articles that give 

suggestions on improving student comprehension.  Summarize these articles; be sure to include 

citations. 

ANALYZING AND USING THE DATA TO INFORM YOUR PLANNING AND TEACHING 

7) Think about how you would use all that you have learned in planning lessons to teach this 

student in your classroom.  This may mean interacting with the student differently, providing 

alternative choices of assignments, modifying the student’s class work, or more.   

REFLECTION 

8) With all your notes and article summaries in front of you, write a reflection on what you have    

learned about  this student, including: 

Towson University SCED 499 Child Study – First Semester  

 

a. A full description of the student and your interactions with him or her in the classroom; 

b. What you learned from the school‐based personnel member and/or your school‐

sponsored event observations and/or parent conference  and how they compare to or 

influence your student’s behavior in your mentor’s classroom; 

c. What you learned from reading professional articles on issues  relevant to this student 

d. What classroom practices (grouping, materials, assignments, choices, modifications) 

that you believe would better serve this student in his instruction and learning; and 

e.  How you will use aspects of this child study process in your own classroom with your 

own students in your future work as a teacher. 

 

ACTION RESEARCH 

 

If you have this student during your student teaching semester, put into place some of the classroom 

practices you have suggested and document the results by observing the student and analyzing the 

student’s work products.   

 

Opportunities to present the results of your research will be shared with you at a later date. 

 

 

 

 

 

Towson University SCED Portfolio Child Study – 1st Semester 

 

Last revised January 2009  

 Classroom Observational Notes (Mentor)  

Date:  

Actions and context of those actions (include specific examples like shouting out in class, slouching in 

chair, falling asleep, etc.):  

 

 

 

Words and context of those words (be as specific about what he/she said and the situation):  

 

 

 

Participation in class (specific examples like never raising their hand, turning in homework, not trying 

unless prompted, etc.):  

 

 

 

Interactions with teacher and classmates (specific examples like always writing notes to a classmate, not 

looking teachers in the eye, insulting a particular student, etc.): 

 

 

 

Performance in your class (specific examples like quality of work, grades on particular assignments, etc.): 

 

 

Other relevant observations:  

1

Towson University SCED Portfolio Child Study – 1st Semester 

 

Last revised January 2009  

  Classroom Observational Notes (Mentor) 

Date:  

Actions and context of those actions (include specific examples like shouting out in class, slouching in 

chair, falling asleep, etc.):  

 

 

 

Words and context of those words (be as specific about what he/she said and the situation):  

 

 

 

Participation in class (specific examples like never raising their hand, turning in homework, not trying 

unless prompted, etc.):  

 

 

 

Interactions with teacher and classmates (specific examples like always writing notes to a classmate, not 

looking teachers in the eye, insulting a particular student, etc.): 

 

 

 

Performance in your class (specific examples like quality of work, grades on particular assignments, etc.): 

 

 

Other relevant observations:  

2

Towson University SCED Portfolio Child Study – 1st Semester 

 

Last revised January 2009  

Classroom Observational Notes (Teacher Other Than Mentor) 

Date:  

Actions and context of those actions (include specific examples like shouting out in class, slouching in 

chair, falling asleep, etc.):  

 

 

 

Words and context of those words (be as specific about what he/she said and the situation):  

 

 

 

Participation in class (specific examples like never raising their hand, turning in homework, not trying 

unless prompted, etc.):  

 

 

 

Interactions with teacher and classmates (specific examples like always writing notes to a classmate, not 

looking teachers in the eye, insulting a particular student, etc.): 

 

 

 

Performance in your class (specific examples like quality of work, grades on particular assignments, etc.): 

 

 

Other relevant observations:  

3

Towson University SCED Portfolio Child Study – 1st Semester 

 

Last revised January 2009  

School‐Based Personnel Notes  

Make an appointment with another person at your school that works with your student. Make sure to explain who you are, your connection to Towson University, and who your mentor teacher is.  Explain that you want to know more about your student in order to better meet her/his needs in your classroom.   

