Teacher Education Program (tep) Field Handbook



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Informal Observation Checklist #2

Teacher Focus___________________________________________________________

TEP Student ____________________________________ Date _________

Lesson Subject: _____________________________ CT _______________

Lesson Title: ______________________________________ (Attach lesson plan)


Please rate TEP student in the following areas:

1= Needs Improvement 2= Emerging Skill 3= Meets Standard 4= Area of Excellence






Professional Appearance


1

2

3

4

Voice Volume


1

2

3

4

Eye Contact


1

2

3

4

Clarity of Speech


1

2

3

4

Proximity/Movement to Students

1

2

3

4

Questioning Skills


1

2

3

4

Monitoring Student Progress (during activity)

1

2

3

4

Knowledge of Lesson


1

2

3

4

Transitions/Pacing


1

2

3

4

Rapport with Students


1

2

3

4

Classroom Management













During Lesson

1

2

3

4

During Work Time

1

2

3

4

Overall presentation

1

2

3

4

Lesson Plan













Rationale & Alignment

1

2

3

4

Instructional Plan

1

2

3

4

Assessment

1

2

3

4

Content Development

1

2

3

4

Observer’s Signature _________________________________________



Suggestions to improve the lesson and words of encouragement/praise on back.
Appendix G

Informal Observation Checklist #3


Student Focus

Subject: _______________Objective: __________________________

________________________________________________________
Date: ________________________Time: ______________________



Yes

No

N/A













A positive learning climate for all students.











Evidence of differentiation for all students.











Students work and collaborate in pairs or groups.











When asked, students can tell the purpose of what they are doing.











Hands-on materials, manipulatives used.











Evidence of higher level questioning is present.











All students are actively involved in the lesson.











Presentation was clear to all students.











Evidence of assessment/feedback is present.











Classroom management was effective.










TC responded to all students.

Observer’s Signature ________________________________________________


Suggestions to improve the lesson Words of encouragement/praise

Appendix H

Informal Observation Checklist # 4

General Overview


TEP Student: ____________________________________ CT _________________________
Date: _______________ Time: __________ Subject: ________________________________
I. Use of Instructional Time: ___Materials Ready ___Students on Task

______________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________

II. Student Behavior/Classroom Management

___Obvious Rules ___Clear procedures ____Frequent monitoring ___ Positive Climate

______________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________

III. Instructional Presentation:

__Review ___Lesson Goal ___Brisk pace ____ Relevant Examples/Questions ____ Closure

______________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________

IV. Instructional Monitoring:

___Obvious standards ___Circulates to monitor tasks ____Assesses Progress and Understanding ____Good Questions ___Questions all students

______________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________

V. Instructional Feedback:

____In-class work ____ out-of-class work ____ affirms correct answers ____sustaining feedback

______________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________
TEP Student Signature:_______________________________________

Mentor Signature:_____________________________________________



Appendix I

ELTEP Site Coordinator Role At A Glance
2nd Quarter (Autumn)

Site Coordinator Responsibilities:

  1. Welcome TEP students and introduce them to other professionals in the building.

  2. Conduct a group meeting to orient students to your building and discuss the culture of your school.

  3. Assist the CTs in matching each TC to an appropriate year-long placement.

  4. Meet regularly with the cohort of TCs at your school to discuss puzzles of practice, issues and concerns and to offer support.

  5. Assist interested students in completing home visits with their CT or another professional in the building.

  6. Communicate concerns regarding TEP student(s) to the Coach and/or the Lead Coach Jill Smith at jillh2@uw.edu.

3rd Quarter (Winter)

Site Coordinator Responsibilities

  1. Arrange monthly 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.

  2. Check on the progress of each TC in his/her placement. Provide an opportunity for CTs to contribute input regarding their TCs.

  3. When possible, informally observe the TEP students in your building to provide feedback and support. (Please see the CT guide in this handbook for observation resources.)

4th Quarter (Spring)

Site Coordinator Responsibilities

  1. Arrange monthly meetings with building cohort of TEP students to reflect and share ideas on topics such as management, planning, developing strategies for engaging students, analyzing student work and adjusting plans accordingly, etc. Guide the TCs in taking on all aspects of a faculty member in your building including meetings, conferences, activities, etc.

  2. Check with each CT on the progress of all TCs in your building during full-time co-teaching. Inform the UW Coach and/or Jill Smith at jillh2@uw.edu when there are questions or concerns.

  3. When possible, informally observe the TEP students in your building to provide feedback and support. This could also be a more formal written observation when you feel it is appropriate.

  4. Help TCs arrange a formal interview with the building principal. It is also helpful toward the end of the term to provide an opportunity for mock interviews with a building administrator. Please assist TCs in getting letters of recommendation from the principal and their CTs.

