Teacher Education Program (tep) Field Handbook

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Teacher Education Program (TEP)

Field Handbook

2014-2015 Cohort

description: education hall copy

College of Education

University of Washington

211 Miller Hall, Box 353600

Seattle WA 98195-3600

(206) 543-1755; FAX (206) 221-3296


Stained glass window above the northeast entrance to Miller Hall

Miller Hall – Who was W. Winlock Miller Jr.?

In 1954, the UW Regents renamed Education Hall in honor of their senior member,
W. Winlock Miller. The son of a prominent jurist and political figure from the days of the Washington Territory, Miller received his education as a lawyer but spent the greater portion of his life administering the family estate. He joined the Washington Board of Regents in 1913.

University of Washington Elementary Teacher Education Program
2014-15 Field Handbook

Table of Contents


University Personnel Contact Information page 4

Elementary TEP Active Partner Schools page 5

ELTEP Program Vision page 6

Conceptual Framework & Program Themes page 7-9
TEP Timeline—By Quarter page 10-11

CFP Strand page 12-13

Professional Expectations & Policies page 14-19
Quarter Two—Autumn:

2nd Quarter Autumn Field Requirements—by role page 20-21

1st Observation Information page 22

Sample Letter Home to Families page 23

Information for 2nd Qtr. Field Placement – Cooperating Teachers page 24

Site Liaison/Coordinator Monthly Meetings page 25

Quarter Three—Winter:

3rd Quarter Winter Field Requirements—by role page 26-28

Winter Quarter Suggested Timeline page 29-30
Quarter Four—Spring:

4th Quarter Spring Field Requirements—by role page 31-33

Resources for Co-Teachers and Teacher Candidates:

Lesson Planning Elements and Guidelines page 34-36

Menu of Co-Teaching Strategies & Examples page 37

Observation resources:

*Sample UW formal observation form page 38

*Indicators for UW formal observation form page 39-45


A- Table 1: Alignment with State & National Standards page 46-47

B- Co-Teaching Worksheet page 48-49

C- Video Waiver & Policy page 50-51

D- Guide for Cooperating Teachers page 52 E- Informal Observation Checklist #1 page 53

F- Informal Observation Checklist #2 page 54

G- Informal Observation Checklist #3 page 55

H- Informal Observation Checklist #4 page 56

I- ELPEP Site Coordinator Role at a Glance page 57

J- Quarterly Assessment Overview & Rubric page 58-64

University Personnel Contact Information

Office of Teacher Education (206) 543-1755

Kevin Shionalyn TEPinfo@uw.edu

Program Assistant

Michael Nielsen mnielsen@uw.edu

Certification Officer

Patrick Sexton pgsexton@uw.edu

Managing Director

Jill Heiney-Smith jillh2@uw.edu

Lead Coach

Jen Lindsay jll@uw.edu


Should you have any questions or comments, please contact:
Office of Teacher Education

University of Washington

Miller Hall 211, Box 353600

Seattle, WA 98195-3600

Office (206) 543-1755; Fax (206) 221-3296
We will identify the best person to respond to your inquiry.

Elementary TEP Active Partner Schools




Site Coord.



