Professional Expectations & Policies University of Washington Masters in Teaching Program
Essential Professional Attributes and Responsibilities The University of Washington College of Education teacher preparation leads to a Masters in Teaching and state certification. The education of a teacher requires assimilation, integration and application of complex knowledge and skills along with development of appropriate professional, behavioral, and social dispositions needed to become both an independent and collaborative teacher in any public or independent school in the State of Washington.
Essential attributes, as distinguished from academic standards, refer to those physical, cognitive and behavioral abilities required by the faculty for satisfactory completion of all aspects of the Master's in Teaching curriculum and for the development of professional dispositions. They are the intellectual, communication, social, emotional, behavioral and attitudinal aspects of the performance of a teacher. Essential attributes are prerequisites to acquiring, integrating and applying the knowledge and skills of a teacher and to meeting the performance expectations of the Master’s in Teaching program as described in the Teacher Education Handbook.
Students enrolled in the Masters in Teaching Program
must have the ability to master, assimilate and apply complex information in the form of lectures, small group work, written materials, and other applicable teaching formats. The student must be able to reason and make decisions appropriate for a classroom teacher and at a level determined by the faculty.
must be able to communicate effectively in written and oral English in order to communicate concepts, assignments, evaluations, and expectations with members of the learning community such as faculty, students, parents, and staff. Interpersonal, listening and responding skills must be at a level sufficient for the teacher education student to understand and respond appropriately to different perspectives represented in diverse university and school classrooms. A teacher education student must use appropriate communication skills enabling him/her to seek, receive and follow supervision in university coursework and in field experiences.
must have emotional stability and persistence required for full utilization of intellectual abilities. He/she must be dependable and be able to work calmly and flexibly under stress, e.g., work under time constraints, concentrate in distracting situations, make timely subjective judgments and ensure students’ safety at all times.
must have the stamina to work a teacher's contracted day and perform extended additional duties of a classroom teacher such as parent conferences, Open Houses and other school related activities.
must be able to organize time and materials, prioritize tasks, perform and supervise several tasks at once, and adapt to changing situations in order to develop skills to assess and attend to the needs of all his/her students.
must act in a professional manner that demonstrates integrity, responsibility, tolerance and respect for self and others. He/she must treat all with compassion, dignity, and respect. The student must be able to work collaboratively with other students, school and university faculty, parents and the school community.
must be able to complete satisfactorily all required courses in the program at a level deemed appropriate by the faculty, as well as meet eligibility requirements for a teaching credential including a negative criminal background history as provided by state law.
These essential attributes identify the requirements for admission, retention and graduation of applicants and students in the Masters in Teaching program. Graduates are expected to qualify for a Master’s degree and certification in the state of Washington.
The University of Washington endeavors to select applicants who have the ability to become highly competent teachers. As an accredited teacher education program, the curriculum adheres to the standards and guidelines of pre-service program outlined in the Washington Administrative Code (WAC). Within these guidelines, the Teacher Education faculty has the freedom and ultimate responsibility for the selection and evaluation of its students; the design, implementation, and evaluations of its curriculum; and the determination of who should be recommended for a degree and state certification. Admission and retention decisions are based not only on prior satisfactory academic and performance achievement, but also on a range of factors that serve to ensure a candidate for degree can demonstrate the essential attributes required in the Masters in Teaching program.
As an aspiring teacher, you have accepted the responsibility to adhere to the highest ethical standards. A Washington State “Code of Conduct” and State Professional Standards guide your actions and you should familiarize yourself with them.
http://www.k12.wa.us/ProfPractices/CodeConduct.aspx The following responsibilities should also guide you as you work with students, faculty and staff in the schools, with your peers in ELTEP, and with the faculty and staff of the program.
The College of Education, as part of the University of Washington, is committed to the principle of equal opportunity. The College does not discriminate on the basis of race, color, creed, religion, national origin, gender, sexual orientation, age, marital status, disability, and disabled veteran or Vietnam era veteran status. The essential attributes have been developed in compliance with the American Disabilities Act (PL 101-336), and when requested, the university will provide reasonable accommodations to otherwise qualified students with disabilities.
