working with the candidate to establish a time line of responsibilities; providing the candidate with the rules, regulations, and procedures of the classroom, school, and district; providing a template or a set of guidelines so the candidate can begin preparation of lesson plans and units that will be used during the clinical practice; notifying the candidate of expectations for classroom teaching, grading of papers, attendance at extra-curricular events, helping with sponsorship of clubs and organizations, arrival and departure times, and other matters that occur; working cooperatively with the university supervisor in completing the summative evaluation of the candidate; providing formative feedback to the candidate the University’s evaluation forms; sharing all evaluations with the candidate and university supervisor. Suggested schedule for full semester evaluations are as follows: 3-Way – week three of clinical practice 1st Evaluation – week five of clinical practice 2nd Evaluation – week seven of clinical practice 3rd Evaluation – week ten of clinical practice 4th Evaluation – week thirteen of clinical practice Summative Evaluation – week sixteen of clinical practice Suggested schedule for 8 week evaluations are as follows: 3-Way – week two of clinical practice 1st Evaluation – week three of clinical practice 2nd Evaluation – week six of clinical practice Summative Evaluation – week eight of clinical practice SUGGESTIONS FOR COOPERATING TEACHERS The task of working with an extra learner in the classroom is a difficult one at best. With as many responsibilities as a teacher has, there may be some misgivings concerning the responsibility of helping a candidate learn the practices of the teaching profession. Cooperating teachers often wonder how they can prepare the way so that when the candidate arrives he/she will fit smoothly into the school routine. Following are a few suggestions that may assist in orienting the candidate and making his/her presence educationally profitable for all concerned.
appreciates multiple perspectives of various world cultures respects the cultural differences of all students Goal 5: The candidate is committed to faith and demonstrates ethical behavior in creating caring learning environments for all students. N 1 2 3 demonstrates ethical and moral behavior in classroom demonstrates respect for spiritual values of all students and colleagues appreciates the importance of caring for all students in the learning environment Comments:
uses some technical applications in the classroom uses a variety of technical applications to enhance student learning and management IV. The candidate is dedicated to the community in he/she lives Inadequate (1 pt.) Emerging Competence (2 pts.) Proficient for Beginning Teacher (3 pts.) Comments Community Score Candidate does not contribute to community activities and service. is not to student needs and makes decisions on self-serving interests. displays little knowledge of students’ cultural heritage and differences and does not indicate that such knowledge is valuable Candidate participates in few community activities and service. serves student needs inconsistently and bases decisions on limited, though genuinely professional considerations. generally recognizes the of cultural heritage and differences, but this knowledge is not reflected in classroom practices Candidate volunteers for various community activities and service opportunities. serves student needs effectively and participates in team decision making. displays knowledge of cultural heritage and differences of groups of students and recognizes the value of this knowledge in classroom practices V. The candidate is committed to faith and demonstrates ethical behavior in creating caring environments for students Inadequate (1 pt.) Emerging Competence (2 pts.) Proficient for Beginning Teacher (3 pts.) Comments Faith Candidate displays little knowledge or concern for the spiritual values of groups or individual students and lapses into inappropriate relationships with students. displays unethical behavior. Candidate recognizes the spiritual values of students, but displays knowledge only of the class as a whole. displays occasional uncertainty about appropriate relationships, but displays ethical standards most of the time. Candidate displays knowledge of the spiritual values of groups and individual students. maintains appropriate relationships with students, staff and parents and displays high ethical standards. * Ratings are adapted from Enhancing Professional Practice, A Framework for Teaching by Charlotte Danielson and University of Carolina at Wilmington and the University of North Carolina Willington. Overall Comments: Performance Level: 2.5 - 3.0 is Proficient for Beginning Teacher Total Points (max. 30 pts.) 2.0 - 2.4 is Emerging Competence Average Score (total points/10) Below 2.0 is Inadequate