Arbor Heights

Christy Collins


Cate Simmers


3701 SW 104th St. 
Seattle, WA 98146


Dan Sanger


Kevin Gallagher


3311 NE 60th St.
Seattle, WA 98115

Jane Addams

Debbie Nelsen


Laura Mah


11051 34th Ave NE

Seattle, WA 98125

Lake Hills



Clare Duffy


14310 SE 12th Street

Bellevue, WA 98007


Marion Smith


Toni O'Neal


1058 E Mercer Street

Seattle, WA 98102


Ann Torres


Carla Strom-Salmon


1815 N. 155th Street

Shoreline, WA 98133

Rainier View

Anitra Pinchback-Jones


Julia Matthews


11650 Beacon Ave S

Seattle, WA 98178


Sahnica Washington


Chris Robert


9430 30th Avenue SW

Seattle, WA 98126

Sand Point

Daniel Warren


Molly Smith


6208 60th Ave NE

Seattle, WA 98115


Bruce Rhodes


John Apostol


1812 SW Myrtle Street

Seattle, WA 98106

Sherwood Forest

Allison Deno


Carol Stern


16411 NE 24th St, Bellevue, WA 98008

South Shore



Kristin Nichols


3528 S. Ferdinand St.
Seattle, WA 98118

White Center Heights

Anne Reece



10015 6th Ave. SW
Seattle, WA 98146

Wing Luke

Davy Muth


Monica Sylver


3701 S. Kenyon St., Seattle, WA 98118

ELTEP Program Vision

ELTEP’s vision is to foster early career teachers’ capacity to integrate richly contextualized knowledge of culture, community, and identity with pedagogical and content knowledge and practice.
We acknowledge that education cannot be reduced to disciplinary parameters but must include attention to power, history, self-identity and the possibility of collective agency.  As such, we take an alliance building approach with families, schools, and communities to collaboratively transform inequitable institutional practices.
Fostering early career teachers’ capacities and alliance building includes:

  • A social justice orientation which entails critical self-reflection and action to address inequities in communities, schools, and classrooms, shaped by race and socioeconomic status as well as by gender, sexual orientation, language, immigration status, (dis) ability, and religion.

  • Systems and structures that support the complex work of teaching through collaborative inquiry in partnership with schools, communities, and families.

  • Social, emotional as well as intellectual dimensions of equitable teaching and learning.

Developing and enacting this vision requires generous, deliberative, participatory on-going conversations that acknowledge and honor the multiplicity of expertise across boundaries.

Conceptual Framework & Program Themes
Teacher Education Program

1(a) The Unit has a comprehensive set of learner expectations for each preparation program. Learner expectations reflect professional, state, and institutional standards.
The expectations for TEP teacher candidates are organized in terms of 5 program themes:
a) content knowledge, pedagogy and assessment,

All candidates are expected to demonstrate strong subject matter knowledge, a comprehensive understanding of state curriculum frameworks, and a repertoire of skills related to planning, teaching and evaluating student learning outcomes.

b) social relationships and classroom management,

Candidates are expected to understand principles of social development, and to be able to plan, implement and evaluate strategies for creating a positive classroom climate for learning.

c) student identity, language and culture,

Candidates are expected to understand the importance of (p-12) students’ individual, familial, and cultural values and experiences, and to be able to design learning experiences that access personal and community resources for learning;

d) equity and inclusion,

Candidates are expected to understand the importance of equity and inclusion for education in a democratic society, and to be able to design and evaluate learning experiences which teach (p-12) students to play an active role in establishing classroom norms and practices that support the active participation of all students in valued roles, activities and settings.

e) inquiry, collaboration and professionalism.

Candidates are expected to understand the professional and ethical responsibilities of public school teachers, and to appreciate the value of inquiry and collaboration as tools for solving educational problems. They are expected to continuously evaluate their own work in terms of its effects on their (p-12) students, and to actively seek, and contribute, to the knowledge of their colleagues.

We understand all of these expectations for candidate outcomes to operate in a highly dynamic set of social contexts, including those related to the cultural values and practices of diverse communities, as well as state and federal policy. Perhaps most fundamentally, we interpret all of these programmatic themes to be centered ultimately on questions of student learning—that is, we understand these, and other ideas we use to organize our work, to function as tools for impacting the social, cognitive and academic development of students in public school classrooms. Figure 1 depicts relationships among these five program themes, and their joint focus on p-12 student learning:

Figure 1: Teacher Education Program Themes

Candidate expectations as organized by the conceptual framework above are linked explicitly in Table1 (Appendix A) to relevant national standards (NTASC), and state knowledge and skills standards (Standard V).

2014-15 Elementary Cohort

  • Courses in Culturally and Linguistically Responsive Teaching, PE, Issues of Abuse, Classroom Management, Social Foundations, Literacy and Social Studies methods, and Vision and Integration Seminar for Programmatic Support and CFP (Community, Family, Politics Strand).

