Key Points for Mentor Teachers a

9. Committed to & facilitates students’ learning in a safe climate (Stnds1,2,3,5,7,8,9,10,11)

A. PT does not set expectations

B. Does not motivate students

C. Does not develop critical thinking

D. Fails to plan

E. Fails to ensure learning

F. Does not perform student assessments

G. Ignores students’ self-confidence needs.

10. Maintains appropriate relationships with teachers, admins, parents, community members (Stnds 7,9,10)

PT does not maintain positive relations:
A. negative interactions

B. Is inflexible

C. Does not share or collaborate.

D. Is intolerant of viewpoint or style.

11. Respects & advocates for diversity (Stnds 2, 3, 6, 7)

A. PT does not respect others of different personality or race, religion, culture, gender, disability or sexual orientation some of the time.
B. PT creates a negative environment where others are not treated with respect or other’s ideas valued equally.

12. Responds appropriately to feedback and is flexible (Stnds 4,7,9)

A. PT resists and does not use feedback.
B. PT does not reflect or modify as a result of feedback.

13. Written work communicates clearly & accurately, and is in standard English. (Stnd 6)

A. PT does not respect others of different personality or race, religion, culture, gender, disability or sexual orientation some of the time.
B. PT creates a negative environment where others are not treated with respect or other’s ideas valued equally.

14. Verbal & non-verbal communication is clear, accurate, appropriate to the situation, & conventions used are standard for speaking situations (Stnd 6)

A. PT resists and does not use feedback.
B. PT does not reflect or modify as a result of feedback.

Key Points

Mentor Teachers, Supervisors and Interns

Fall 2004

Rules

Notify the mentor teacher of absence from school for any reason before 7:00 a.m.

Arrive at school at least one-half hour before school begins and remain at least one-half hour after school closes each day.

Inform the mentor teacher in advance and in writing of any meetings, workshops, or seminars that Interns are required to attend.

Mentor Teacher Orient the Intern

The mentor could utilize the "Preparing for the First Day" and/or "Orientation of an

Intern" checklists to help the intern to become familiar with the classroom. Help them to understand the typical procedures used to manage the classroom on a daily basis. (pages 17 & 18)

Planning and communication between Mentor and Intern

Negotiate expectations, formats, and schedules in a timely manner. Interns should have some responsibilities beginning the first day. This is a team approach to teaching.

Requirements for the Intern

Prepare an internship notebook to keep material organized during internship. The notebook should be placed where the supervisor can find it and read it when he/she visits. The notebook will include the following sections with tabs and blank paper in each section:

Section for intern supervisor comments (supervisor’s place to log in and write comments)

Section for mentor teacher comments and monthly planning guides (page 28)

All Lesson and Unit plans and weekly reflective analysis (page 28)

A section for the weekly journal/log - To be read by intern supervisor only

First semester journal topics: Classroom management issues or learnings. & What did I learn about teaching and learning this week?

Portfolio

Begin collecting artifacts for the portfolio: student work samples, photos, rubrics, assessments, lesson plans, parent letters/newsletters, professional development materials, evidence of collaboration. We suggest you keep a camera in the classroom and have photos processed electronically.

Goal Setting:

By the end of the third week in September, interns develop goals for the first placement, working collaboratively with their mentor teachers. Goals are based on developing evidence for the outcomes. A copy of the goals is placed in the notebook and presented to the intern supervisor.

Observation team

Each school will designate one individual to be the school based site coordinator (if there are two or more interns in the building). The site coordinator will be the school-based contact for the university supervisor. One role of the site-based coordinator is to set up an intern observation team. The team will consist of 3 to 5 of the following individuals: university supervisor, site coordinator, principal, mentor teacher and other classroom teachers. After 3 to 4 weeks in a placement the intern will receive a weekly formal observation from one of the team. The site coordinator will set up the schedule. All observations will be copied and given to the intern, site coordinator and university supervisor.

Solo Teaching Days

At the end of the second month (first quarter) the intern should be able to plan and teach ½ days for one week – five consecutive days

At the end of the fourth month (second quarter) the intern should be able to plan and teach for one week – five consecutive days

Second semester the intern should plan and teach 20 days with at least two weeks consecutive

University Classes & time off

Interns are taking university courses while interning. Fall or the first semester of internship the interns may take a half day a week off to do assignments. We would like the day to be consistent throughout the semester. For example: Tuesday afternoons. Please inform the University Supervisor of the ½ day during the week when the intern will not be in the classroom. Instead of setting a common time for everyone that may not be good for the particular placement we are allowing each intern and teacher to negotiate the day. This is not to be a floating day but a consistent day so the intern can plan in advance. University classes need to be attended absences are by permission of the instructor only.

Seminar for Fall 04 Internship

We will meet once a month to address classroom management and portfolio development.

Text: Tools for Teaching by Fred Jones ISBN: 0-9650263-0-2

Meetings Room 258 NIC Library

Dates Monday before Literacy from 3:15 to 4:30

September 13 Purchase book read and highlight Chapters 1-12 (book not ordered at bookstore)

Bring Lag time handout and Transitions handout filled out to be passed in for a grade

October 25 Chapters 13-25

November 8

December 6

University Supervisor Visit

A. The university supervisor will visit every other week or twice monthly. He/she will provide you a schedule for the semester.

B. The University Supervisor will look at the notebook when they visit the classroom. During the visit he/she will be logging in the notebook and then writing comments. Supervisors will check to see that the intern is writing lesson plans and reflecting on one lesson a week. He/she will read the journal and make sure there is good communication between the intern and the mentor teacher and checking to see that goals are being set. Note: some mentors are not writers so their section may not have entries – supervisor just makes sure that good communication is going on.

C. The supervisor will/may talk with both the intern and Mentor privately during the visit

D. The supervisor will be one of the members of the observation team making one of weekly formal observation every 4^th or 5^th week depending on the size of the observation team. All formal observations are to be kept in the notebook.

Quarterly Assessments (3)

The mentor teacher, intern and the university supervisor will jointly assess the intern on the Quarterly Assessment form and the Dispositions form each quarter.

On the quarterly assessment of standards of progress the interns should score the following:

First Quarter the intern should receive mostly 1 and 2 marks

Second quarter the intern should receive mostly 2 and 3 marks

Third quarter the intern should receive mostly 3 and 4 marks

Exit: Forth quarter is the final exit exhibition with the portfolio and all standards should be met as beginning teacher level.

On the Dispositions form students are expected to score as met or emerging.

Copies of the quarterly assessments will be given to the intern, mentor teacher and university supervisor (pages 37-41). If an intern is not meeting expectation then an assistance plan will be created (page 38)

The forth assessment is the Exit Exhibition and portfolio presentation. Please see pages 42 to 44 for the description and assessments. A video of an exit exhibition is available through Cherie Major 208 667-2588 cmajor@uidaho.edu

The Internship

Handbook

CDA

Contact Information

In Coeur d’Alene (208) 667-2588:

Jack Dawson	Dean, UI Coeur d’Alene	jdawson@uidaho.edu
Cherie Major	Faculty - Intern Supervisor	cmajor@uidaho.edu
Carol Christy	Faculty - Literacy	cchristy@uidaho.edu
Carol Conkell	Faculty - Physical Education	carolc@uidaho.edu
Warren Bakes	Supervisor of Student Teaching	warbak@uidaho.edu
Ann Smart	Assistant Program Coordinator	asmart@uidaho.edu
	Program Assistant

In Moscow:

Jeanne Christiansen 885-6773	Dean	jeannec@uidaho.edu
Patty Gibson 885-6610	Teacher Education /Certification	pattyg@uidaho.edu

table of contents

Section 1		SECTION 3
Internship vs. Student Teaching	4	Developing Working Relationships	21
Terms	5	Communication Tips	22
Policy on Absenteeism	5	SECTION 4
Policy on Confidentiality	6	Roles and Responsibilities	26
Policy on Dress	7	Intern Responsibilities	27
Policy on Illegal Substances	7	Practicum Requirements	28
Due Process	7	Planning Guide	28
NEA Code of Ethics	8	SECTION 5
Idaho Code of Ethics	9	Lesson Planning	30
Children Bill of Rights	12	Lesson Planning Key Questions	31
Dispositions	13	Intern Lesson Plan Formats	32
SECTION 2		Unit of Study	35
How Should We Begin?	14	SECTION 6
Intern Orientation Checklist	14	Assessing Progress	36
Mentor Observation Guide	16	Portfolio Components	37
Prepare for the first Day Checklist	17	Assistance Form	38
Lag Time Worksheet	19	Quarterly Assessment Form	39
Transitions Worksheet	20	Dispositions Form	40
		Exit Steps and Forms	42

What is the Internship?

Internship Paradigm

Student Teaching Paradigm

¨1 Interns learn about the entire school community.

¨2 The University and school have an ongoing collaboration focused on professional development for all parties.

¨3 The interns’ learning is inquiry-based.

¨4 The intern and mentor(s) participate in team-teaching.

¨5 The interns take responsibility for gathering evidence of their own learning.

¨6 Reflective habits are supported and nurtured in the interns.

¨7 Interns respect individual differences and demonstrate a genuine concern for the learning and well-being of their students.

¨8 Interns are encouraged to try a variety of teaching/assessment methods.

¨9 Mentors are trained and supported in their efforts to help the interns learn.

¨10 Interns are able to see the long-term results of their efforts.

¨11 Mentors have the opportunity to co-teach the university courses and have input on the development of the university program.

¨12 Interns have the support of peers by being placed in school-based cohorts.

¨13 Student teachers learn about their classrooms.

¨14 The University is involved for P & P (placements and problems).

¨15 The student teachers’ learning is information driven.

¨16 The student teacher and supervising teacher participate in turn taking.

¨17 The student teachers have a passive role in their evaluation.

¨18 The student teachers follow directions and are given feedback.

¨19 Student teachers respect individual differences and demonstrate a genuine concern for the learning and well-being of their students.

¨20 Student teachers often only copy what they see.

¨21 Supervising teachers are expected to request support as needed.

¨22 Student teachers only see the short-term results of their efforts.

