Quick Reference Chart for Field Experiences by Program Program Requirements Early Field Clinical Teaching (senior yr.) Program Contact ESL/EC-6 Bilingual ESL/BIL classrooms 2 placements: Pk-2 and 3-6 Junior year: 20 hrs./40 hrs. Switch at end of semester Fall: 1 day a week Spring: Full time with ISD start 16-18 weeks Switch at half each semester Dr. Joohi Lee Mid-Level Jr. High placement Elem placement Junior year: 40 hrs./40 hrs. Per semester Fall: full time with course work on Fridays Spring: Full time with ISD start 16-18 weeks Mary Curtis Secondary Jr. High placement H. S. placement Observations embedded in courses. Fall: 1 day a week Spring: Full time with ISD 16-18 weeks David Sparks Music Varies Observations embedded in courses. Fall or Spring: Spring: Full time with ISD start 16-18 weeks Diane Lange Art JH/HS Observations embedded in courses. Fall or Spring: Full time with ISD start 16-18 weeks Amanda Alexander Physical JH/HS Observations embedded in courses Fall or Spring: Full time start date with university 15- 17 weeks Alison UTeach JH or HS One placement Observations embedded in courses Dates vary 4 each day 14 weeks Matsler /
Receives and Acts Upon Professional Feedback The teacher candidate reflects upon his/her teaching effectiveness and makes adjustments based on feedback Unacceptable Acceptable Target N/A The candidate demonstrates an inability or unwillingness to reflect upon his/her teaching and make adjustments. Infrequently makes observations or asks questions about classroom dynamics; passes by opportunities to discuss teaching practice; demonstrates inadequate knowledge of subject and curriculum, and/or has few ideas to increase his/her knowledge; does not accept constructive feedback; Offers excuses and/or assigns blame for negative results to students, parents, colleagues, or supervisors. The candidate makes occasional observations and asks questions about classroom dynamics; occasionally engages in thinking about and discussing teaching practice; demonstrates knowledge of subject and curriculum, but is less certain of ways to increase his/her knowledge; accepts constructive feedback and attempts to use it for improvement; May offer some excuses for negative results. The candidate regularly makes observations and asks questions about classroom dynamics; engages in thinking about and discussing teaching practice; demonstrates knowledge of subject and curriculum and demonstrates an emerging knowledge of strategies to increase his/her knowledge; accepts constructive feedback and uses it for improvement; Is usually open-minded and positive when receiving feedback, acting upon suggestions and feedback. Not Applicable or Not able to observe Demonstrates Professional Practices and Demeanor The teacher candidate demonstrates a professional appearance and demeanor that includes socially appropriate content published on social media. Unacceptable Acceptable Target N/A The candidate demonstrates an unprofessional appearance and demeanor in school and other professional settings or interactions. Dresses inappropriately and/or exhibits inappropriate and/or unprofessional behavior; uses verbal communication that does not foster interaction; Attendance, punctuality, and/or preparation is problematic; Does not respond promptly to electronic communications. The candidate demonstrates an emerging professional appearance and demeanor in school and other professional settings or interactions. Mostly dresses appropriately and uses professional communication. Attendance, punctuality, and is generally prepared. Candidate mostly responds promptly to electronic communications. The candidate demonstrates a professional appearance and demeanor in all school and other professional settings or interactions. Dresses and conducts self appropriately; communicates effectively with students and colleagues; meets scheduled time/hour commitment and is prepared; Responds promptly to electronic communications Not Applicable or Not able to observe
Dates to Remember: Fall 2017 Spring 2018 Undergraduate Placement Dates (Early Field Experience -1 day a week) Start with the ISD: (MISD = Aug 16, HEB = Aug. 23, DISD = Aug. 28; AISD, FTWISD, GPISD = August 21) Start second Placement on Oct. 16 End Date – December 6 Graduate (Master Placement Dates for Secondary and All Level Programs (Full time Clinical Teaching) Start with the ISD: (MISD – Aug 16, HEB – Aug. 23, DISD – Aug. 28), AISD, FTWISD, GPISD – August 21) Start second Placement on Oct. 16 End Date – December 8 Grads Start with ISD Start second Placement on Oct. 9 End Date- December 1 Undergraduate Placement Dates Start with the ISD: (MISD = Jan. 9, HEB = Jan. 4, DISD = Jan. 8; AISD, FTWISD, GPISD = August 21) second Placement on March 5 End Date – May 4 Graduate (Master Level) Placement Dates with the ISD: (MISD = Jan. 9, HEB = Jan. 4, DISD = Jan. 8; AISD, FTWISD, GPISD = August 21) second Placement on March 5 End Date – May 4 Clinical Teacher Seminar Dates: 3:30- 5:00 in Lone Star Auditorium - MAC January 16: Review of assignments and overview February 2: speaker – Special Needs 5: Principal Panel/ Interview Skills April 2: Certification May 7: Celebration Career Fair 28, 9:00 AM – 1:00 PM H. Hereford University Center Bluebonnet Ballroom
