[UofL Standard 11.2] the dominant language. ICC4S4-Use strategies to facilitate maintenance and generalization of skills across learning environments. generalization Standard 3: Learning Climate 3.1Communicates high expectations Sets significant and challenging objectives Communicates confidence in students’ ability to achieve objectives ICC7S6-Sequence, implement, and evaluate individualized learning objectives. ☐ Generally presents tasks that are at appropriate level of difficulty for all students ☐ Previews upcoming events for students 3.2Establishes a positive learning environment Sets clear standards of conduct Shows awareness of student behavior Responds in appropriate and respectful ways ICC1K2-{Demonstrates knowledge of} Laws, policies, and ethical principles regarding behavior management planning and implementation. ICC7S4-Use functional assessments to develop intervention plans. ICC5S1-Create a safe, equitable, positive and supportive learning environment in which diversities are valued. ICC5S10-Use effective and varied behavior management strategies. ICC4S5-Use procedures to increase the individual’s self-awareness, self-control, and self-esteem. IIC4S3-Use a variety of non-aversive techniques to control targeted behavior and maintain attention of individuals with exceptional learning needs. ☐ Generally delivers more praise than reprimands or directives. ☐ Reviews behavior expectations at the onset of the lesson ☐ Responses to problem behavior appear to address function ☐ Refrains from using punitive techniques (e.g., reprimands, time out, response cost) outside of the context of a formal Behavior Intervention Plan ☐ Positioned to supervise all students in the classroom ☐ Refrains from using sarcasm, insults, and talking about students in their presence 3.3Values and supports student diversity and addresses individual needs Uses a variety of strategies Identifies student characteristics that will affect learning [UofL Standard 11.8] IIC2K2-{Demonstrates knowledge of} Impact of sensory impairments, physical and health exceptional learning needs on individuals, families and society. IIC2K3-{Demonstrates knowledge of} Etiologies and medical aspects of conditions affecting individuals with exceptional learning needs {as appropriate}. ICC7S8-Develop and select instructional content, resources, and ☐Appropriate accommodations are made for students with sensory impairments ☐Content, resources, and strategies respond to cultural, linguistic, and gender differences
Standard 7:Reflects On and Evaluates Teaching/Learning KTIP Indicators with U of L Standard 11: Diversity Lesson Analysis and Reflection Please record evidence based on the candidate’s reflection. The evidence for Task C can be shared with the student teacher via the rubric in Live Text. Comments/Questions/Suggestions 7.1 Uses data to reflect on and evaluate student learning. Reflects on and accurately evaluates student learning 7.2 Uses data to reflect on and evaluate instructional practice. Reflects on and accurately evaluates own instruction Summary of Observation for Clinical Placement for Student Teacher An on-line rubric for the Student Teaching Observation Form (KTIP Task A2, B and C) is required for each official observation for student teaching. University supervisors and cooperating teachers will have access to the rubric through Live Text. Cooperating teachers will receive an electronic email with a USER NAME and PASSWORD to access the Summary of the Teaching Observation Rubric. Reviewers will be asked to indicate the extent to which evidence reveals a student teacher’s progress on the following standards: Standard 2: Designs/Plans Instruction Standard 1: Demonstrates Applied Content Knowledge Standard 3: Creates and Maintains Learning Climate Standard 6: Implements Technology Standard 4: Implements/Manages Instruction Standard 5: Assesses/Communicates Learning Results Standard 11: Understands the Complex Lives of Students and Adults in Schools and Society On the Completion of Task C Standard 7: Reflects On and Evaluates Teaching/Learning An Evidence-based Approach to Feedback document is available.
Standard 9: Technology Uses technology to support/ implement instruction and facilitate student learning ; Provides opportunities for students to use technology Standard 3: Implements Instruction 3.1, 3.2, 3,6 Implements curriculum/instruction that is: •developmentally appropriate; •comprehensive ; •culturally responsive •aligned with standards 3.3 Uses a variety of child-initiated and teacher-facilitated activities 3.4 Uses instructional strategies that meet individual needs; Adapts to unanticipated circumstances Standard 4: Assessment 4.1 Uses developmentally appropriate and authentic assessments 4.2Uses multiple modes and methods of assessment 4.3 Involves family and or team members in assessment process Goals for future lessons: 1. 2. 3. Teaching Candidate _______________ Cooperating Teacher/University Supervisor ________________ Date______________
Demonstrates self-direction and can work independently. [Conceptual Framework: Action] Follows instructions independently Shows desire to learn and teach Demonstrates flexibility (e.g. responds positively to unexpected changes) Demonstrates self-confidence Demonstrates initiative and/or leadership. [Conceptual Framework: Advocacy] Seeks opportunities to learn about and implement new activities Asks for greater responsibility in implementing classroom activities Takes initiative in the classroom (e.g., assists without being asked) Volunteers for school functions Assumes leadership roles Seeks and considers new information, strategies, and perspectives; demonstrates intellectual curiosity. [Conceptual Framework: Inquiry] Attends activities/workshops or other meetings to hear various perspectives Asks questions and contributes positively Tries new strategies in the classroom when given the opportunity Considers perspectives different from his/her own Explores resources (e.g. professional libraries, educational journals, books, Internet) Reflects accurately about own behavior, attitudes, performance, impact on others, and makes necessary changes. [Conceptual Framework: Inquiry] Identifies personal strengths and weaknesses Demonstrates deliberate and consistent effort toward improvement Reflects with cooperating teacher/university supervisor/university professor on lesson planning and execution, and/or other classroom activities Makes appropriate changes Seeks and accepts feedback; makes necessary changes. [Conceptual Framework: Inquiry] Asks for and implements suggestions and/or advice from cooperating teacher, liaison/university supervisor and/or U of L faculty Accepts constructive criticism with a positive attitude (without becoming defensive) Exhibits needed changes Projects a professional image in dress and behavior. [Conceptual Framework: Action] Maintains professional appearance for an adult teaching in school Follows safety policy and procedural rules of the school Represents the school professionally during school hours, during school events and in the wider community Demonstrates ethical behavior towards teaching and the teaching profession Demonstrates standard English in oral and written communication
STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students. Initial-Level Performance Advanced-Level Performance Uses a variety of instructional strategies that engage students throughout the lesson on tasks aligned with learning objectives. Consistently provides a well-planned sequence of appropriate instructional strategies that actively engage students in meeting learning objectives. 4.2 Implements instruction based on diverse student needs and assessment data. Initial-Level Performance Advanced-Level Performance Implements instruction based on contextual information and assessment data. Implements instruction based on contextual information and assessment data, adapting instruction to unanticipated circumstances. 4.3 Uses time effectively. Initial-Level Performance Advanced-Level Performance Establishes efficient procedures for performing tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time. Makes thoughtful choices about the organization and implementation of both instructional and tasks to maximize time for student learning. 4.4 Uses space and materials effectively. Initial-Level Performance Advanced-Level Performance Uses classroom space and materials effectively to facilitate student learning. Makes optimal use of classroom space and uses a variety of instructional resources and technologies to enhance student learning. 4.5 Implements and manages instruction in ways that facilitate higher order thinking. Initial-Level Performance Advanced-Level Performance Instruction provides opportunity to promote thinking. Consistently uses a variety of appropriate strategies to facilitate higher-order thinking.