Date: 

1.) In what capacity do you work with this student? (reading specialist, special education teacher, 

guidance counselor, teacher)?  

 

2.) How long have you been working with this student?  

 

3.) What are your experiences with this student? Please give specific examples?  

 

 

 

 

 

 

 

 

 

4.) What are your thoughts on physical, social, emotional or cognitive needs of this student? 

 

 

 

 

 

 

 

5.) What might I do better to serve this student in my classroom? 

 

 

 

 

6.) Do you have any insight into the social and academic behavior of this student?  

Towson University SCED Portfolio Child Study 

Last revised January 2009 

School‐Sponsored Event Notes  

Date: 

Event:  

How student is involved in the event: 

 

Observations of the event: 

 

 

Relevant observations about student’s social or academic behavior: 

 

 

 

 

Relevant observations about student’s physical, emotional, or cognitive needs: 

 

 

 

 

How student reacted to your presence: 

 

 

 

 

Insight into how to better meet student’s needs in your classroom: 

Towson University SCED Portfolio Child Study 

Last revised January 2009 

Student Cumulative Folder Notes 

Date: 

 What, if any, trends do you see in the student’s attendance, grades, and behavior throughout their schooling?         Cite inconsistencies, if any, that appear in the student’s attendance, grades, and behavior.         Discuss any events that may have impacted the way the student approaches his/her work and/or behavior.        What new insights into this student have resulted from a review of his/her cumulative folder that will inform your instruction?    

Current Information

This Handbook is intended to be a source of information and an organizational tool

for you during your professional year. As you work with your IHE Liaison, your Site

Coordinator, and your Mentor Teachers, use this section to add notes, store current

calendar information, and record questions/answers as the year progresses.

Because some information may change from year to year, it is important that you

keep your Handbook up to date.

Section

6

CHECKLIST FOR SUCCESSFUL PREPARATION FOR STUDENT TEACHING

Obtain a curriculum guide or the units you will deal with during your student teaching. Acquire a student text so you can read up on the necessary chapters. Know how to contact your mentor teacher. Arrange for a time to meet with your mentor before student teaching begins to “catch up”

on anything that may be pertinent to know. Tour the media center and teacher workrooms for resources that will be helpful to you in

planning and implementing your lessons. Learn to operate duplicating machines. Familiarize yourself with www.mdk12.org. If you are teaching in a HSA/MSA content

area, you need to know what skills should be emphasized. Explore the county schools’ website and your schools’ homepages. Explore teacher sites on the Internet for possible resources. Collect supplementary materials that will help you in the classroom, not only for student

teaching but also for your own future classroom as well.

Take Praxis II if you haven’t already.

Prepare for your capstone project: the Portfolio. o Explore the topic of “teaching reading/literacy in the content area.” o Think about how you can be a “culturally responsive teacher” and how you can

make your content “culturally relevant.” o Think about how you can plan instruction that will help a child in your class who

is atypical in terms of social, emotional, physical, or cognitive development. o Be sure your portfolio is in its proper format. o Review resume materials shared in SCED 499 and update your resume.

Think about the meaning of professionalism.

o Acquire a professional wardrobe that will sustain you through student teaching and the interviewing process.

o Think about the difference between being a student/adult and professional/adult. If necessary, read up on skills that will aid in this transition.

Towson University Department of Secondary Education

Intern Information Sheet Please complete the information listed below

Your name & address Residence phone # at which you can be reached

Cell phone # at which you can be reached

E-Mail address Name of Mentor Teacher #1 Rotation Name of Mentor Teacher #2 Rotation

School address and School Phone # Rotation 1 School address and School Phone # Rotation 2

Your teaching schedule including course name, times and rooms below

Monday Tuesday Wednesday Thursday Friday Pd 1 Times

Course: Room:

Pd 2 Times

Course: Room:

Pd 3 Times

Course: Room:

Pd 4 Times

Course: Room:

Pd 5 Times

Course: Room:

Pd 6 Times

Course: Room:

Pd 7 Course:

Times Room:

Interview Questions

1. What evidence do you have that indicates you have had a positive impact on student achievement?

2. How do you use assessment feedback you have received during and/or at

the end of each lesson? 3. What kind of formative assessments will you use? 4. What is the value of your lessons? How can you relate your subject to the

real world? 5. What are your expectations for your students? 6. How do you structure a lesson plan? 7. How will you engage students in your lessons? How will you motivate

them? 8. How will you address diversity in your classroom? 9. How will you integrate reading and writing into your lessons? 10. What is the range of courses you would be comfortable teaching? What

would you like to teach? 11. How do you evaluate your teaching at this point? What are your

instructional strengths? What areas do you want to show growth in next year?

12. What makes a lesson effective? 13. What additional talents/abilities do you possess that will make you an asset

to the school community? 14. Do you have questions you would like to ask the interviewers?

Interview Questions           Source:    These are questions interns were most commonly asked by County interviewers at  

Towson Interview Day. 

 

1. How do you differentiate instruction? 

2. How do you develop a lesson? 

3. How does Reading relate to Math?  (a question probably for math majors) 

4. How would you develop classroom rules in a positive way? 

5. How would you differentiate the reading and writing process? 

6. What does multiculturalism mean to you? 

7. You have placed students in groups.  One student says he doesn’t want to work with a particular 

student in his group due to that student’s ethnicity.  How would you handle that? 

8. How would parents describe you?  Students?  Administrators? 

9. Has your lesson ever failed?  What did you learn from that? 

10. What percentage of your class is student centered?  Teacher directed? 

 

Current interview techniques focus on questions like “tell me about a time when . . . and “how did you handle this?”  This is called a “behavioral interview” and is used because there seems to be a better match between answers of questions like this and job performance. 

 

Types and Purposes of Parent Conferences There are several types of conferences depending on purpose and circumstance. Based on the type and purpose of the conference, components may differ. For example, planning and preparing for the conference, the process of notifying the parent, determining who attends the conference, and how information is documented may all differ with the type of conference. However the process differs, the ultimate goal within each of these conferences is increased student achievement.

It is important to document all parent/teacher/student contacts through maintaining detailed logs and records of the conference.

Types of Parent/Teacher/Student Conferences 1. The Group Conference provides an opportunity to meet with parents in a group setting. These

meetings are often at the beginning of the school year such as Back-to-School Night. They give parents an opportunity to receive general information about the school year. These meetings are not intended to address individual students or specific situations.

Group conferences/meetings often include the following:

Curriculum and content standards, course expectations Information about instructional materials, supplies, organizational processes The classroom environment School and classroom activities Schedules Student support services How parents can assist at home and volunteer at school How parents can contact a teacher to make a request, ask a question, or request a

conference How parents will obtain information about their child Student placement guidelines Assessments/evaluation, grading policy, report card, interim reports Homework policy and expectations Optional programs School policies, methods of home/school communication, discipline procedures,

attendance and dismissal procedures Opportunity to answer questions

Note – Group or open house conferences are not suitable for individual conferences with parents regarding student performance. Teachers should explain to parents that if they wish to schedule a reporting conference, they should contact the teacher to schedule that conference at a separate time.

2. The Reporting Conference provides an opportunity for a more comprehensive report of student progress. Conferences should be periodic in order to share information about the child’s progress in school. Opportunities to discuss what the student has learned and what growth is evident are an important part of this conference.

Reporting Conferences often include the following: Examples of student work products that can be viewed in relationship to grade level or

content expectations Student work samples and an explanation of how work is evaluated An opportunity to discuss academic, social, emotional, physical, and behavioral issues and

concerns Information on how parents can help students at home Student strengths and weaknesses Evaluations and assessment results Progress reports related to IEP goals or IMAP portfolios Support services which the student receives in addition to the instructional program

Note – It is important to notify parents when there is a change in student performance status. Consider a personal contact prior to an interim report. Be sure to provide sufficient time for student improvement between the initial contact and conference and the end of the term. Be sure to keep a log to document all parent/teacher contacts.