¨23 Supervision teachers work in the field only.

¨24 Student teachers are often isolated form their peers.

DEFINITION OF TERMS

Classroom Practicum’s - Organized field experiences of the prospective teacher that involve the application and testing of teaching and learning theory in a classroom setting.

Intern Site - A school system that participates with the university in the internship program.

Intern - A college student who is teaching under supervision, eventually assuming all aspects of a teacher's role, and taking university courses at the same time.

Mentor Teacher - A certified teacher who supervises the work of an intern and is employed by the intern site.

University Coordinator - A university representative who coordinates the experiences of interns and is the liaison between the intern center and university.

Intern Site Coordinator - A school representative who is the liaison between the intern site and the university, at the intern site. He/she coordinates the experiences of interns in conjunction with the university coordinator and the superintendent of schools.

Intern Supervisor - A school or university representative who supports the mentor teachers in observing and grading interns.

Student - A pupil in the school system.

Clinical Instructor - University and site based teachers who deliver graduate credit courses.

Policy on Absenteeism

The internship experience is a period of time when the intern becomes cognizant of the many expectations of the teaching profession. One of those expectations has to do with the amount of time a teacher spends in the performance of his/her duties.

The internship experience should be considered a full-time endeavor. As with any other professional level position, a minimum amount of on-the-job time will reap the minimum benefits. Doing the work involved with the internship year is very important, not only to the intern's professional education, but also to an intern's opportunity for employment within the profession.

It is vitally important for the intern to report daily to his/her assigned location(s) during the period of the internship. The intern should notify the school if he/she must be absent due to an illness. We all realize that prior notification of an absence due to an illness is not always possible; therefore, notification should take place no later than one hour before school is to begin on the day of the absence or in compliance with established school practice. ,

If the intern misses a significant number of days of the internship, for whatever reason or combination of reasons, he/she may be required to meet with their mentor and university supervisor to discuss the possibility of making up the missed time. Occasionally, a school policy and/or a schedule conflict may prevent the intern from making up the lost time; therefore, the intern may be required to withdraw from the internship. This will terminate the experience for that semester and the intern will be responsible for dropping the course from his/her registration.

An intern withdrawn from an assignment may be eligible for reassignment the following semester. However, the Office of Clinical Experiences in consultation with appropriate professionals will make the final decision regarding a new assignment. Despite the fact that certain make-up work, or in some cases, complete withdrawal may be required, the intern should not hesitate to miss school for reasons of illness. Good judgment must dictate this decision for the good of all involved.

RULES, REGULATIONS AND RESPONSIBILITIES

Notify the mentor teacher of absence from school for any reason before 7:00 a.m.

Arrive at school at least one-half hour before school begins and remain at least one-half hour after school closes each day.

Inform the mentor teacher in advance and in writing of any meetings, workshops, or seminars that Interns are required to attend.

Policy on Confidentiality

Classroom Discussions: Your field experiences are an important part of your learning and you will be discussing them in your courses. Just as teachers are expected to respect the privacy and dignity of the children and families with whom they work, so we expect you to use discretion. In casual conversations or social situations, do not relate stories from classrooms or schools that may be embarrassing to teachers or students or that include sensitive information about a child or family. When discussing classroom situations in class, do so carefully. Use a fictitious name for the student involved if you need to include individual or family information in your explanation or if the situation is particularly difficult. Mask the name of a student on any written or visual work shared in class or used in an assignment. When discussing teaching practice you have observed in the field, be mindful of maintaining a tone of professional courtesy.

Interviews: Use pseudonyms and screen/mask identifying information when reporting interviews with children/youths/adults. If an assignment requires you to interview an adult, you should clearly state or give to the interviewee, in writing, the purpose of the interview and the uses you will make of the material.

Photographs/Videotapes/Audiotapes: Always ask permission of the classroom teacher to make students' photographs/videotapes/audiotapes or to use them in displays/portfolios. Occasionally there are circumstances that require that a student’s whereabouts be kept secret and photographs are not allowed. Some schools and districts require written permission from parents/guardians for taking any photographs, videotapes or audiotapes. Be sure to check with the teacher on what is needed.

Portfolios: If you use students' work or interview material in your portfolio, use pseudonyms and screen/mask names and personal identifying information.

District Requirements: Ask your mentor teacher if there are any other district or school requirements regarding confidentiality that you should be aware of.

Policy on Dress and Deportment in Schools

When you are in school, you are expected to dress appropriately. You will be viewed and judged as another adult by students, parents, teachers, and other people in the building. If you are uncertain about the specifics regarding how you should dress, discuss it with your mentor. Be polite and considerate of other adults in the building including the principal, custodians, secretaries, paraprofessionals, etc.

Professional education can be an intensely personal and challenging process. In your

classes and field placements you are expected to give and accept constructive feedback appropriately, and to react appropriately in stressful situations. You are also expected to take an active role in your learning and contribute to the learning of your fellow Interns.

Policy on Illegal Substances

The University Drug and Alcohol Policy will be enforced which prohibits the possession or use of illegal drugs and alcoholic beverages in classes and field placements. Students are expected to be free of the influence of such substances in classes and field placements. Tobacco is not to be used on school property. Beepers and cellular phones should only be used with the permission of the mentor teacher.

DUE PROCESS

Interns are required to follow standards of behavior that guarantee the physical and emotional safety of students. If an intern violates the standard of reasonable and prudent behavior in interactions with students, they will be subject to disciplinary action and accorded the same due process protection as teachers.

The steps of due process are:

First Incident: Mentor teacher will talk with the intern about the incident. Specific ideas for dealing with the situation will be generated. The Mentor teacher will keep a written record of the date, incident, and items covered in the discussion. The Intern will also write a description of the incident.

Second Incident: Intern, Mentor teacher, and Intern supervisor meet. Discussion includes specific examples. After the meeting, a written memo will be prepared and distributed to all three parties, which includes the intern's understanding of the incident and the meeting.

Third Incident: Intern, university supervisor, and school administrator meet. Specific examples and consequences are discussed. Written memo from school administrator and university supervisor is sent to all parties after the meeting.

Fourth Incident: Intern, university supervisor, school administrator, and university administrator meet to discuss Intern options. A written letter is prepared for follow-up.

In cases deemed more severe by university and/or school personnel, this process will be modified where needed.

This procedure is a private process between the intern and program coordinator(s). Confidentiality is a legal and ethical right of the Intern.

NEA CODE OF ETHICS OF

THE EDUCATION PROFESSION

Preamble

The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.

The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.

The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than one specifically designated by the NEA or its affiliates.

PRINCIPLE I

Commitment to the Student

The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

In fulfillment of the obligation to the student, the educator:

Shall not unreasonably restrain the student from independent action in the pursuit of

learning.

Shall not unreasonably deny the student access to varying points of view.

Shall not unreasonably suppress or distort subject matter relevant to the student's progress.

Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.

Shall not intentionally expose the student to embarrassment or disparagement.

Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly-

a. Exclude any student from participation in any program.

b. Deny benefits to any student.

c. Grant any advantage to any student.

Shall not use professional relationships with students for private advantage.

Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.

PRINCIPLE II

Commitment to the Profession

The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.

In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.

In fulfillment of the obligation to the profession, the educator:

Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.

Shall not misrepresent his/her professional qualifications.

Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.

Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.

Shall not assist a non-educator in the unauthorized practice of teaching.

Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.

Shall not knowingly make false or malicious statements about a colleague.

Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action.

- Adopted by the 1975 Representative Assembly

CODE OF ETHICS OF THE IDAHO TEACHING PROFESSION

Preamble

Believing in the worth and dignity of each human being, the educator recognized the supreme importance of pursuing truth, striving toward excellence, nurturing democratic citizenship and safeguarding the freedom to learn and to teach, while guaranteeing equal education opportunity for all. The educator accepts the responsibility to practice the profession according to the highest ethical standards.

The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Idaho Teaching Profession symbolized the commitment of all Idaho educators and provides standards by which to judge conduct.

Principle I

Commitment to the Student

The educator measures success by the progress each student makes toward the realization of his/her potential as a worthy and effective citizen. The educator, therefore, works to stimulate the spirit of inquiry, acquisition of knowledge and understanding, and thoughtful formulation of worthy goals.

In fulfilling these obligations to the student, the Idaho educator:

Shall not, without just cause, deny the student access to varying points of view.

Shall make reasonable effort to protect the student from conditions detrimental to learning or to physiological or psychological well-being and shall not procure, distribute, or in any way make available any of the substances recognized as harmful to learning, or to physiological or psychological well-being of the students, or to advocate the use of any such substances.

Shall refrain from subjecting the student to unnecessary embarrassment or disparagement.

Shall respect the constitutional rights of students.

Shall provide professional education services in a nondiscriminatory manner.

Shall refrain from using professional relationships with students for personal advantage.

Shall keep in confidence information that has been obtained in the course of professional service, unless disclosure serves professional purposes or is required by law.

Shall not tutor students assigned to one's classes for remuneration, except when specifically approved by the Board of Trustees.

Shall assess and report student achievement ability as required by the employing educational agency.

Shall provide a positive environment for learning, while prescribing accepted pedagogical procedures.

Principle II

Commitment to the Public

The educator believes that education should preserve and promote the principles of our democratic heritage. Thus, the educator shares, with all other citizens, the responsibility for the development of sound educational policy and assumes the responsibilities of citizenship. The educator bears particular responsibility for the development of policy relating the extension of educational opportunities for all and for interpreting education programs and policies to the public.

In fulfilling these obligations to the public, the Idaho educator:

1. Shall distinguish between personal views and the views of the employing educational agency.

2. Shall not distort or misrepresent the facts concerning educational matters.

3. Shall not interfere in the exercise of political and citizenship rights and responsibilities of others.

4. Shall not use institutional privileges for private gain, for the promotion of political candidates, or for partisan political activities.

5. Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, nor offer any such to obtain special advantage.

Principle III

Commitment to the Profession

The educator believes that the quality of the services of the education profession directly influences the nation and its citizens. Therefore, the educator exerts every effort to establish and maintain professional standards, to improve service, to promote a climate in which the exercise of professional judgment is encouraged and to achieve conditions that attract highly qualified people to the profession.