  • School placement at Roxhill Elementary with rising first-fourth grades.


  • Back to School Experience August 25 – September 19.

  • Full time in schools Monday-Friday.

  • Assist Cooperating Teacher with back to school duties and begin building relationships with students and staff.

  • Possible home visits (with cooperating teacher or designated school staff).

  • As part of your CFP work, begin working to understand the community and families that support the students in your assigned school.

  • Complete assignments (for coursework0 in Math, Literacy, Classroom Management and Teaching and Learning.

September 22 – mid December

  • Teaching Candidates attend UW coursework Monday-Thursday on campus and in partner schools where some courses are taught.

  • TCs in schools on Fridays.

  • UW coursework in Math and Literacy methods, Differentiated Instruction for Special Education students, Teaching and Learning, Classroom Management and Vision and Integration Seminar for Programmatic Support and CFP. Assignments from these courses involving work with individual students and small groups.

  • Begin Action for Inquiry project.

Mid-December - Last contracted day before Winter Break (at your placement school)

  • Work to understand where the students are in the curriculum.

  • One observation by UW Coach with a small group.

  • Planning and preparing to teach small groups more regularly starting in January.


January – mid-March

  • UW courses in Math, Literacy and Science methods, Culturally and Linguistically Responsive Teaching, Classroom Management and Vision and Integration Seminar/CFP. Courses are two days per week with assignments beginning with small groups-moving toward whole class instruction.

  • TCs in schools three days per week and begin whole-class co-teaching, as CT and Coach deem appropriate.

  • 3 formal observations by UW Coach, involving CT in at least one.

  • TCs continue working on the Inquiry for Action project.


Mid-March to Last Contracted Day of Your District

  • TCs follow each school’s spring break schedule, not the UW’s schedule.

  • TCs complete final credit of the Classroom Management course.

  • Full time Co-Teaching—TCs are full-time on the teachers’ contracted schedule Monday-Friday.

  • At least 4 formal observations by Coach. Informal and formal observations by Coach and CT.

  • TCs become “Lead Teacher” in the co-teaching model, doing all planning and major instruction throughout the day. CT assumes the role of teaching individuals and small groups, and also observes the TC to provide feedback.

  • TC continues and completes the Inquiry for Action project.

  • Required edTPA (Teacher Performance Assessment) occurs well into April, based on MSP, spring break and curricular demands in each classroom. *The exact schedule is to be negotiated between each TC/CT/Coach Triad.

  • TCs spend 2 days on campus to complete the edTPA—dates TBD.

  • TC plans and presents the Inquiry project to demonstrate growth in one area throughout the year and to prepare for the Professional Growth Plan.

  • TCs begin conducting job searches.

  • After passing all coursework, formal observations, edTPA and Inquiry Presentations, TCs earn Residency Certificate and Master’s in Teaching.

Community, Family, Politics (CFP) Strand
What we are working towards:

The goal of the CFP strand is to prepare effective teachers who:

  • see students as members of families and cultural communities;

  • work to connect their classroom to community knowledge, community leaders, and community organizations;

  • recognize that schools are political institutions with a multitude of stakeholders; and

  • are able to work with colleagues, families, communities, and other stakeholders to create equitable and humane classrooms and school environments;

  • see their role as teachers as part of the broader constellation of work in communities.

What informs this work:

The CFP strand is primarily grounded in these two concepts:

Community teachers”: “Community teachers draw on richly contextualized knowledge of culture, community, and identity in their professional work with children and families in diverse urban communities. Their competence is evidenced by effective pedagogy in diverse community settings, student achievement, and community affirmation and acknowledgement of their performance. Community teachers have a clear sense of their own cultural, political, and racial identities in relation to the children and families they hope to serve. This sense allows them to play a central role in the successful development and education of their students” (from Peter Murrell, Jr., 2001, p. 4).
Teaching against the grain”: “Prospective teachers need to know from the start that they are a part of a larger struggle and that they have a responsibility to reform, not just replicate, standard school practices.” It is the responsibility of teacher education programs to support teachers to do this work. (from Marilyn Cochran-Smith, 1991, p. 280).