Responsibilities to Students
As a teacher candidate in ELTEP you will be interacting with students in schools throughout your program. As you are learning to teach you will be exposed to information and situations in which there may be concern for the health, safety, privacy, or psychological wellbeing of these students. Your responsibilities to all the students you encounter, whether they are in your direct charge or not, include the following:
Treat all students with dignity.
All students must be treated with dignity and respect at all times regardless of their race, color, creed, gender, age, disability, sexual orientation, political or religious belief, or social, cultural, or linguistic status.
Students, including those with disabilities, must be allowed to participate on an equal basis in any program or activity for which they are qualified.
Students must be free from harassment by teachers or other students.
Students must have physical privacy - including freedom from unwanted or punitive touching or physical restraint. If any student needs physical guidance or assistance in performing any activity, the assistance must be provided in the most dignified and private manner possible.
Students and their families have the right to be referred to in respectful terminology when discussing race, religion, disability, or any other social or physical characteristics.
Students should be corrected for academic or disciplinary problems in a respectful, non-punitive manner and not subjected to humiliation in front of peers or staff.
Maintain privacy and confidentiality. All students and their families have the right to privacy and to confidentiality of all records, verbal and written information, or information from a third party. While you may need to know certain private information for the purpose of your own academic learning or in order to prepare appropriate instruction, this information is not to be shared with others outside the academic or school community except as required by law.
When sharing information within the school community, make sure you are doing so with the ultimate benefit of the students in mind. Gossip is never appropriate.
Written information should be shared only in the most limited distribution possible to attain your goal. Be especially cautious in using email or social media to convey information about students. Email, Twitter and Facebook are considered public media. Treat anything you write on email and social media as though it were publicly available.
Information shared with fellow teacher candidates and faculty through papers and classroom documents or discussions should avoid personal identifiers that might enable someone to connect the information with a specific student, family, teacher, or school.
Safeguard the physical and emotional safety of students. Do not engage in any activity that could reasonably be thought to jeopardize the health, safety, or wellbeing of students. Check school policies on safety during field trips and investigations.
If you have questions or concerns about a situation, ask your mentor teacher, principal of the school, ELTEP Director or Program Manager. If you see or hear something which threatens the physical or emotional health or safety of a student OR if you witness an event that threatens the health or safety of a student you must report this to the proper authorities at once. In cases of imminent danger know and follow school emergency policies. Know and follow your school’s policy on the appropriate person to notify. Keep a record of when, how, and to whom you have talked about the situation. Examples of situations that may fall under this principle are:
Suspected child abuse.
Weapons on campus.
Physical or sexual contact among students or between students and adults.
Drugs, alcohol, or tobacco being offered to students by adults or other juveniles or being consumed by minors on school premises.
Sexual harassment or harassment based on disability, sexual orientation, race or religion.
Derogatory name-calling or other verbal or physical humiliation.
Students who threaten to do themselves or others bodily harm are always to be taken seriously and reported to the proper authorities immediately.
Where a student’s health or safety is threatened, individual confidentiality cannot be respected.
You are obligated by law to report these matters to the proper authority. You should tell the student about your obligation if your knowledge of his or her situation has come about because they have confided in you.
Attendance - TEP students are expected to attend all University classes, field assignments, and collaborative connection sessions. If an emergency arises that necessitates missing any class, or field placement, the TEP student should immediately notify the persons involved: the Site Coordinator, Cooperating Teacher, University Supervisor, and Teacher Education Professor. Irregular attendance will have implications for program completion. Students’ work or coaching responsibilities cannot interfere with university class or field attendance.
Guidelines for Leave of Absence or Withdrawal from the College of Education
Students may request a leave of absence for personal, academic, or health related issues or as an intervention to allow time to manage an issue of concern. If a student’s application for a Leave of Absence is approved, the leave is granted for one year. In exceptional circumstances, a student may apply for a second, and final, leave. The Director of Teacher Education may set criteria related to the student’s return from the leave of absence. If no criteria are set, the student may return from the leave and is responsible for following registration timetables and for obtaining interviews for field placements with the Administrative Field Coordinator. If criteria have been set for return from a leave and they are not met, the Director may recommend that the student continue on leave, be advised to withdraw, or be dismissed from the program.