In fulfilling these obligations to the profession, the Idaho educator:

Shall provide professional educational services in a nondiscriminatory manner and not interfere with the free participation of colleagues in their professional associations.

Shall accord just and equitable treatment to zero members of the profession in the exercise of their professional rights and responsibilities.

Shall use no coercive means nor give special treatment in order to influence professional decisions of colleagues.

Shall withhold and safeguard information acquired about colleagues in the course of employment, unless disclosure serves professional purposes or is required by law.

Shall present one's professional qualification accurately and completely.

Shall present evaluations of and recommendations for colleagues fairly, accurately and professionally.

Shall cooperate with the Professional Standards Commission in inquiries and hearings.

Shall not engage in conduct that is offensive to the ordinary dignity, decency and morality of others.

Principle IV

Commitment to Professional Employment Practices

The educator regards the employment agreement as a pledge to be executed in a manner consistent with the highest ideals of professional service. The educator believes that sound professional personnel relationships with governing boards are built upon personal integrity, dignity and mutual respect. The educator discourages the practice of the profession by unqualified persons.

In fulfilling these obligations to professional employment practices, the Idaho educator:

Shall apply for, accept, offer, or assign a position or responsibility on the basis of professional preparation and legal qualification.

Shall apply for a specific position only when it is known to the educator to be vacant and share refrain from underbidding or commenting adversely about other candidates.

Shall present only factual information regarding the assignment or conditions of employment to an applicant.

Shall adhere to the terms of a contract or appointment, unless these terms have been legally terminated, falsely represented, or substantially altered by unilateral action of the employing agency.

Shall conduct professional business through appropriate channels.

Shall provide, upon the request of an aggrieved party, a written statement of specific reasons for recommendations that lead to the denial of increments, significant changes in employment, or termination of employment.

Shall use time granted for the purpose for which it is intended.

Violation of the Code of Ethics of the Idaho Teaching Profession

Under Idaho Code, 33-1208, a violation of the Code of Ethics is a ground for revocation or suspension of one's teaching certificate. An allegation of ethical misconduct may be brought by an Idaho local board of trustees, or by any individual - other than a student of an Idaho public school - who has a substantial interest in the matter.

Upon receipt of an allegation, the Executive Committee of the Professional Standards Commission reviews the circumstances of the case and determines whether probable cause exists to warrant filing a complaint against the individual accused of misconduct. If probable cause is found to exist, the chief certification officer files a formal complaint against the accused. Upon a request for a hearing by the accused, the State Superintendent of Public Instruction authorizes the Professional Standards Commission to name a three-member panel to hear the charges and to recommend disposition to the State Board. Such hearings are held in compliance with Idaho Code, 33-1209.

BILL OF RIGHTS FOR CHILDREN

We, the people of the United States, in order to achieve a more perfect society, fulfill our moral obligations, further our founding ideals and preserve the continued blessings of liberty, do hereby proclaim this Bill of Rights for Children.

No child in a land of abundance shall be wanting for plentiful and nutritional food.

A society as advanced in medical knowledge and abilities as ours shall not deny medical attention to any child in need.

Whereas security is an essential requirement to a child's healthy development, the basic security of a place to live shall be guaranteed to every child.

To ensure the potential of the individual and the nation, every child at school shall have the right to a quality education.

The government, whose primary role is to protect and defend at all levels, shall assure that children are safeguarded from abuse, violence, and discrimination.

____________________________________________________________________________________________

Professional Expectations & Dispositions for Candidates

HOW SHOULD WE BEGIN?

At the beginning of the school year, a teacher constitutes the class as a functioning organization by establishing rules and routines for interaction in the classroom. The teacher does this by learning about and building relationships with the students and laying out plans for the work for the year. The teacher is explicit, specific, and thorough in laying out expectations and plans. At the beginning of the school year, the intern, mentor, and university supervisor make themselves a functioning organization in much the same way-by building relationships, establishing rules and routines for their interaction, setting out a plan for the work of helping the intern to learn both to teach and to grow as a teacher, and by getting started at it. These three (or more) individuals should be explicit, specific, and thorough about how they will work together.

Orient the Intern

The mentor could utilize the "Preparing for the First Day" and/or "Orientation of an

Intern" checklist(s) to help the intern to become familiar with the classroom. Help them to understand the typical procedures used to manage the classroom on a daily basis.

The Intern Could Help to Become Oriented By...

Talking with the mentor(s) about their classroom "vision"- their expectations, goals, curriculum for the year;

Drawing a map of the classroom, making a daily schedule, and talking with the mentor(s) about how time and space are organized in the classroom(s) and why;

Assisting, observing, and taking notes about the opening days of school as a basis for studying the development of a classroom learning community;

Getting to know the names of all the students in the classroom;

Spending some individual time with each student and keeping notes about students' interests, families, concerns, friends, etc.;

Studying and taking responsibility for at least one recurring classroom event and/or procedure (e.g., taking attendance, checking homework);

Meeting the principal;

Touring the school and community;

Attending faculty meetings, orientations, etc.;

Becoming familiar with material available in the classroom and school library;

Meeting other school personnel.

Orientation of an Intern: A Checklist

Take a walking tour of the building

Introduce the intern to staff members and school personnel

Discuss your educational philosophy as well as that of your intern

Discuss goals and jointly plan a tentative schedule

Discuss school policies and classroom rules

Familiarize your intern with the classroom areas and procedures

Familiarize your intern with the teacher duty schedule as well as rules and procedures for cafeteria, hallways, recess, etc.

Share information about the abilities, interests, and special needs of your students

Review copies of texts, manuals, written curricula

Provide information about special situations that exists such as seating arrangements and parking privileges

Discuss locations and availability of machines and equipment (Xerox, ditto, computers, A.V.)

SUGGESTED ACTIVITIES FOR OUTSIDE THE CLASSROOM

Spend time with:

The Office Staff

The Custodial Staff

The Cafeteria Staff

The Security/Safety Staff

The Librarian

The School Nurse

The PE Specialists

The Music Specialists

The Computer Specialists

The School Psychologist

The Resource Room Personnel

The Speech/Language Pathologist

Extended Resource Room Personnel

The Title I Teacher

Experience:

A child study team

Working with curriculum-based measurement

Playground, Lunch, etc. Duty

MENTOR OBSERVATION GUIDE

This observational guide can be used by interns to more efficiently observe mentors in the fall. This should help interns become more aware of the complexities involved when teaching and managing students. This tool can be used to focus the interns’ observation of mentors’ lessons and then to debrief afterwards on some of the critical components of effective instruction and management.

TEACHING/LESSON DESIGN

Management

Watch for the following management techniques. Add any that the mentor wants. Give specific examples of these as you watch the lesson.

Preventative

Building rapport, positive class climate?

Build group, peer social skills?

Teach class procedures? (test taking, turning in work, getting ready for the lesson at the beginning of the period, etc.) What procedures are taught? Modeled procedures, behaviors intentionally?

Consistent once procedures set? Example?

Adjusts to the needs of individual students? How?

Seating, grouping strategies for management? Why? How?

Intervention

Over-talking? (talking while others are talking)

Off task behavior?

Tardies? Absences and missed work?

Movement around room, proximity? Why? How? When?

Handling repetitive discipline issues?

Handle outbreaks? (Verbal, physical)

Handling children being disrespectful to others?

Handling of suspected thefts, cheating, substance abuse, abuse in the home, etc.

Handling students’ sexual harassment of each other, harassment of those different than them, etc.

Check List

Preparing for the First Day

Efficiency in the classroom is the hallmark of an effective learning environment. Established procedures, consistently applied and taught to your students at the onset of the school year, will significantly improve your classroom management time.

Directions:

Check ([ ) each item for which you already have a prepared process.

Place a (X) by any item for which you do not have a policy but believe you need one.

Highlight those items that you will teach the students the first day of class.

Beginning Class

q1 Roll call, Absent, Tardy

q2 Academic Warm-Ups

q3 Distributing Materials

q4 Class Opening

Room/School Areas

q1 Shared Materials

q2 Teacher’s Desk

q3 Drinks, Bathroom, Pencil Sharpener

q4 Student Storage/Lockers

q5 Student Desks

q6 Learning Centers, Stations

q7 Playground, School grounds

q8 Lunchroom

q9 Halls

Setting Up Independent Work

q1 Defining "Working Alone"

q2 Identifying Problems

q3 Identifying Resources

q4 Identifying Solutions

q5 Scheduling

q6 Interim Checkpoints

Instructional Activities

q1 Teacher, Student Contacts

q2 Student Movement in the Room

q3 Signals for Students’ Attention

q4 Signals for Teachers’ Attention

q5 Student Talk During Seatwork

q6 Activities to Do When Work is Done

q7 Student Participation

q8 Laboratory Procedures

q9 Movement in and out of Small Groups

q10 Bringing Materials to School

q11 Expected behavior in Group

q12 Behavior of Students not in Group

Ending Class

q1 Putting Away Supplies, Equipment

q2 Cleaning Up

q3 Organizing Class Materials

q4 Dismissing Class

Interruptions

q1 Rules

q2 Talk Among Students

q3 Conduct

q4 Passing Out Books, Supplies

q5 Turning in Work

q6 Handing Back Assignments

q7 Getting Back Assignments

q8 Out-of–Seat Policies

q9 Consequences for Misbehavior

Other Procedures

q1 Fire Drills

q2 Lunch Procedures

q3 Student Helpers

q4 Safety Procedures

Work Requirements

q1 Heading Papers

q2 Use of Pen or Pencil

q3 Writing on Back of Paper

q4 Neatness, Legibility

q5 Incomplete Work

q6 Late Work

q7 Missed Work

q8 Due Dates

q9 Make-up Work

q10 Supplies

q11 Coloring or Drawing on Paper

q12 Use of Manuscript or Cursive (Elem)

Communicating Assignments

q1 Posting Assignments

q2 Orally Giving Assignments

q3 Provision for Absentees

q4 Long-term Assignments

q5 Term Schedule

q6 Homework Assignments

Student Work

q1 In-class Participation

q2 In-class Assignments

q3 Homework

q4 Stages of Long-term Assignments

Checking Assignments in Class

q1 Students Exchanging Papers

q2 Marking and Grading Assignments

q3 Turning in Assignments

q4 Students Correcting Errors

Grading Procedures

q1 Determining Grades

q2 Recording Grades

q3 Grading Long Assignments

q4 Extra Credit Work

q5 Keeping Papers, Grades, Assignments

q6 Grading Criteria

q7 Contracting for Grades

Academic Feedback

q1 Rewards and Incentives

q2 Posting Student Work

q3 Communicating with Parents

q4 Students’ Record of Grades

q5 Written Comments on Assignments

______________________________________________________________

Lag Time

Definition

When a teacher gives an assignment in class, students need varying amounts of time to complete the task. When some students finish before others the teacher is confronted with lag time, the time between when the first and last student completes the task. Misbehavior often escalates during lag time and it is the responsibility of the teacher to engage all students in productive ways.