  5. Attend scheduled meetings for site coordinators, and communicate any relevant information to the CT



Appendix J
UNIVERSITY OF WASHINGTON TEACHER EDUCATION PROGRAM QUARTERLY ASSESSMENT OVERVIEW AND RUBRIC
OVERVIEW

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.



EVALUATING PRE-SERVICE TEACHER PRACTICE & PROFESSIONAL STANCE

This Rubric and Assessment Process serves as a frame for professional growth and demonstration of performance over the course of ELTEP. Specifically, this tool aims to:



  • Focus and frame evidence based discussion and analysis of teaching and learning.



  • Guide reflection and written assessments (formative and summative) by Cooperating Teachers, ELTEP faculty, Coaches and TCs for refining planning, instruction, assessment, and reflection around specific, goal oriented feedback.

All teachers, novice and expert alike, benefit from specific, goal oriented feedback, tied to observable evidence. The candidate’s growth and development rests significantly on the candid, professional, and clear evaluation  tied to evidence  and communication of her/his performance by all program supports.

The 1-4 Continuum below reflects expected growth in the teacher candidate’s practice and professionalism over the course of the ELTEP year. The ELTEP Standards for practice and professionalism are aligned with the Washington Teaching Standards-Based Benchmarks. We aim to describe a continuum of practice: from the performance of a novice teacher candidate during Summer and Fall (quarters 1 & 2), to the performance of a well prepared and highly skilled, yet still beginning teacher, ready for certification by the end the ELTEP year in the Spring (4th quarter).

We expect to see a range of ratings throughout the 4 quarters of ELTEP; however the overall expectations are as follows:


  1. Every quarter:

    1. Professional Attribute Standards are met: You will see on the Assessment Rubric, these standards are to be maintained throughout the year (so, there should be a preponderance of “Meeting” each quarter. You will set goals for professionalism specifically, as noted on the form below.



    1. Candidate (TCs), Cooperating Teacher (CTs), and Coach are in agreement that adequate growth is evident across standards. You will identify strengths and growth areas each quarter.



  1. By the end of 3rd Quarter (Winter): Candidates must demonstrate “generally consistent and reliable performance” across the ELTEP Standards in order to assume to role of Lead Teacher in the ELTEP Co-Teaching Model (4th Quarter Full Time Student Teaching).



  1. By the end of 4th Quarter/before earning certification: Candidate is predominately demonstrating consistent, purposeful, and well-timed performance for all standards with respect to all subject areas.


TIMEFRAME:

Candidates (TCs), Cooperating Teachers (CTs), and ELTEP Coaches will use this Rubric in the following ways four times over the course of the ELTEP year. Timeframe/due date (a window within which to complete quarterly assessments) will be marked on the ELTEP Calendar for TC/CT/Coach. Coaches will remind CTs of due date.




  1. 1st Quarter/Summer, TC Self Reflection: TCs begin to practice giving and receiving feedback to and from peers during the summer experience. They will also receive feedback throughout from Teacher Educators (Cooperating Teachers and Instructors).

    1. TCs will reflect upon their professionalism (relevant attributes to summer).

    2. Choose one area where TC felt success or strength (a “glow”) to reflect upon from the summer experience, citing examples and commentary.

    3. Choose one area of challenge (a “grow”) to reflect upon from the summer experience, citing examples and commentary.




  1. After the back-to-school experience: TC, CT, and Coach Reflections will guide debriefing conversation at the back-to-school experience at a mutually agreed upon time (not a 3-way meeting).

    1. TC, CT, and Coach each will reflect upon TC Professionalism.

    2. TC/CT/Coach will use TC Summer Self Reflection in considering “grows” and “glows”.




  1. In December: TC, CT, and Coach Reflections will guide debriefing conversation at the back-to-school experience at a mutually agreed upon time (not a 3-way meeting).

    1. TC/CT/Coach each will reflect upon TC Professionalism.

    2. TC/CT/Coach will reflect on all aspects with regards to small group instruction, in addition to Professionalism.




  1. End of 3rd (Winter) Quarter/PRIOR TO full time co-teaching: 3 way meeting planned at a mutually agreed upon time, arranged by the TC.

    1. TC/CT/Coach each will reflect upon TC Professionalism.

    2. TC/CT/Coach will reflect on all aspects with regards to small group instruction, in addition to Professionalism.




  1. End of 4th Quarter/Spring: Before earning certification: TC, CT, and Coach Reflections will guide debriefing conversation at a mutually agreed upon time (not a 3-way meeting).