What we will ask of you, as teacher candidates and future teachers:

Throughout the year, in the Field-Based Vision and Integration Seminar and in other courses, the CFP strand will push you to think and act beyond the walls of the classroom and into surrounding neighborhoods and communities of your placement school. The CFP strand stresses partnerships between your fellow teacher candidates, your UW instructors and faculty, parents and community members, other educators, and the students we teach. Through these relationships, we will work towards a better understanding of our role in creating positive change through collaboration and humility.

As referenced in the Murrell quotation, to “know thyself” is critically important in this work. We will ask you to engage in continuing to understand your identity and the role your experiences have had in shaping your conceptions of teaching and learning.
Additionally, we will use a set of questions to help guide our work. By focusing on the questions below, we will begin to develop our understanding of what it means to work as a community teacher.

  1. What is a community teacher and why would I want to be one?

  2. How do I go about building networks to help me understand, engage, and respond to students and the communities they are a part of and the politics that inform my practice?

  3. What can I take part in doing to further develop my understanding of the communities I teach in?

  4. How can I sustain myself, and the practices that are part of being community teacher, during this program and in my own practice?

How we define community, family, and politics

Community consists of (but is not limited to) after-school programs; organizations serving particular racial, ethnic, linguistic, or religious groups; parent groups; neighborhood organizations; social and healthcare workers. Family consists of people who care for a particular child. For the purposes of the strand, politics refers to the institutions and interactions that have as their aim the crafting or changing policy and/or practice of schooling. ‘Politics’ might be found at the center of staff meetings concerning curriculum, of school board meetings related to school assignment, of public deliberations about ballot initiatives or elections.
How this work is manifested into your coursework and student teaching time (a brief quarter by quarter breakdown):

In addition to what is described below, the CFP is also integrated into other courses and assignments in the Summer, Autumn and Winter Quarters.

Summer Quarter

During the summer quarter you will engage in many opportunities to get to know the community surrounding Roxhill Elementary School. You will have an opportunity to meet with families, community members, and walk the streets and visit the parks where the students you work with live and play.

Autumn Quarter

In the September Experience, and through Autumn quarter, much of the work you engaged in with your fellow teacher candidates at Roxhill (e.g. community walks, talking with families, etc.) now happens in the surrounding neighborhood of your placement school and the school itself. You will work with your University of Washington coach and the other candidates placed at your school to not only get to know the community within the school, but the community that surrounds it, the people who contribute to it and the politics that inform it. This quarter culminates in a collaborative project amongst the candidates placed at one school. Candidates at a school site create a poster and share it during a ‘poster session’ with the rest of the cohort, instructors, coaches and faculty.

Winter Quarter

As you spend more time in your placement schools, you learn even more about the systems and structures that are in place. You will develop a project to inquire, act and reflect on issues, which might seem peripheral, compared to the center stage of teaching but are essential to building a responsive and reflective practice. This Inquiry and Action Project can encompass many topics. A few examples are: What can I do to build strong relationships with after school providers? How can I provide multiple and various opportunities to include families in our classroom? What are the politics that contribute to school policies or district agendas that also influence how and what I teach? Through a series of outlined steps, you will articulate an inquiry, develop a plan of action, and implement the plan during the rest of winter and into the spring quarter.

Spring Quarter

Being in your school placement every day lends itself to more opportunities to implement the work of being a community teacher. You will continue implementing your Inquiry and Action Project, culminating in a presentation to your peers, school and community members. We will recommend that any work you present should be a marriage between practice and elements of the CFP (e.g. utilize a school garden for subject integration between math, science in literacy while bringing in community pea patch participants to share their expertise and recruiting parents to come into the classroom to support the work and also share what they know about growing plants).
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