Directions

Observe and record how your mentor teacher deals with lag time at two different intervals. Lag time may be handled differently in the first week of school than it is later on in the school year. Please record one lag time in the first week and another in the second or third week.

1. Lag time week one:

2. Lag time week two or three:

______________________________________________________

Transitions

Definition

The teacher is responsible for moving students from one activity to another throughout the school day. This movement or transition comes in many forms: a) at the desk, the teacher changes from one subject to another, b) within a lesson, the students move from one part of the room to another (i.e. rug to the desk or single desks to groups), c) during the day, students move from one room to another for a specialist, assembly, lunch, recess, school bus, etc.

Directions

Misbehavior often escalates during transitions; the following activities are designed to focus observations on this critical aspect of classroom management.

Transition rule setting: During the rule setting phase of the classroom, record how your mentor teacher addresses transitions with the students.

Script one transition from beginning to end: Movement from __________ to ___________

Be sure to record every word the teacher speaks. If the teacher repeats the same sentence just make a tally mark.

___________________________________________________________

Developing Working Relationships

In the first couple of weeks of the internship, "co-planning" is likely to mean mainly that the mentor would tell the intern about his or her plans. "Co-teaching" is likely to mean that the mentor is doing most of the teaching while the intern is helping out in small ways. We need to move along -gradually.

Co-planning

The mentor can increase the intern's guided participation in planning by delegating parts of the planning task, e.g., asking the intern to write a handout or compose a set of instructions; or by asking the intern to join you in brainstorming options for given lessons. Involving the intern in these ways can be awkward for the mentor, but highly productive for the intern, both because the co-planning lets the intern see how an experienced teacher thinks while planning and because the intern can undertake parts of the planning task with support.

Starting with these small beginnings, interns should be expected to write their plans thoroughly and specifically and to discuss the plans with their mentors (and sometimes university supervisors) before they teach. See "Lesson Planning" in section six for some helpful guiding questions.

Co-teaching

"Co-teaching" means that the mentor and intern work with the class simultaneously, see and hear each other work with the students, try together to produce agreed-upon results, and thus have a basis for conversation that they could obtain in no other way. That combination of working and talking together can be highly fruitful for the intern. Within this framework, the mentor can begin by doing most of the work and guiding the intern to be a good helper, and can move toward asking the intern eventually to do most of the work, while the mentor takes on the role of a good helper. Throughout co- teaching, it is important for the intern and the mentor to balance their TEACHING and TALKING ABOUT THEIR TEACHING in ways that are not intrusive in the classroom, but that do help the intern and mentor understand one another's moves.

Conversation

Coaching is part of a conversation among the mentor, intern, and university supervisor that should grow through the year in its depth, range, specificity, and value. For help in cultivating that conversation, see the suggestions in section eight entitled, "How Can a Mentor Help a Novice?"

Establish Conference Time Daily

In the long run, it will be better if the mentor and Intern set regular times to talk than to fix problems likely to result from not having talked Interns and mentors need to make the same time commitments to developing their professional work together as team teachers do.

What is automatic and second nature for experienced teachers often is not obvious to interns. The more explicit collaborating teachers can be about the reasons why they do what they do, and the more they can help interns feels comfortable about asking about those reasons, the more they can support the interns in learning to teach. Through conversation, collaborating teachers should help interns develop a broad view of the classroom, an understanding of their goals and expectations for students, and a sense of how these values get translated into concrete activities, assignments, etc.

The section, '"How Should We Communicate with Each Other?" contains some suggestions for starting and conducting the conversation.

Some Understandings to Share

To work together productively in ways described here, and to avoid or to live with the tension sometimes involved in this work, the Intern, mentor, and university supervisor will need to share some understandings:

Because teaching is complex, subtle, and difficult work, reasonable and well-intended persons can think differently about the same set of events. We should treat those differences in thinking as opportunities for conversation rather than as problems to be hidden.

Our interest is in PRACTICES AND THEIR CONSEQUENCES, and not in persons and their competence. We should choose our words carefully to show that we understand that difference, say "ouch" and "I'm sorry" when necessary, and keep talking.

Our aim is to combine the sort of wisdom that comes with experience, reflection, and local knowledge with the sort of wisdom that comes from systematic inquiry, not to set those wisdoms at odds or to set ourselves in an adversarial position.

At every moment of the internship, the mentor will remain the teacher of record for the students in the class. While the mentor may delegate planning, teaching, assessing, grading, and many other duties to the Intern, the mentor may not hand the Intern final responsibility for the class.

Interns earn latitude to try their own ideas by showing that they can do things the mentor's way and by offering thorough and specific plans for the teaching they will do.

In the long run, it is easier and more productive to talk about these matters explicitly and in advance than to patch relationships that have frayed because these matters were not made clear.

How Should We Communicate with Each Other?

The internship depends heavily on talk, asking questions, giving feedback, analyzing classroom situations, setting goals, negotiating agreements, making and clarifying situations. We can accomplish much, or get ourselves into trouble; by the way we talk to each other. Here are some proposals for having a productive conversation throughout the year.

Breaking the ice: One or two of these at the beginning of the year may be especially helpful when one or more of the partners are quiet or reserved -

Tell each other stories about how you decided to go into teaching. How have your ideas about teaching evolved?

Do you have a metaphor you would use to describe teaching, such as weaving or constructing or quilting or journeying?

What are your worst fears about teaching? Have they, or how have they, changed over time?

How has your teaching changed since you began? What have you learned and how have you learned it? When you wanted to try something new in your classroom, how did you go about it?

What are your interests and hobbies? Do you have a special skill or interest that you bring into the classroom?

Lots of ways to ask "why": Frequently, we will want to know "why," but "why" questions tend to feel pushy, either to those who ask them or to those who are asked. Sensing that, we might fail to ask when we really need to. Failing to sense that, we might alarm or irritate someone when that is not our intention -

"Why did you do _____________ with that student?"

"Why did you interrupt me in front of the class?" •

"Why did you decide to deviate from your plan?"

"Why do I have to write a lesson plan when you don't?"

How can we ask these questions in a way that is more comfortable, and perhaps more informative?

"I noticed that you (describe something that happened). How did you decide to do that right then?"

"I thought it was interesting when you ____________ Can you help me understand how you thought to do that?"

The principle: Describe something specifically and in neutral terms, then ask to be taught.

Talk about teaching: Here are some topics for discussions that are likely to be helpful to Interns sometime during the year, and that might be interesting also to persons working with the Interns -

What do you know, or think you know, about the students in your class as learners? How did you learn what you know about them? Why is this knowledge important? How does your knowledge guide how you think and what you do regarding individual students? How does it guide your thinking regarding forming groups or working with the whole class?

How do you take gender, class, and cultural issues into account when making teaching decisions?

What puzzles you regarding your students? What do you want to know more about?

What do you see as the relationships among planning, your big aims in teaching, implementation of lessons, and standards? What were you trying to accomplish in that last lesson? What was the purpose? Why is it important? How did your interactions with the students relate to the purpose? What did the students learn?

What is the role of a school teacher? What responsibilities do you have regarding students' academic, social, and emotional growth, communications with parents, communications with colleagues, and your own professional growth? How do these responsibilities influence how you think and act as a teacher?

What issues, tensions, or conflicts do you experience because your obligations as a teacher may differ from your personal views? How are these tensions reflected in your teaching?

What guides or directs the curriculum you use? What decisions do you make, as the teacher, about what gets taught? What are the givens that must be taken into account? What can teachers do to enrich or modify a curriculum? What controversies about curriculum do we face in various content areas? If so, how do you deal with them?

How would you describe the physical, intellectual, social, and emotional environment created by this and other classrooms? What opportunities exist for students to learn actively in this environment? How can the classroom be arranged to suit learning goals? What are the constraints of the environment and how can they be worked with?

What do you know about the neighborhood and community and how do they influence the school and your teaching? How does this knowledge help you in knowing your students? In what ways do you utilize the community and community resources in your teaching practice?

Considering the students together as a class, or community, what history has the class built together so far? How has the interaction between the Intern and mentor helped to develop that sense of community?

How can the Intern's coursework relate to what happens each day in the classroom? In the school as a community?

There's a lot to talk about; make time to do so.

Giving Feedback: One of the most difficult tasks for a mentor or supervisor is giving interns honest useful information about their performance..

Sometimes novices are not aware of things they are doing well or contribute to effective lessons. Sometimes they are not aware of ways in which they work against their own purposes. They may have unconscious habits that are inappropriate or distracting. Someone who is present can give valuable feedback, particularly if the receiver is prepared to hear it and the giver is thoughtful in composing it. There are suggestions on the following pages for having these conversations.

Try to make agreements in advance about HOW, WHEN, and ABOUT WHAT feedback is to be given and received. Such agreements tend both to reduce misunderstandings about what should be happening and to prevent avoidance of the occasion for feedback.

Try to start with description and interpretations, as distinct from evaluation. Descriptions are limited to what was said and done. Avoid assumptions about motive or intent (why you think someone did something). By avoiding evaluative language, we avoid having the receiver react defensively (e.g., "I didn't do that!" whether stated verbally or in their mind).