    1. TC/CT/Coach each will reflect upon TC Professionalism.

    2. TC/CT/Coach will reflect on all aspects with regards to small group instruction, in addition to Professionalism.



DESCRIPTION of the 1-4 SCALE OUTLINING A CONTINUUM OF GROWTH

1/ BEGINNING STANDARDS: The novice teacher candidate’s performance shows signs of development. Yet, it is typically inconsistent and variable in achieving anticipated outcomes. Small segments of independent and successful practice are performed regularly. The candidate’s performance requires strong guidance and extensive support, and relies substantially on the cooperating teacher’s plans, assessment tools, practices and guidance.

2/ APPROACHING STANDARDS: The teacher candidate’s performance is steady and episodes of independent and successful practice are more frequent and longer in duration. The candidate’s performance may require regular guidance and support, and continues to rely on suggestions and feedback from the cooperating teacher and supervisor. The candidate’s practice may still be variable in achieving anticipated outcomes.

3/ MEETING 3rd Quarter (Winter) STANDARDS (READINESS FOR 4th QUARTER/Full Time Student Teaching): The candidate’s performance is generally consistent and reliable. Performance is more commonly linked to anticipated outcomes. The candidate successfully organizes multiple, related lessons. The candidate’s performance indicates readiness to assume increased responsibility for daily instruction with continued support from a cooperating teacher, university supervisor or mentor.

4/ MEETING 4th Quarter (Spring) STANDARDS (Ready to Graduate, Earn MIT and state Certification): The candidate’s performance is typically consistent, purposeful, and well-timed. The candidate successfully organizes series of related instructional segments over significant periods of times. Performance is more firmly linked to anticipated outcomes. The candidate’s performance indicates readiness to assume the regular, daily responsibilities as a teacher of record.

OTHER: List any concerns regarding this student, specifically if:

(1) you have insufficient evidence to evaluate the candidate’s performance at this time, or

(2) you have special concerns or questions about the candidate’s performance on this standard at this time.

UNIVERSITY OF WASHINGTON TEACHER EDUCATION PROGRAM QUARTERLY ASSESSMENT RUBRIC


UW Teacher Candidate:______________________

Cooperating Teacher:___________________________ Coach: ______________________

School: ____________________________Grade Level:_________________________

Quarter: ____________________________(1st/Summer; 2nd/Fall; 3rd/Winter; or 4th/ Spring)


Instructions:

  1. Please rate each dimension, using the 1-4 Scale above and include evidence.

  2. Then give an overall score that indicates the preponderance of evidence.


Planning

1/Beginning

2/Approaching

3/Meeting in Winter

4/Meeting in Spring




Creates lesson plans that have aligned objectives, instruction, and assessment




Creates lesson plans that are appropriate for the students in their classroom




Uses knowledge of student(s) to intentionally plan strategies for differentiated instruction, which includes social, emotional, and academic strengths, cultural and linguistic differences, and classroom management supports.




Plans for differentiated and equitable instruction based on varied strengths/needs within the classroom, as well as attention to students’ academic language needs and supports.




Lesson plans demonstrate a solid understanding the content being taught

Creates lessons that build upon prior knowledge, learning, and cultural assets




Evidence/Comments:

Instruction

1/Beginning

2/Approaching

3/Meeting in Winter

4/Meeting in Spring




Demonstrates relationship and rapport with students




Manages student behavior through positive and culturally responsive interactions.




Utilizes multiple and appropriate instructional strategies




Demonstrates appropriate pacing




Demonstrates appropriate content knowledge




Provides appropriate supports for every student during instruction, including academic language needs and supports, EIP, and extensions.




Elicits and facilitates student responses that build and extend student learning




Instruction demonstrates an incorporation of students’ prior knowledge, learning styles, cultural and linguistic needs are considered.




Monitors student learning throughout the lesson taking into account cultural and linguistic needs of the diverse array of students/families in classroom context.

Evidence/Comments:

Assessment

1/Beginning

2/Approaching

3/Meeting in Winter

4/Meeting in Spring




Monitors student learning during and after instruction




Analyzes student work and proposes appropriate next steps




Able to define criteria used to assess student learning




Provides opportunities for students to self-assess




Provides feedback to students to guide future learning




Assessment shows appropriate differentiation to include students’ individual needs.




Written and Oral Reflection: Engages in constructive, on-going dialogue that demonstrates a desire to learn and grow in his/her practice.

Evidence/Comments:

Professionalism Essential Attributes

Essential Attributes, as distinguished from academic standards, refer to those physical, cognitive and behavioral attributes required by the ELTEP for satisfactory completion of all aspects of the Master's in Teaching curriculum and for the development of professional dispositions. These 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.



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