To withdraw from the College of Education and the Graduate School, inquire in the Office of Teacher Education where someone will lead you through the process. Withdrawals are most commonly related to a decision that teaching is not the best career path, inability to complete the program for personal reasons, or for unsatisfactory work in university or field coursework.
Guidelines for Consideration for Reinstatement Students who have been on leave and wish to be considered for reinstatement must submit a petition for readmission to the Director of Teacher Education at least one academic quarter prior to the beginning of the quarter for which readmission is requested. The student should also make an appointment with the Administrative Field Coordinator to arrange for up to two interviews for a field placement. The petition for readmission must address the issues that lead to the request for leave of absence. If the petition to return to the Teacher Education Program is approved, the Director of Teacher Education may set criteria related to reinstatement. In addition, students must check their status with the Office of Student Services to determine if they will need to reapply to the University. Upon approval of the petition and reinstatement of active status, add codes for the appropriate courses will be issued.
Guidelines For Participation in Social Media Before your first day at any school or community-based site, each UW student should review his/her Facebook and Twitter accounts and remove anything that could be considered unprofessional. Do not “friend” or communicate with any student or parent using a social media tool. Teacher Strikes or Walkouts Any University of Washington student assigned to a school district where a teacher strike occurs shall not report to the student teaching assignment until the conclusion of the strike.
The University cannot and must not be responsible for assigning any student into a strike situation. This policy should not be considered either as support of, or opposition to, any strike activity.
If, as the result of strike activity, a student's field experience is substantially shortened, every reasonable effort will be made by the University to enable students to meet established course requirements for credit. Under these circumstances, it may be necessary to reduce the number of credits for the field experiences.
2nd Quarter Field Requirements—by role
ELTEP, Autumn Quarter begins August 25th
Each Teaching Candidate (TC) in the Teacher Education Program (TEP) will report to their assigned school site as early as August 25th. TCs will work in schools M-F during the “Back to School Experience” on the teachers’ contracted schedule.
Starting September 22, TCs will attend classes at school sites and on campus Monday-Thursday and report to their assigned field site on Fridays. TCs will begin their CFP work connected to the field placement.
TEP Student Responsibilities During Back to School Experience:
Assist CT with classroom set-up and projects to prepare for the students’ arrival.
Attend staff meetings, trainings and planning sessions with your CT.
Along with CT, send a letter to parents/caregivers that introduces yourself and your preparation for this work.
Assist with assessments, as determined by your CT and Site Coordinator.
Thoughtfully observe instruction, taking notes and reflecting on the teaching practices you see modeled by your CT.
Meet regularly with your CT to debrief and reflect on your learning and the needs of your students. Discuss expectations for campus/field assignments with your CT in order to effectively complete them.
Complete field-based assignments from your university courses.
Work with individuals and small groups (as determined by your CT) to support student learning.
Possible home visit with CT or other designated staff person.
End of September-December:
Attend your school site on Fridays and continue working with individuals and small groups.
Begin building your lesson planning skills and demonstrate knowledge of the Common Core Standards.
Identify and begin to frame an Inquiry for Action project question.
Attend university coursework on campus and at partner schools and complete course assignments.
Arrange your first observation with your university coach. Prepare a lesson plan and submit it to your coach in advance for feedback.
Complete the Autumn quarter Formative Assessment to be provided to your coach.
Complete the Context for Learning form for the edTPA.
Cooperating Teacher Responsibilities
Collaborate with the TC to set up your classroom, get to know your students and review assessment data.
Assist the TC in sending a letter home to families/caregivers that introduces him/her and how you will work together.
Meet regularly with the TC to reflect on your students and your teaching practice. Share lesson planning strategies, management ideas, curriculum goals, assessment tools, and information about students.
Arrange for him/her to work on a regular basis with small groups and individuals.