Try to concentrate on behavior that the receiver of the feedback can do something about. Reminding people of some shortcoming that they cannot easily remedy (e.g., nervous stuttering, facial tic) tends to be frustrating and discouraging.

Try to be specific rather than general. To be told that one is "dominating" is not as useful as being told that, "In the discussion that just took place, you did not appear to be listening to what others were saying, and the students seemed to shut down."

Try to focus on sharing information before giving advice, and sometimes hold off on giving advice altogether. By sharing information, we leave people free to decide for themselves in accordance with their own goals and needs. If the receiver has trouble coming up with solutions, try problem-solving together.

Try to have frequent conversations in order to connect feedback events and to avoid feedback pile-up. Feedback should be well timed and, in general, should be given at the earliest opportunity (assuming that the receiver is ready to hear it).

Think about how much information the receiver can actually tolerate or use. To overload the receiver with information is to reduce the probability that s/he will be able, or will want, to use any of it.

Check with other's understanding of what you have said - what is heard often is not what was intended. Ask the receiver to say it back to you; this will give you a chance to clear up misunderstandings right away.

Avoid collusion that is, silently agreeing to withhold feedback because it will be uncomfortable. For example a teacher says, "That was okay," while really being concerned about the quality of the action. The Intern is silent while really thinking, "That really wasn't too good." Neither is satisfied; nothing is gained.

Consider the range of possible consequences of the feedback. It is often helpful to check out the receiver’s reaction ("How did it feel to be told that? Did you gain something you didn't have before?").

Constructive feedback is an important step toward authenticity. It helps to fashion a trusting, honest, caring, and educative relationship.

Communicating alarm, distress, pain, disapproval, etc.: Normal human beings who are working at close quarters occasionally (and sometimes habitually) do something that alarms, distresses, or pains a colleague, or that the colleague so greatly disapproves that it is difficult to remain involved in the activity. What do we do about that - just live with it? To a considerable extent, we do just that for the sake of peace. That said, we also should say that there are times when we need and deserve and probably can have relief, by asking for it.

The formula for asking, roughly, is this: "When you (describe specifically what

happened), I (tell how you were affected and/or how your were made to feel) I wish (propose some alternative course of action, or invite discussion)"

An example:

"When you corrected me in front of the class, I felt embarrassed - embarrassed enough that it was hard for me to collect my thoughts and to move on to the next part of the lesson. Could we talk about what you might do when you think I've made an error in front of the class?"

After that sort of opening, talk about WHY you are making that report and request, why the matter is important to you. Be careful to distinguish the behavior from the person, and especially careful to GIVE THE OTHER AN EARLY CHANCE TO RESPOND TO YOU, so that your opening can turn into a conversation.

All of this can be difficult to do if you are feeling upset about something. Make sure you're ready to be steady before you begin a conversation like this.

Roles and Responsibilities

A successful internship is a partnership among the intern, mentor, and university supervisor. This section describes their shared responsibilities, and then the separate responsibilities of each.

Shared Responsibilities

Intern, mentor, and university supervisor share some responsibilities during the year.

Planning and communication

Negotiate expectations, formats, and schedules for developing unit and daily lesson plans in a timely manner.

Negotiate a procedure for the intern to follow in the event of absences (e.g., who should be contacted, how lesson plans will be shared).

Negotiate plans for completing the evaluation for each term.

Professional activities

Negotiate an appropriate sequence of activities and responsibilities that promote interns' learning to teach. (e.g., moving from observation to co-planning and co-teaching to increasing responsibilities)

Identify and arrange for outside-the-classroom opportunities that will benefit the intern (e.g., observations of other teachers, participation in teacher meetings and in-services, parent conferences, curriculum committees, community-school committees, study groups, professional associations).

Supporting and guiding interns' learning

Identify areas where the intern needs support and guidance in learning to teach, and develop strategies to promote the intern's professional growth in these areas.

Participate in joint conferences (intern, mentor, and university supervisor) five times or more during the academic year. (1) an initial conference during September to confirm responsibilities, negotiate working relations, and plan the intern's learning; (2) a mid- semester evaluation and planning conference; (3) an end-of-semester evaluation conference; (4) a mid-semester evaluation and planning conference in the spring, and (5) a final evaluation conference at the end of the school year.

Managing the demands of the internship

Review Interns' work arrangements to ensure that Interns understand the consequences of outside work during the internship year and that they can undertake an intensive year of professional study and guided practice while meeting their financial needs.

Assist the Intern in identifying strategies for coping - in ways that promote continued learning - with the various demands that they will face during the internship year.

The Intern's Responsibilities

Planning and communication

Inform your university supervisor in writing of your schedule in the school and your mentor of your schedule in courses, and of any changes in these plans.

Arrange observation and conference times with your university supervisor. Notify your university supervisor if an observation needs to be rescheduled or canceled for any reason.

According to formats and procedures negotiated with the university supervisor and mentor, develop unit and daily lesson plans in writing and in advance of instruction, and have them approved by the mentor and sometimes university supervisor. A good rule of thumb is that the plans should be detailed enough that another teacher could follow them. Plans need to be handed in to the mentor at the negotiated time.

Professional activities

Plan with the mentor ways to participate in orientation activities at the school and introduce yourself to school administrators, specialists, secretaries, custodians, and other teachers in the building.

Attend school faculty meetings, parent-teacher conferences, and other professional activities that you have negotiated with your university supervisor and mentor.

Read and follow the school/teacher handbook; follow the school faculty dress code and your mentor's expectations, e.g., the time to be in the classroom before and after school.

Personal learning

Take the initiative in asking questions, searching out resources, inviting feedback, and creating opportunities to learn.

Reflect on your teaching and your learning about teaching in writing, through journals and/or reflective papers. Share and discuss your reflections with your mentor and/or university supervisor.

Maintain on-going evidence of your growth in conjunction with the evaluation (portfolio).

The intern-teaching period consists of a year-long program beginning in late August and ending the last day on the School District Calendar.

Up to two days per semester of leave may be taken from classroom placement responsibilities for personal or family obligations that cannot be met outside of school hours. Prior approval by the mentor teacher and the intern supervisor is required. The building principal must be notified in advance. Any absence from a university course must be negotiated with the instructor.

Practicum Responsibilities

Internship provides the opportunity for the Intern to blend subject matter knowledge and theory with practical application in a school setting. It is designed to include varied experiences from observation to the total responsibility for a classroom of students..

Before School

UI CDA Intern Handbook – highlights reviewed during orientation. Please read before school begins.

Requirements

Prepare an internship notebook to keep material organized during internship. The note book should be placed where the supervisor can find it and read it when he/she visits. The notebook will include the following sections with tabs and blank paper in each section:

Section for intern supervisor comments (supervisor’s place to log in and write comments)

Section for mentor teacher comments and monthly planning guides (see below)

All Lesson and Unit plans and weekly reflective analysis (see below)

A section for the weekly journal/log - To be read by intern supervisor only

First semester journal topics: Classroom management issues or learnings. & What did I learn about teaching and learning this week?

Second semester journal topics: What Idaho Standards have I demonstrated/documented? & How have my core beliefs about teaching and learning been reinforced or challenged this week?

Additional requirements

Folder or box for photo/artifacts of activities to be used in portfolio.

Prepare a resource file of materials and activities that will be useful for future reference.

PLANNING GUIDE

This planning Guide should be filled out each month of the internship

Month_________
CLASSROOM goals	UNIVERSITY goals

REFLECTIVE ANALYSIS

Use the following questions to reflect on your taught lessons. A. To be completed for all lessons which are formally observed by the Mentor Teacher, Intern Supervisor, Intern Peer(s), and/or Building Principal. B. To be completed, for one lesson of your choice, weekly and placed in your notebook section 3 for the mentor and supervisor to read.

Summarize the general level of student learning, i.e., the degree to which the objective was met. Include specific statements of student learning.

Note, occasions where the planned strategy was adapted, including the rationale for the change.

Indicate the activities or instructional procedures that worked particularly well.

Recommend any modifications that may enhance future effectiveness of the lesson.

The University Supervisor’s Responsibilities

Planning and communication

Maintain regular contact with each mentor in order to get a full picture of each intern's progress, to identify problems, and to help the mentor play an active role in supporting the intern.

Meet with the intern on a regular basis to share resources, assist in planning, observe, provide written feedback, discuss teaching experiences, and work on other aspects of teaching and learning to teach. Involve mentors in these activities as much as possible.

Supporting intern learning

Help the mentor to plan and play an active role in supporting and evaluating the intern. Assist the mentor in developing learning-to-teach activities for the intern.

Observe the intern regularly and conduct follow-up conferences with the intern regarding the planning and teaching of each observed lesson. Provide oral and written feedback.

Help Interns to prepare for the four evaluation meetings.

The Mentor's Responsibilities

Planning and communication

Negotiate a sequence of opportunities to learn that support your intern's gradual induction into teaching, moving from observation to co-planning and co-teaching to assumption of lead teaching responsibilities. Also help the intern to plan opportunities for learning outside of the classroom.

Establish regular times to discuss your teaching with the intern and help the intern with long term planning: identifying unit topics, identifying places in the curriculum where the intern can plan out different ideas for implementation of instruction, suggesting appropriate curriculum materials and school district resources for the intern to use when planning to teach, etc.

Read the intern's unit and lesson plans and provide oral and written feedback regarding (1) general focus on the unit/lessons (e.g., extent to which the lessons teach to conceptual understanding, how well does the individual lesson fit in with long-range unit goals); (2) effectiveness of the lesson in terms of introduction of the lesson (links to previous lessons and to overall unit goals), motivation and development, activities that involve students in actively constructing meaning (rather than passively listening to the teacher), conclusion; (3) assessment of student understanding integrated into the lesson.

Communicate with the university supervisor regarding the intern's progress and any concerns.

Supporting intern's learning

Co-teach with the intern and share decisions, ideas, and observations.

When the intern has lead teaching responsibilities, continue co-teaching in a supportive role, and observe the intern teaching and help the intern to think about his or her teaching, including student understanding, alternative approaches, grouping, management, etc.