3. The Informational Seeking Conference provides an opportunity to request specific information and engage in a collaborative process designed to increase student achievement. This parent/teacher exchange provides an opportunity for parents and teachers to share information such as student strengths, learning preferences, or issues that may be impacting student performance.

Consider these points: Teacher generated questions can assist in gathering information to assist in improved

programs or processes It is important to ascertain if there have been changes in the student’s health, family situations,

traumatic loss, or personal or family illness that impact the student Confidentiality must be assured. Parents need to understand why specific information is being

requested Information can be used to change method of instruction, modify expectations, or increase

instructional support Parent input is required in the development of IEP goals Keep a log to document parent/teacher contacts and be sure to maintain confidentiality.

4. The Problem-Solving Conference provides a collaborative opportunity for intervention when changes occur in student achievement or behavior. This conference may include other support personnel such as the school counselor, other teachers, administrator, and/or pupil personnel worker.

Problem-solving conferences provide an opportunity to: Explore root causes of problem(s). Verify if there have been changes in the student’s health,

family situation, traumatic loss, or personal or family illness that impacts the student. Include students in the discussion. Develop an action plan.

Note – Be sure to provide a follow-up opportunity to determine if the action plan is working. Keep a log to document all parent/teacher contacts.

5. The Follow-up Conference is an exchange of information between parent and teacher in order to determine if an action plan for improving student achievement is working or requires modification.

A follow-up conference could be a brief exchange of information via phone, email, or note.

Keep a log to document the parent/teacher conference.

6. The Parent/Teacher/Student Conference provides an opportunity to include students in the dialogue

Consider including a student in order to: Facilitate dialogue between parent and child. Have students assume greater control and responsibility for their academic progress and/or

IEP goals. Problem solve. Increase the student’s motivation to cooperate Clarify and streamline lines of communication

Note – Be sure the parents have had all their questions and concerns addressed in a timely manner. Keep a log to document this parent/teacher/student conference.

7. The Student-Led Conference is a teacher guided approach to conferencing that provides students with the opportunity to demonstrate ownership by analyzing, evaluating, and reporting their academic performance with teachers, peers, and parents/guardians. Teachers support students as they work to become reflective, self-directed, and independent learners. Student-led conferences encourage students to accept personal responsibility for their academic performance and to share the evaluation of their learning in a conference setting. With instruction and support, any age student can engage in developing a self-directed learning process.

Student-led conferences are pre-planned and structured conferences in which the teacher prepares his/her students to demonstrate their specific problem-solving abilities and the applications of

previously learned skills. Student/parent teams confer together with assistance from the teacher in order to evaluate student learning and to define a plan to increase student achievement. The purpose of a student-led conference is to provide students with an opportunity to: Share their interpretation of their learning in relationship to content standards. Evaluate their learning process. Look at their learning on a continuum Identify strengths and learning goals Develop a plan to achieve goals Recognize teacher, peer, and student behaviors that impact learning.

8. The Electronic Conference is a technology-enhanced form of communication. Email is a way of

keeping in touch with parents when time is limited or when a parent requests information. Email can be quite effective for sending quick messages or clarifying information about projects or assignments. Parents will feel more in touch and an involved part of the academic team if a teacher makes his/her email address available. The Electronic Conference can be an effective way to contact parents, but email is not a substitute for a face-to-face conference.

Email can be an effective way to provide A reminder for parents about a conference date, upcoming special events in the classroom, or

deadlines for long-range projects Short answers or requests for information such as clarification about homework assignments Documentation of parent contacts. Keep a log or print emails from parents so that you are

accountable for any previous discussions. Follow up to conferences showing progress or changes since the last meeting.