PLANNING Dimension 1.1 Standards and Alignment Note: As you observe the lesson, is there evidence of these components? Accomplished Instructional Planning Includes: Proficient Instructional Planning Includes: Developing Instructional Planning Includes: Allactivities, materials andassessments that: Are sequenced Areclearly relevant to students’ prior understanding Integrateother disciplines Provide appropriatetime for all lesson components includinglesson, student work, and closure. Reinforcebroader unit and course objectives Are appropriate for diverse learners All measurable objectives aligned and logically sequenced to the state/national content standards Integrationoftechnology to enhance mastery of objectives Most activities, materials andassessments that: Are sequenced o Aresomewhat relevant to students’ prior understanding Provide appropriatetime for most lesson components includinglesson, student work, andclosure. Fit into the broader unit and courseobjectives Are appropriate for diverse learners Most objectives aligned to the state/national contentstandards Integration of technology that adequately supports objectives Few activities, materials andassessments that: Aresequenced Does not provide appropriate time for most lesson components including lesson,student work, and closure. Few or no objectives aligned to the content standards Comments:
PLANNING Dimension 1.2 Data and Assessment Note: As you observe the lesson, is there evidence of these components? Accomplished Proficient Developing Formal and informal assessments to monitor student progress are directly aligned to objectives. Formative and/or summative assessments are well constructed for diagnostic use. Substantive, specific and timely feedback to the students during the lesson. Formal and informal assessments to monitor student progress are adequately aligned to objectives. Formative and/or summative assessments are constructed for diagnostic use. Consistent feedback to the students during the lesson. Few formal and informal assessments to monitor student progress are directly aligned to objectives. Formative and/or summative assessments are poorly constructed for diagnostic use. Few opportunities for timely feedback to the students during the lesson. Comments:
PLANNING Dimension 1.3 Knowledge of Students Note: As you observe the lesson, is there evidence of these components? Accomplished Instructional Planning Includes: Proficient Instructional Planning Includes: Developing Instructional Planning Includes: The lesson connects to students’ prior knowledge, experiences and future learning expectations. Instruction activities and/or checks for understanding guides students to apply their strengths, background knowledge, life experiences and/or skills to enhance their own learning. Opportunities for students to engage in a variety of learning strategies to achieve high levels of academic and social-emotional success. The lesson connects to students’ prior knowledge and experiences. Opportunities for students to engage in adequate learning strategies. The lesson poorly connects to students’ prior knowledge and experiences. Limited learning strategies. Comments:
PLANNING Dimension 1.4 Activities The teacher plans engaging, flexible lessons that encourage higher- order thinking, persistence and achievement. Note: As you observe the lesson, is there evidence of these components? Accomplished Instructional Planning Includes: Proficient Instructional Planning Includes: Developing Instructional Planning Includes: Questions that encourage all students to engage in complex, thinking and problem solving. Instructionalgroups based on the needs of all students andmaintains both group and individual accountability. All students understanding their individualroles within instructionalgroupsand facilitates opportunities for student input on goals and outcomes of activities. Activities, resources, technology and instructional materials that are all aligned to instructional purposes, are varied and appropriate to ability levels of students. Questions that encourage students to engage in complex, higher-order thinking. Instructionalgroups based on the needs of moststudents. Moststudents understanding their individualroles within instructional groups. Activities, resources, technology and instructional materials that are mostly aligned to instructional purposes. Questionsthatpromote limited, predictable or rote responsesandencourage somecomplex, thinking. Instructionalgroupsbased on the needs of a few students. Lack of student understanding oftheir individualroles within instructional groups. Activities, resources, technology and/or instructional materials misaligned to instructional purposes. Comments:
INSTRUCTION Dimension 2.2 Content Knowledge and Expertise The teacher uses content and pedagogical expertise to design and execute lessons aligned with standards, related content and student needs. The Teacher: Proficient The Teacher: Developing The Teacher: Conveys a depth of content knowledge that allows for differentiated explanations. Integrates learning objectives with disciplines and real- world experiences. Provides multiple opportunities for students to use different types of thinking (e.g., analytical, creative and evidence- based). Conveys accurate content knowledge. Integrates learning objectives with other disciplines and/or real- world experiences. Provides some opportunities for students to use different types of thinking (e.g., analytical, creative and evidence- based). Conveys inaccurate content knowledge that leads to student confusion. Limited Integration of learning objectives with other disciplines and/or real-world experiences. Provides few opportunities for students to use different types of thinking (e.g., analytical, creative and evidence-based). Comments:
INSTRUCTION Dimension 2.3 Communication The teacher clearly and accurately communicates to support persistence, deeper learning and effective effort. The Teacher: Proficient The Teacher: Developing The Teacher: Establishes classroom practicesthatencourage studentstocommunicate effectively, includingthe use of visual and technology, withthe teacher and their peers. Recognizesstudent misunderstanding and respond with an of teachingtechniquesto clarifyconcepts. Providesexplanationsthat are clear and coherent and uses verbal and written communicationthat is clear and correct. Asks questions at the creative, evaluativeand/or analysis levels that on the objective of the lessonand provoke thoughtanddiscussion Skillfully usesprobing questions to clarify, elaborateandextend learning. Provides wait time when questioning students. Leads lessons that provide opportunitiesformost studentstocommunicate effectivelywith the teacher and their peers. Providesexplanations that are generally clear and uses verbal and/or written communicationthatis mostlyfree of grammatical errors. Asksremember, understand and apply level questions that focus on the objective of the lesson. Uses probing questions to clarifyandelaborate learning. Directs lessons with little opportunityfordialogue, clarificationorelaboration. Is sometimes unaware of or unresponsivetostudent misunderstandings. Usesverbalcommunication that is characterized by inaccurategrammar; written communicationthathas inaccuratespelling,grammar, punctuation or structure. Rarely asks questions, or asks questions that do not amplify discussion or align to the objective of the lesson. Comments:
INSTRUCTION Dimension 2.4 The teacher differentiates instruction, aligning methods and techniques to diverse student needs. The Teacher: Proficient The Teacher: Developing The Teacher: Provides differentiated instructional methods and content using a variety of instructional strategies to address individual needs of students. Consistently monitors the quality of student participation and performance. Proactively minimizes student confusion or disengagement by addressing learning and/or social/emotional of students. Provides differentiated instructional methods and content to address individual needs. Regularly monitors the quality of student participation and performance. Recognizes and sometimes responds when students become confused or disengaged and sometimes responds to social/emotional needs of students. Provides one-size-fits-all lessons without meaningful differentiation. Rarely monitors the quality of student participation and performance. Demonstrates limited recognition when students become confused or disengaged, or poorly responds to student learning or social/emotional needs. Comments:
INSTRUCTION Dimension 2.5 Monitor and Adjust The teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments. The Teacher: Proficient The Teacher: Developing The Teacher: Uses input from students in order to monitor and adjust instruction, activities and pacing to respond to differences in student needs. Monitors all student behavior and responses for full engagement, and deep understanding and mastery of objectives. Continually checks for understanding through purposeful critical thinking, questioning and academic feedback. Invites input from students in order to monitor and adjust instruction and activities. Adjusts some instruction within a limited range. Monitors student behavior and responses for engagement and understanding. Sometimes uses from students in order monitor and adjust instruction and activities. Sees student behavior but misses some signs of disengagement. Provides limited checking for understanding; lacks guiding questions and feedback. Comments:
LEARNING ENVIRONMENT Dimension 3.1 Classroom Routines and Procedures The teacher organizes a safe, accessible and efficient classroom. Accomplished Proficient Developing Establishes and uses effective routines, transitions and procedures that he/she implements effortlessly. Students take active responsibility for managing student groups, supplies and/or equipment. The classroom is safe, inviting and organized to support learning objectives and is accessible to all students. Most procedures, routines and transitions provide direction but others are unclear and inefficient. Students participate in groups, mange supplies and equipment with some limited direction. The classroom is safe, organized to support learning objectives and is accessible to most students. Few procedures and routines guide student behavior and maximize learning. Transitions are characterized by confusion and inefficiency. Students depend on the teacher to direct them in managing student groups, supplies and/or equipment. The classroom is unsafe and inaccessible to most students. And/or is disorganized and cluttered. Comments:
LEARNING ENVIRONMENT Dimension 3.2 Managing Student Behavior The teacher establishes, communicates and maintains clear expectations for student behavior. Accomplished Proficient Developing Consistently monitors behavior subtly, reinforces positive behaviors appropriately and intercepts misbehavior fluidly. Most students know, understand and respect classroom behavior standards. Consistently implements the campus and/or classroom behavior system proficiently. Most students meet expected classroom behavior standards. Inconsistently implements the campus and/or classroom behavior system. Student failure to meet expected classroom behavior standards interrupts learning. Comments:
LEARNING ENVIRONMENT Dimension 3.3 Classroom Culture The teacher leads a mutually respectful and collaborative class of actively engaged learners. Accomplished Proficient Developing Engages all students with relevant, meaningful learning. Students collaborate positively with each other and the teacher. Establishes a learning environment where most students are engaged in the curriculum. Students work respectfully individually and in groups Establishes a learning environment where few students are engaged in the curriculum. Students are sometimes disrespectful of each Comments:
PROFESSIONAL PRACTICES AND RESPONSIBILITIES Dimension 4.1 Professional Demeanor and Ethics The teacher meets district expectations for attendance, professional appearance and decorum, procedural, ethical, legal and statutory responsibilities. Accomplished Proficient Developing Behaves in accordance with the Code of Ethics and Standard Practices for Educators. Models all professional standards (e.g., attendance, professional appearance and behaviors) within the classroom. Advocates for the needs of all students in the classroom. Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators. Meets all professional standards (e.g., attendance, professional appearance and behaviors). Advocates for the needs of all students in the classroom. Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators. Meets most professional standards (e.g., attendance, professional appearance and behaviors) within the classroom. Comments:
Approval Process for TExES 160 PPR •Step 1: Complete ELED 4316, 4317, 4321 •Step 2: Go to this link and complete the practice test: • manuals/interactive-practice-test •Take practice PPR exam •Step 3: Score 90% •Step 4: Request clearance for the PPR 160 from the ESL/EC-6 Program Coordinator. •Step 5: Register for TExES 160 exam with SBEC •Step 6: Achieve a passing score on the TExES 160-PPR •Take at the end of the second semester Junior year Approval Process for ESL Exam •Step 1: Pass the PPR EXAM •Step 2: Complete BEEP 3381,4384,and 4385 and be enrolled in BEEP 4306 •Step 3: 90% on the ESL T-ert exam •Step 4: Request clearance for the ESL exam from the Program Coordinator. •Step 5: Register for the TExES ESL exam •Step 6: Achieve a passing score on the ESL exam •Take during the Fall of the Senior Year. Approval Process for TExES 291 Core Subjects •Step 1: Complete BEEP 4311, 4312, and 4314 •Step 2: Take practice text for TExES 291 Step 3: Score 90% on preparation materials •Step 4: Request clearance for Core Subjects 291 from the ESL/EC-6 Program Coordinator •Step 5: Register for TExES 291 exam with SBEC •Step 6: Achieve a passing score on the TExES 291-Core Subjects EC-6 •Take at the end of first semester of Senior Year.