Reflect with the intern about his/her teaching, about student learning, and about ideas and strategies studied in their courses and help the intern to prepare for the evaluation meetings.

LESSON PLANNING

Effective lesson preparation is a three-part process: pre-teaching, instructional planning and evaluation. Lesson plans are required to ensure that consistent, well-paced instruction takes place. The following guide questions can be considered by the intern while developing lessons:

Pre-Teaching

What is the goal of the lesson (overall concept)?

What are the specific objective(s) of the lesson?

What do the students already know (pretest)?

How will you know the student(s) have accomplished the objective(s) [evaluation plan]?

What materials are needed?

What additional references are needed to enhance the text?

What pages in the text will be used?

Instruction

What anticipatory set will be used which provides a transition, focus, motivation and/or a brief practice of previous learning?

How can the objective(s) of the lesson be stated to the student which will help them understand what they will be able to do at the end of the lesson and provide relevancy?

How will the information be presented allowing for teacher to student interaction and student-to-student interaction?

Will the student hear and see examples or models when/after the information is presented?

Have you written questions at all six of Bloom’s Taxonomy levels?

How are you going to check for understanding?

How are you going to monitor or guide students’ initial practice?

What independent practice will students do?

How can closure be accomplished providing a summary/review of the main point(s) of the lesson?

Madeline Hunter’s Seven Step Plan is included.

Code for Bloom’s Taxonomy:

K = Knowledge, C = Comprehension, A = Application,

An = Analysis, S = Synthesis, E = Evaluation

Evaluation

Did the students meet the objective(s)?

What types of re-teaching is needed for unsuccessful students?

What went well?

What would I change next time?

Lesson Planning: Key Questions

How are you going to?

Arrange chairs / desks / tables?

Materials - Do you have them? Do you have them arranged ahead of time? How are you going to distribute? Reserve A.V.?

Do you have 2 ways to give directions (Oral and Written)? How much time to give directions?

Break up groups (count off, list passed out or read)? Have you planned to move around the room?

Position yourself when talking to child or group so you can see the rest of the class?

Other Questions:

What is the time frame for each procedure?

Is the sequence clear?

Is there a Balance of activities (Teacher talk/ Questions/ Student to Student/ Alone)?

Plan out questions to be asked? Are the questions higher and lower level?

Plan to include all children in questions (male/female - loud/quiet)?

Make sure all kids have a chance to read/participate?

Back up activities if the lesson ends early?

Plan for special needs / modification?

What to do when some kids finish early (lag time)?

Closure and transition to next activity?

Did you plan time for clean up?

Plan for kids that are absent?

Do you want to take a picture for your portfolio?

LESSON PLAN Sample format 1

Subject Area: Date:

Time:

Title of Lesson: (Skill)

Purpose of Lesson: (What students will know and/or produce)

Objectives:

Student Product:

Evaluation:

Procedure for Lesson: 1.

Materials: 2.

3.

4.

5.

6.

Homework or Enrichment?

Intern Reflection on Back

LESSON PLAN Sample format 2

Period:

Time:

Duration:

Title:

Purpose:

Text:

Pages:

Materials:

Procedure:

Homework:

Enrichment: (Optional)

Intern Reflection on Back

LESSON PLAN Sample format 3

Practice Sheet

Topic:

Anticipatory Set:

Purpose/Objective:

Information/Modeling:

1.

2.

3.

4.

5.

6.

Check for Understanding:

Guided Practice:

Independent Practice:

Madeline Hunter

Unit of Study

Subject Title:

Date: Semester/Year

Author(s)

Grade Level

Outline

Goals

Objectives

Lesson Plan
Introduction

Objective(s):

Materials:

Procedures:

1. Motivation/Purpose

2.

3.

*

*

*Closure/Review

Evaluation
Developmental
Lesson Plans

3-10+ depending on length of time

Culminating
Lesson Plan

Interdisciplinary Extensions

Reference and Resources

Developmental lessons vary in number

ASSESSING PROGRESS AND JUDGING COMPETENCY:

A Year - Long System of Performance Assessment

The Idaho Standards form the basis for decisions about completion of the program. During the internship year, interns assemble a body of evidence demonstrating the Idaho Standards. Their mentor teachers and university supervisors assist interns in this process. Interns receive feedback on their performance relative to the Idaho Standards both informally and at formal checkpoints throughout the year. At the end of the internship year, interns present their body of evidence at a formal exit conference with a panel of educators. Final decisions for program completion and certification as a teacher are made at this time, based on professional consensus on the evidence presented. An outline of the assessment process is described below.

The mentor teacher has the most important role in the evaluation process, since it is the teacher who guides, encourages, and observes the intern daily. It is imperative, therefore, that informal conferences take place frequently so that the mentor teacher can provide the intern with constructive criticism, praise, and support. The Mentor teacher should be specific and honest when making comments regarding the intern's progress. The intern appreciates suggestions for improvement as well as specific positive feedback. During discussions, the mentor teacher can encourage the intern to use such devices as the video tape recorder, checklists, and the reflective analysis component of the lesson plan format. These conferences also provide an opportunity for the intern to ask questions and seek advice and direction for improvement.

Introductory Activities: The Idaho Standards are introduced as basis for completion of the internship at the beginning of the program.

The Idaho Standards are introduced to interns in August as part of orientation/seminar activities. Outcomes provide the basis for decisions about program completion. Interns are responsible for developing a body of evidence demonstrating the outcomes during the program.

During the first two weeks of their placement, interns will identify examples of evidence for the Idaho Standards through observing the practices of their mentor teacher. The mentor teacher assists in this process by helping the intern notice and understand the examples. A form is provided to facilitate this activity. The completed form is placed in the intern notebook.

Goal Setting:

By the end of the third week in September, interns develop goals for the first placement, working collaboratively with their mentor teachers. Goals are based on developing evidence for the outcomes. A copy of the goals is placed in the notebook and presented to the intern supervisor.

Observation team

Each school will designate one individual to be the school based site coordinator. The site coordinator will be the school-based contact for the university supervisor. One role of the site-based coordinator is to set up an intern observation team. The team will consist of 3 to 4 of the following individuals: university supervisor, site coordinator, principal, mentor teacher and other classroom teachers. After 3 to 4 weeks in a placement the intern will receive a weekly formal observation from one of the team. The site coordinator will set up the schedule. All observations will be copied and given to the intern, site coordinator and university supervisor.

Quarterly Assessments

The mentor teacher, intern and the university supervisor will jointly assess the intern on the Quarterly Assessment form and the Dispositions form each quarter. Copies of the quarterly assessments will be given to the intern, mentor teacher and university supervisor. If an intern is not meeting expectation then an assistance plan will be created (see below).

On the Dispositions form students are expected to score as met or emerging.

On the quarterly assessment of standards of progress the interns should score the following:

First Quarter the intern should receive mostly 1 and 2 marks

Second quarter the intern should receive mostly 2 and 3 marks

Third quarter the intern should receive mostly 3 and 4 marks

Exit: Forth quarter is the final exit exhibition with the portfolio and all standards should be met as beginning teacher level.

Solo Teaching Days

At the end of the second month (first quarter) the intern should be able to plan and teach ½ days for one week – five consecutive days

At the end of the fourth month (second quarter) the intern should be able to plan and teach for one week – five consecutive days

Second semester the intern should plan and teach 20 days with at least two weeks consecutive

CDA Portfolio Components

Each intern will prepare a portfolio that provides evidence for each of the Idaho Standards. The portfolio may be paper or electronic. The portfolio will be presented at the exit exhibition and assessment.

1. Table of contents (standards guide)

2. Philosophy of Education based on NBPT

a) Teachers are committed to students and their learning, b)Teachers know the subjects they teach and how to teach them to students, c)Teachers are responsible for managing and monitoring student learning, d)Teachers think systematically about their practice and learn from experience, e)Teachers are members of learning communities

3. Classroom Management Philosophy with artifacts

4. Assessment Philosophy with artifacts

5. Literacy Philosophy with artifacts

6. Differentiated Instruction/assessment

7. Content Knowledge and instructional variety and integration of technology

Two/three lessons in each subject area (Math, Science, Social Studies, Language Arts, etc)

At least 7 different models for example: cooperative learning, Taba, Concept Attainment, Inquiry, role play, classroom meeting, Hunter direct instruction, service learning, manipulatives, research, Jurisprudential, multiple intelligences, simulations, stations

8. Development – show student growth over time (examples)

Pre-Post assessment

Writing/math sample over time

Student Portfolio

KWL

9. Parent communication – at least three different artifacts

10. Professional development attended with artifacts showing application in the classroom

11. Partnership – works cooperatively with others

12 Credentials – letters of reference (university, teacher(s) principal), resume, transcripts

___________________________________________________________________________________________

University of Idaho Intern Assistance Plan

Student Name: ______________________________ Subject/Grade:____________________ Date: _____

School: __________________________________ Supervisor(s)_______________________________________

(Individual(s) initiating assistance plan)

Core Teaching Standard(s) being addressed:
__Knowledge of subject matter __ Knowledge of human development and learning __ Adapting instruction for individual needs

__ Multiple instruction strategies ___Motivation and management __Communication skills

__ Instructional planning __ Assessment __ Professional commitment

__ Partnerships

Statement of Concern (specific problem):

Statement of Objective(s) (future, improved behavior/what is required in terms of a permanent pattern of teaching behavior):

Intervention Strategies/Activities:

Timeline of Events/Evaluation of Improvement (reasonable and firm):

Intended Evidence Collection (objective, factual, and nonjudgmental evidence collected from multiple sources):

Acknowledgment:

I understand that data will be collected and reviewed by a team. Failure to achieve the stated objectives may result in a) alternate placement, b) a redesigned growth plan, c) deferred completion of the field experience and a plan for remediation, d) dismissal from the intern teaching experience, or e) a combination of actions. Any and all field experience recommendations will be made based on evidence of improvement or lack thereof.