Email should NOT be used to address Highly complex issues that require involvement of other staff members or other students. Issues of a confidential nature such as IEP’s, 504’s or issues involving other students. Emotionally charged issues. Situations that can be best addressed in a face-to-face conference.

To assure confidentiality; Do not use email to communicate confidential matters. Remember that many different people

and not just the intended recipient of the message can read your email. Avoid the use of individual names in a subject line of the email. Do not “cc” or “Bcc” individuals who are not directly involved. Be aware that email messages can be collected and used in legal proceedings.

Other means of communicating with parents could include emailing class newsletters or creating a teacher website as part of the school’s website.

9. The Telephone Conference can be either a primary or a secondary form of communicating with parents.

Consider using the telephone as a primary contact in order to accommodate parents who are unable or unwilling to come to school. Consider using the telephone as a secondary form of contact in order to share positive comments/information or follow up on previous communications. Be pleasant an positive Recognize that visual information and body language cues are not available Be sensitive to conditions on the other end of the line The telephone conference call provides a unique opportunity to confer with parents who do

not live together but are both interested in their child’s education and achievement. The conference call provides a means for the equitable sharing of information, without the need to duplicate a face-to-face conference.

10. The Grade Level Academic Conference brings together all of the teachers that a student has in order to discuss achievement or behavioral concerns. The grade level academic conference provides an opportunity for several teachers to confer with a student’s parents.

Planning the conference objectives is essential in order to facilitate communication and assure

that parents have a clear understanding of the student’s achievement in several content areas. It is important to have one person facilitate the conversation and summarize any suggestions

or follow-up procedures that are planned collaboratively. Pre-planning for this type of conference allows team members to see patterns of behavior and

issues or concerns that can be addressed from a team perspective. A written summary of the information should be provided. The team should be sure that parents know who and how to contact individual members of

the team for follow-up questions or information.

11. The Parent-Initiated Conference may be scheduled or an unscheduled drop-in visit. Parents may want to seek advice, ask for clarification, or provide the teacher with information that is important to them.

If a parent “drops in” at an inconvenient time, try these strategies:

Listen to the parent and then ask for clarification of the issue, if necessary. If it appears to be a lengthy issue, invite the parent to schedule a formal time to meet when it is

mutually convenient. Remain calm, courteous, and professional. If the issue is brief and time allows, give the parent a response.

Guidelines for Effective Parent/Teacher Conferences

Before the Conference Scheduling a Conference

Invite conference participants. Review student’s folder to become knowledgeable regarding student’s school history. Become familiar with family groupings (custody, parent/guardian names, living arrangements. Include appropriate school staff and consult with Student Support Services personnel if there are relevant family issues. Identify specific language, cultural differences, or disabilities that could affect communication. Refer to guidelines specific to elementary and secondary programs.

Preparing a Conference Plan

Identify major topics for discussion. Include student’s strengths and needs. Be careful not to overwhelm the parent with too much information at one time. Allow time in the schedule for parents’ questions and for clarification.

Include an overview of student’s strengths, performance, and behavior as related to curriculum standards and IEP goals, if applicable.

List questions or concerns to be addressed. Organize any informational handouts, work samples, or progress reports.

Maintaining a Calm and Professional Demeanor and Setting:

Plan the seating arrangement in a way that is conducive to collaborative conversation and confidentiality. Set up an area for parents who are waiting for their turn to conference. Set up an activity area for siblings. Dress appropriately and professionally. Smile!

During the Conference Conducting the Conference

Greet parents at the door. Address them by name and thank them for coming. Invite parents to share information about themselves and their family. Begin the conference on a positive note Refer to your conference plan and inquire about parent concerns. Discuss topics using direct language without jargon, blame, or negativity Share work samples, assessment data, and observations. Remain calm, reassuring, and factual. Make sure you face the parent and maintain eye contact throughout the conference. Monitor your own body language

and that of the participants in order to facilitate effective communication. be sure to maintain a conversational rate of speech and be careful not to speak too rapidly.