As part of your mentoring work with the TC, observe and offer feedback on his/her teaching. Provide encouragement and positive reinforcement as well as suggestions for improvement as needed.
Take time to confer briefly with the University Coach when s/he is in the building. If issues arise between visits from the Coach, make contact with him/her to discuss a resolution.
Keep in contact with the Site Coordinator in your building.
Discuss the possibility of making a home visit with your TC.
Complete the Autumn quarter Formative Assessment, to be provided by your coach.
Site Coordinator Responsibilities
Arrange meetings with building cohort of TEP students to reflect and share ideas on topics such as management, strategies for beginning class, assessment, working with building specialists and parents, etc.
Check on the professionalism and progress of each TC in his/her placement. Provide an opportunity for CTs to contribute input regarding their TCs.
Attend scheduled Site Coordinator meetings (on UW campus or a school site) and communicate any relevant information to the CTs.
University Coach Responsibilities
Meet with the CTs and TCs early in the quarter to discuss responsibilities and expectations for the quarter.
Provide resources to the TC to help guide their observations and work with students.
Provide CTs and Site Coordinators with university resources to support their work with the TC.
Maintain close communications with the CT, TCs and Site Coordinator. Help solve field-based problems and notify the TEP office when issues arise.
Complete the Autumn Quarter Formative Assessment.
1st Observation Information
To help prepare you for the observation process, we will have one “practice” observation this quarter. This observation will not be scored or graded, but will give you a chance to plan and teach a lesson and get feedback from your coach.
Your lesson should be approximately 15-25 minutes. So that you can really focus on pacing and classroom management, choose something that is not too content-rich.
Plan your lesson around work with a small group or an individual student—not the whole class.
You must submit your lesson plan to your CT and coach for feedback at least 24 hrs. in advance. There is not a required format, but you must include a rationale, lesson objective(s) tied to standards, assessment, instructional plan, and differentiation. Please let your coach know if you would like a template.
Coaches will take notes to help guide the debriefing conference after the lesson. This first time, we will be looking for clear communication of the lesson objective, instruction that supports the learning of the objective, and classroom management.
Following the observation, we’ll have a conference to discuss the lesson and any other questions or concerns about your field experience. Hopefully, your cooperating teacher will be able to attend the conference with us.
TCs and Coaches will work together to schedule the observation.
Sample Letter Home to Families Hi Families,
My name is Ralph Macchio. I will be the teaching intern with Mr. Gallagher this year. I’m sure many of you are excited as the school year starts and your child begins Kindergarten. It may be that you and your child are experiencing a similar mix of emotions as I am, excitement, nervousness, and wonder. I spent the last year teaching preschool. Knowing that I would spend this year working in Kindergarten, I couldn’t help but feel similar to the way the Pre-K kids felt. They were excited to meet new people, and to do new things, but they were anxious for the next big step and a strange new place. Still, I am sure this year will be great. It will be exhilarating to see these children grow throughout the year.
I will be here at MLK Elementary quite a bit during the first month of school. I am very excited to be co-teaching with Mr. Gallagher. During the latter part of fall I will spend more time at the University of Washington studying how to be a teacher. Much of the coursework involves learning educational techniques and theories in addition to things about school that one might not usually think about every day. During this time I will probably be visiting MLK once every week or two near the end of the school day. I am trying to think of creative ways to stay connected with the class while I will be away. I may record book readings and jokes to continue the co-teaching process with Mr. Gallagher. During December and January I will begin spending more time at MLK again to continue crafting my teaching practice. To complete the teacher certification process, I will spend much more time at MLK during the latter half of the school year.
You might like to know a little bit about my background. I grew up in Seattle and graduated from Western Washington University where I studied psychology. While teaching preschool, working in after school programs, summer camps, and coaching and refereeing youth sports I realized how rewarding it is to help children learn and develop. I’ve always enjoyed working with kids. They make me laugh, and their creative minds always keep me thinking.
I am grateful for this opportunity. I realize I have an important role to play in helping these children continue to grow into intelligent, creative, caring people. I feel fortunate to be part of such a great school and community.