_____________________________ ____________________________________

Intern Signature Cooperating Teacher Signature

______________________________ ________________________________________

Supervisor Signature Administrator Signature

_______________________________________________________________________________________________

Quarterly Assessment of Pre-service Teaching

IDAHO STANDARDS

Intern Date Grade Level or subject

Performance Scale: N/O not observed

1: Limited Evidence (beginning skills)

2: Occasional Evidence (developing/refining skills)

3: Convincing Evidence (meets expectations for a beginning teacher)

4: Area of Excellence (extraordinary for beginning teacher)

First Quarter the intern should receive mostly 1 and 2 marks

Second quarter the intern should receive mostly 2 and 3 marks

Third quarter the intern should receive mostly 3 and 4 marks

Standard Score

1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline.

2. Knowledge of Human Development and Learning: The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development.

3. Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners with diverse needs.

4. Multiple Instructional Strategies: - The teacher understands and uses a variety of instructional strategies to develop students’ critical thinking, problem solving, and performance skills.

5. Classroom Motivation and Management Skills: The teacher understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6. Communication Skills: The teacher uses a variety of communication techniques to foster inquiry, collaboration, and supportive interaction in and beyond the classroom.

7. Instructional Planning Skills: The teacher plans and prepares instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

8. Assessment of Student Learning: The teacher understands, uses and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine program effectiveness.

9. Professional Commitment and Responsibility: The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching.

10. Partnerships: The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ learning and well-being.

Goals for next quarter:

Signatures:

__________________ ___________________ ____________________

Intern Mentor University Supervisor

______________________________________________________________________________________________________________________

Professional Expectations & Dispositions for Pre-service Teachers

Student Name Date __________

Course Instructor(s) Mentor Teacher ______________________

3

2

1

NA
R Comments

Expectation met

Expectation Emerging

Expectation not met

Expectation not applicable (N/A)
Previously flagged & remediated (Please use the comments section below to explain what is needed for the expectation/disposition to be met.)

Professional Expectations

1. Attends regularly A.. PT is often tardy, late or absent with no warning or explanation

2. Meets timeline commitments PT does not honor time commitments:
A. assignments,

B. meetings

C. working with students

3. Dress/Appearance is appropriate and professional A. PT does not dress appropriately for the context.
B. PT does not maintain personal hygiene.

C. PT acts unprofessionally.

4. Maintains appropriate relationships with peers PT interacts inappropriately with peers (verbally, non-verbally, physically)
A. PT ignores, shows bias to peers

B. PT interrupts, does not listen.

C. PT responds inappropriately

Dispositions

5. Scholar-practitioner - demonstrates adequate content knowledge that is current (Stnds 1,9) A. PT makes little effort for deep understanding of subject matter and pedagogy or staying current through inquiry & reflection.

6. Engaged, full participation & takes initiative (Stnds 5,9) A. PT does not participate, is not enthusiastic or willing to participate.
B. PT seldom contributes as a team/class member.

C. PT rarely contributes to the knowledge base.

C. Does not take initiative.

7. Maintains confidentiality (Stnd 8) A. PT does not use tact and discretion regarding student information. PT is not clear about confidentiality rules in relation to students. PT causes a serious problem for individuals because of inappropriate sharing of information.
B. PT exhibits unethical behaviors.

8. Maintains appropriate relationships with students (Stnd 5) PT interacts inappropriately with students (verbally, non-verbally & physically).
A. PT ignores, shows bias, favoritism to students.

B. PT does not maintain appropriate distance, acts more like a peer.

9. Committed to & facilitates students’ learning in a safe climate (Stnds1,2,3,5,7,8,9,10,11)
A. PT does not set expectations

B. Does not motivate students

C. Does not develop critical thinking

D. Fails to plan

E. Fails to ensure learning

F. Does not perform student assessments

G. Ignores students’ self-confidence needs.

10. Maintains appropriate relationships with teachers, admins, parents, community members (Stnds 7,9,10) PT does not maintain positive relations:
A. negative interactions

B. Is inflexible

C. Does not share or collaborate.

D. Is intolerant of viewpoint or style.

11. Respects & advocates for diversity (Stnds 2, 3, 6, 7) A. PT does not respect others of different personality or race, religion, culture, gender, disability or sexual orientation some of the time.
B. PT creates a negative environment where others are not treated with respect or other’s ideas valued equally.

12. Responds appropriately to feedback and is flexible (Stnds 4,7,9) A. PT resists and does not use feedback.
B. PT does not reflect or modify as a result of feedback.

13. Written work communicates clearly & accurately, and is in standard English. (Stnd 6) A. PT does not respect others of different personality or race, religion, culture, gender, disability or sexual orientation some of the time.
B. PT creates a negative environment where others are not treated with respect or other’s ideas valued equally.

14. Verbal & non-verbal communication is clear, accurate, appropriate to the situation, & conventions used are standard for speaking situations (Stnd 6) A. PT resists and does not use feedback.
B. PT does not reflect or modify as a result of feedback.

(Signatures imply that information has been discussed)

UI Faculty’s Signature

Mentor Teacher’s Signature

Beginning Teacher’s Signature

___________________________________________________________________________________________________________________________

University of Idaho, CDA Year-long Internship

Exit Standards and Steps

Shared Assessments - Required by all Interns

1. Complete Unit of Study in an area of choice (presented in separate folder)

2. Portfolio that demonstrated/documents the Ten State of Idaho Standards

3. Student internship notebook (all assessments, journal, mentor and university supervisor comments and on-going lesson plans)

4. Videotape of teaching (optional)

Exit Steps

One hour exhibition and presentation scheduled for each intern

Assessment Team

a. Principal

b. Last Mentor Teacher (required) others may be invited

c. University Supervisor

d. Others – usually from the observation team (optional)

e. Site Coordinator

Presentation

f. University Supervisor passes out assessment forms to all the assessment team members (final standards and portfolio rubric)

g. University Supervisor goes over the agenda for the meeting 5 minutes for a & b

h. Intern presents portfolio and unit of study (intern provides standard guide to the portfolio) 30 minutes

i. Assessment team asks clarifying questions 5 minutes

j. Intern leaves room while assessment team discusses presentation and year-long assessments and then decides on who will give what feedback to the intern 10 minutes

k. Intern is invited back into the room and the assessment team give warm and cool feedback and informs the intern Pass, Pass with modifications* 10 minutes

l. University supervisor collect all the forms with signatures to be placed in the interns university file.

* Interns are not allowed to schedule an exit exhibition if they have not met basic expectations. He/she would have been counseled out of the program or on an extended assistance plan if there have been questions about meeting the standards.

________________________________________________________________________________

Final Intern Evaluation IDAHO STANDARDS

Name of Intern Date

Standard Met Not Met Notes/Comments (optional)

1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline.

2. Knowledge of Human Development and Learning: The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development.

3. Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners with diverse needs.

4. Multiple Instructional Strategies: - The teacher understands and uses a variety of instructional strategies to develop students’ critical thinking, problem solving, and performance skills.

5. Classroom Motivation and Management Skills: The teacher understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6. Communication Skills: The teacher uses a variety of communication techniques to foster inquiry, collaboration, and supportive interaction in and beyond the classroom.

7. Instructional Planning Skills: The teacher plans and prepares instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

8. Assessment of Student Learning: The teacher understands, uses and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine program effectiveness.

9.Professional Commitment and Responsibility: The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching

10. Partnerships: The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ learning and well-being.

Signature:

___________________________________

___________________________________________________________________________________________________________________

Portfolio Rubric University of Idaho, CDA

Name of Intern _________________________________________

Score
5

3

1

Visual Appeal Portfolio is exciting to look through; uses graphics, color and/or lettering effectively to create visual interest Portfolio is attractive and interesting to look through; some use of color, graphics, and other elements to create visual interest Portfolio has little visual appeal; uses color and graphics inappropriately or not at all; boring

Organization Organizational structure very clear and easy to follow; uses table of contents, tabs, bullets, and/or other features making the location of components easy to distinguish and locate Organizational structure is reasonably clear and easy to follow; some use of bullets, tables or other organizational features Little evidence of organizational structure; reader needs to search for items, disorganized

Connection to Idaho Standards
Artifacts are strongly and clearly connected to the standards through thoughtful written explanations, reasons for selection of artifacts are clear and specific Artifacts are connected to the standards through written explanations; reasons for selection are included Written descriptions of connections of artifacts to standards are cursory, inaccurate, or non-existent

Reflection Strong evidence of appropriate changes in practice based on reflection Some evidence of changes in practice based on reflection Little or no evidence of reflection on impact of practice

Individuality Portfolio strongly portrays individual’s beliefs about teaching and learning; strong sense of individual personality and strengths Evidence of individual’s beliefs about teaching and learning; sense of individual personality and strengths Little or not evidence of beliefs about teaching and learning; little or nor sense of individual strengths and personality

Professional Portfolio is neat; type font, visuals, etc. are very appropriate and contribute to a very professional look Portfolio is neat; type font, visuals etc. are appropriate and professional Portfolio is messy in places, type font and visuals are inappropriate

Scores are based on a 1-5 continuum with 5 the highest score (5-4-3-2-1)