Keep an open mind about new information. Take time to clarify and confirm points along the way. Encourage questions. Listen to the parent. Acknowledge his/her

concerns. Ask how the parent or caregiver feels about the student’s work and attitudes. Restate parent’s concerns. Identify points of agreement and state conclusions. Establish goals for improvement or continued progress.

Concluding the Conference: Restate goals and milestones. Express a sincere desire to make school a successful experience for the student and the family. Thank the parent. Consider having parents fill out a conference evaluation form for the purpose of providing constructive feedback.

After the Conference Following Up the Conference Document key points and follow-up plans. Maintain a log of all home/school communications. Call or send a note home highlighting conference discussions and/or the action plan. Express appreciation to the parent for his/her

support and involvement.

Glossary

Action Research. Action research is a deliberate, solution-oriented investigation that is group or personally owned and conducted. It is characterized by spiraling cycles of problem identification, systematic data collection, reflection, analysis, data-driven action taken, and, finally, problem redefinition. (Kemmis & McTaggart, 1982).

Cohort. A cohort typically consists of five or more interns in a single school engaged in the extensive internship as part of a single or multiple PDS.

Diversity. Diversity refers to differences among groups of people and individuals in the areas of race, ethnicity, socioeconomic status, gender, language, exceptionalities, religion, region, age, and/or sexual orientation.

Education that is Multicultural. Education that is multicultural is a continuous, integrated, multiethnic, multidisciplinary process for educating all students about diversity and commonality. Education that is multicultural promotes academic achievement and student success through addressing diverse learning styles and presenting curriculum and instruction that incorporate multiple perspectives.

Extensive Internship. An extensive internship is a minimum of 100 days over two consecutive semesters in which interns are engaged in learning to teach in the PDS school community.

IHE Liaison. The IHE liaison is the point person for the IHE in the PDS partnership. Working collaboratively with the site coordinator, the IHE liaison provides leadership to the PDS.

IHE Supervisor. The IHE supervisor is the IHE representative who is responsible for collaborating with the pre-service mentor to provide individualized support and guidance to the PDS intern. The IHE supervisor and pre-service mentor work together to provide formative and summative assessment to the intern.

InTASC. The Interstate Teachers Assessment and Support Consortium is a project of the Council of Chief State School Officers (CCSSO) that has developed model performance-based standards and assessments for the licensure of teachers.

Intern. An intern is a student in a teacher education program who participates as part of a cohort in an extensive internship in a PDS.

PDS. A Professional Development School is a collaboratively planned and implemented partnership for the academic and clinical preparation of interns and the continuous professional development of both school system and IHE faculty. The focus of the PDS partnership is improved student performance through research-based teaching and learning. A PDS may involve a single or multiple schools, school systems and IHEs and may take many forms to reflect specific partnership activities and approaches to improving both teacher education and preK schools.

Performance Assessment. Performance assessment is a method of evaluation in which the learner is placed in an authentic situation and asked to demonstrate specific knowledge and skills.

Portfolio. A portfolio is a collection of artifacts designed to demonstrate mastery of a set of professionally accepted standards for teaching. Intern portfolios are organized around InTASC principles and are assessed by a team of IHE and school faculty using a standards-based rubric or scoring tool. An ePortfolio is a computer-based electronic version of the portfolio.

Pre-Service Mentor. A pre-service mentor, also known as a cooperating or supervising teacher, is a tenured, professionally certified teacher in the PDS who is responsible for collaborating with the IHE supervisor to provide individualized support to a PDS intern. Pre-service mentors receive specific training in guiding, supporting and assessing the strengths and weaknesses of interns.

School Improvement Plan. The School Improvement Plan is the data-driven document that provides the plan for staff development and other interventions to increase student achievement at the school site.

Site Coordinator. The site coordinator serves as the empowered representative of the school in the PDS partnership. Working collaboratively with the IHE liaison, the site coordinator provides leadership to the PDS.