_____ Visual Appeal _____ Reflection

_____ Organization _____ Individuality

_____Connection to Standards _____ Professional _____Total

Signature of Scorer

	Expectation met	Expectation emerging	Expectation not met
1. Attends regularly	PT is responsible, demonstrating exceptional attendance for context.	PT is responsible, demonstrating adequate attendance for context.	A.. PT is often tardy, late or absent with no warning or explanation
2. Meets timeline commitments	PT honors time commitments for assignments, meetings & schedule.	PT mostly meets time commitments for assignments meetings & schedule.	PT does not honor time commitments: A. assignments, B. meetings C. working with students
3. Dress/Appearance is appropriate and professional	PT dresses appropriately for context. PT maintains personal hygiene.	PT dresses appropriately for context most of the time. PT does maintain personal hygiene.	A. PT does not dress appropriately for the context. B. PT does not maintain personal hygiene. C. PT acts unprofessionally.
4. Maintains appropriate relationships with peers	PT interacts appropriately with peers (verbally, non-verbally, and physically). PT encourages & supports peers in positive ways.	PT interacts appropriately with peers (verbally, non-verbally, physically). PT encourages & supports peers in positive ways regularly.	PT interacts inappropriately with peers (verbally, non-verbally, physically) A. PT ignores, shows bias to peers B. PT interrupts, does not listen. C. PT responds inappropriately
5. Scholar-practitioner Demonstrates continuous improvement in content knowl. & pedagogy based on inquiry & reflection (Stnds 1,9)	PT strives for deep knowledge of subject matter and pedagogy, stays current with ongoing developments through inquiry & reflection, reflects on own practice and adjusts accordingly.	PT tries to attain deep knowledge of subject matter and pedagogy, makes some effort towards staying current through inquiry & reflection.	A. PT makes little effort for deep understanding of subject matter and pedagogy or staying current through inquiry & reflection.
6. Engaged, full participation and takes initiative (Stnds 5,9)	PT enthusiastically participates and takes initiative. PT contributes to the team/class members. PT contributes to his/her knowledge.	PT participates, is enthusiastic, & is willing to participate frequently, regularly initiates activity. PT contributes to the team/class members regularly. PT contributes to the knowledge base regularly.	A. PT does not participate, is not enthusiastic or willing to participate. B. PT seldom contributes as a team/class member. C. PT rarely contributes to the knowledge base. C. Does not take initiative.
7. Maintains confidentiality and is ethical (Stnd 8)	PT respects individuals’ rights to privacy. PT uses tact and discretion to maintain individuals’ rights to confidentiality. PT is clear about confidentiality rules in relation to students. Is ethical.	PT is clear about confidentiality rules in relation to students. PT is typically tactful and discrete and does not share names/information in inappropriate places. Is ethical.	A. PT does not use tact and discretion regarding student information. PT is not clear about confidentiality rules in relation to students. PT causes a serious problem for individuals because of inappropriate sharing of information. B. PT exhibits unethical behaviors.
8. Maintains appropriate relationships with students (Stnd 2,5)	Pt interacts appropriately with students (verbally, non-verbally & physically). PT seeks ways to support & encourage all students to develop self-confidence/ competence & promote learning.	Pt interacts appropriately with students (verbally, non-verbally & physically). PT encourages & supports students in positive ways regularly to develop self-confidence/competence & promote learning.	PT interacts inappropriately with students (verbally, non-verbally & physically). A. PT ignores, shows bias, favoritism to students. B. PT does not maintain appropriate distance, acts more like a peer.
9. Committed to & facilitates students’ learning in a safe climate(Stnds,2,3,5,7,8,9,10,11)	PT helps students gain self-confidence, sets expectations, motivates, develops critical thinking, plans, ensures learning, & performs assessments.	PT helps students gain self-confidence, sets expectations, motivates, develops critical thinking, plans, ensures learning, & assesses regularly.	A. PT does not set expectations B. Does not motivate students C. Does not develop critical thinking D. Fails to plan E. Fails to ensure learning F. Does not perform student assessments G. Ignores students’ self-confidence needs.
10. Maintains appropriate relationships with teachers, parents, administrators, community etc. (Stnds 7,9,10)	PT maintains positive relations (positive interactions, flexibility, shares, listens, collaborates). PT offers support.	PT maintains positive relations most of the time (positive interactions, flexibility, shares, listens, collaborates).	PT does not maintain positive relations: A. negative interactions B. Is inflexible C. Does not share or collaborate. D. Is intolerant of viewpoint or style.
11. Respects & advocates for diversity (Stnds 2, 3, 6, 7)	PT respects others of different personality or race, religion, culture, gender, disability or sexual orientation. PT creates a positive environment where others are treated and valued equally.	PT does respect others of different personality or race, religion, culture, gender, disability or sexual orientation most of the time. PT tries to create a positive environment where others are treated and valued equally.	A. PT does not respect others of different personality or race, religion, culture, gender, disability or sexual orientation some of the time. B. PT creates a negative environment where others are not treated with respect or other’s ideas valued equally.
12. Responds appropriately to feedback and is flexible (Stnds 4,7,9)	PT accepts feedback & uses reflection in a positive manner. PT seeks constructive dialogue and is flexible.	PT listens and strives to use feedback in a positive manner. PT engages in constructive reflection & dialogue and works hard to be flexible.	A. PT resists and does not use feedback. B. PT does not reflect or modify as a result of feedback.
13. Written work communicates clearly & accurately, and is in standard English. (Stnd 6)	PT communicates or organizes ideas in writing and exhibits accurate spelling, punctuation, and usage.	PT occasionally communicates or organizes ideas in writing and demonstrates accurate spelling, punctuation, and usage.	A. PT does not clearly communicate or organize ideas in writing B. PT exhibits inaccurate spelling, punctuation, and usage (enough for concern).
14. Verbal communication is clear, accurate, appropriate to the situation, & conventions used are standard for speaking situations. (Stnd 6)	PT expresses ideas clearly & accurately and uses appropriate language, without gender bias, and accurate oral language conventions (such as non-standard verb forms).	PT often expresses ideas clearly, and accurately and uses slang, inappropriate language, gender bias, and inaccurate oral language conventions (such as non-standard verb forms)	A. PT exhibits difficulty in expressing ideas clearly & accurately. B. PT uses slang, inappropriate language, gender bias. C. PT uses inaccurate oral language conventions (such as non-standard verb forms).

Standard	Score
1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline.
2. Knowledge of Human Development and Learning: The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development.
3. Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners with diverse needs.
4. Multiple Instructional Strategies: - The teacher understands and uses a variety of instructional strategies to develop students’ critical thinking, problem solving, and performance skills.
5. Classroom Motivation and Management Skills: The teacher understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. Communication Skills: The teacher uses a variety of communication techniques to foster inquiry, collaboration, and supportive interaction in and beyond the classroom.
7. Instructional Planning Skills: The teacher plans and prepares instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
8. Assessment of Student Learning: The teacher understands, uses and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine program effectiveness.
9. Professional Commitment and Responsibility: The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching.
10. Partnerships: The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ learning and well-being.

3	2	1	NA	R	Comments
Expectation met	Expectation Emerging	Expectation not met	Expectation not applicable (N/A)	Previously flagged & remediated	(Please use the comments section below to explain what is needed for the expectation/disposition to be met.)
Professional Expectations
1. Attends regularly						A.. PT is often tardy, late or absent with no warning or explanation
2. Meets timeline commitments						PT does not honor time commitments: A. assignments, B. meetings C. working with students
3. Dress/Appearance is appropriate and professional						A. PT does not dress appropriately for the context. B. PT does not maintain personal hygiene. C. PT acts unprofessionally.
4. Maintains appropriate relationships with peers						PT interacts inappropriately with peers (verbally, non-verbally, physically) A. PT ignores, shows bias to peers B. PT interrupts, does not listen. C. PT responds inappropriately
Dispositions
5. Scholar-practitioner - demonstrates adequate content knowledge that is current (Stnds 1,9)						A. PT makes little effort for deep understanding of subject matter and pedagogy or staying current through inquiry & reflection.
6. Engaged, full participation & takes initiative (Stnds 5,9)						A. PT does not participate, is not enthusiastic or willing to participate. B. PT seldom contributes as a team/class member. C. PT rarely contributes to the knowledge base. C. Does not take initiative.
7. Maintains confidentiality (Stnd 8)						A. PT does not use tact and discretion regarding student information. PT is not clear about confidentiality rules in relation to students. PT causes a serious problem for individuals because of inappropriate sharing of information. B. PT exhibits unethical behaviors.
8. Maintains appropriate relationships with students (Stnd 5)						PT interacts inappropriately with students (verbally, non-verbally & physically). A. PT ignores, shows bias, favoritism to students. B. PT does not maintain appropriate distance, acts more like a peer.

Standard	Met	Not Met	Notes/Comments (optional)
1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline.
2. Knowledge of Human Development and Learning: The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development.
3. Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners with diverse needs.
4. Multiple Instructional Strategies: - The teacher understands and uses a variety of instructional strategies to develop students’ critical thinking, problem solving, and performance skills.
5. Classroom Motivation and Management Skills: The teacher understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. Communication Skills: The teacher uses a variety of communication techniques to foster inquiry, collaboration, and supportive interaction in and beyond the classroom.
7. Instructional Planning Skills: The teacher plans and prepares instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
8. Assessment of Student Learning: The teacher understands, uses and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine program effectiveness.
9.Professional Commitment and Responsibility: The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching
10. Partnerships: The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ learning and well-being.

Score	5	3	1
Visual Appeal	Portfolio is exciting to look through; uses graphics, color and/or lettering effectively to create visual interest	Portfolio is attractive and interesting to look through; some use of color, graphics, and other elements to create visual interest	Portfolio has little visual appeal; uses color and graphics inappropriately or not at all; boring
Organization	Organizational structure very clear and easy to follow; uses table of contents, tabs, bullets, and/or other features making the location of components easy to distinguish and locate	Organizational structure is reasonably clear and easy to follow; some use of bullets, tables or other organizational features	Little evidence of organizational structure; reader needs to search for items, disorganized
Connection to Idaho Standards	Artifacts are strongly and clearly connected to the standards through thoughtful written explanations, reasons for selection of artifacts are clear and specific	Artifacts are connected to the standards through written explanations; reasons for selection are included	Written descriptions of connections of artifacts to standards are cursory, inaccurate, or non-existent
Reflection	Strong evidence of appropriate changes in practice based on reflection	Some evidence of changes in practice based on reflection	Little or no evidence of reflection on impact of practice
Individuality	Portfolio strongly portrays individual’s beliefs about teaching and learning; strong sense of individual personality and strengths	Evidence of individual’s beliefs about teaching and learning; sense of individual personality and strengths	Little or not evidence of beliefs about teaching and learning; little or nor sense of individual strengths and personality
Professional	Portfolio is neat; type font, visuals, etc. are very appropriate and contribute to a very professional look	Portfolio is neat; type font, visuals etc. are appropriate and professional	Portfolio is messy in places, type font and visuals are inappropriate