STUDENT TEACHER INFORMATION Assignments/Requirements What Who What to do with it Due on Three completed and signed FAF forms. Supervisor Submit in Live Text End of semester Two completed and signed FAF forms. Cooperating Teacher Submit in Live Text End of semester Seminars Supervisor Schedule and three seminars; determine topic based on student needs. Determined by Supervisor Student Teaching Plan form Teacher Candidate Discuss with your Supervisor, make corrections if necessary Week three Mid-term evaluation form (pg. 15) Supervisor & Cooperating Teacher Review with Candidate and submit in Live Text. Week eight Capstone project Teacher Candidate Upload to Live Text as an attachment. December 1/ May 4 PDQ Cooperating Teacher, Supervisor and Teacher Candidate Submit in Live Text End of Semester Diverse Field Experience Form Teacher Candidate Have form signed by UNC Supervisor and then upload to Live Text as an attachment. End of Semester Attendance Teacher Candidate Record missed hours followed by made-up hours in Live Text Weekly Program End Evaluation Cooperating Teacher, Supervisor and Teacher Candidate Submit in Live Text End of Semester STE Final Evaluation Cooperating Teacher, Supervisor and Teacher Candidate Find at: End of Semester Concern form, if applicable Teacher Forward to Dr. O’Neil Immediately
not promote student learning. Some student learning occurs. evident for most students. higher-level thinking. evident for a wide range of learners. C ASSESSMENT No evidence of assessment. No connections made between assessment and instruction. Some evidence of assessment. Verbal feedback given to improve learning of content knowledge, skills, and dispositions. Uses assessment to improve students’ learning and teaching effectiveness. Uses a variety of formal and informal assessments to provide students with constructive feedback. Develops and uses a variety of formal and informal assessments, including rubrics, to promote learning, inform instruction, and meet content standards. Develops valid and reliable assessment tools. Uses assessment as a basis for standards-based instruction. Uses assessment to compare and contrast effects of various teaching strategies. D CLASSROOM MANAGEMENT Behavior problems negatively affect learning. Little effort given to encouraging acceptable student behavior. Some effort made to promote acceptable student behavior. Attempts appropriate intervention strategies and practices. Manages routine behavioral problems and maintains control of the classroom. Applies sound disciplinary practices. Intervenes to create successful learning environments. Creates a learning environment characterized by acceptable student behavior, efficient use of time, and disciplined acquisition of knowledge, skills, and dispositions. Routine discipline problems prevented through engaging instruction. Establishes an accepting learning environment. Students exhibit self-control while encouraging others to control impulsive behavior. E AFFECTIVE SKILLS Has difficulties relating to students. Resorts to disrespectful treatment. Displays inappropriate behavior towards students. Does not attempt to build positive teacher/student relationships. Appears to be unsure of proper teacher boundaries. Behavior not always appropriate; inappropriate behavior not intentional or malicious. Lacks ability to anticipate consequences of behavior. diligently to create a democratic classroom community. Students are treated with kindness and respect. Establishes a democratic learning environment. Encourages students to care about their own learning, is sensitive to students’ needs and feelings. Establishes a democratic learning environment. Students care other’s learning as well as their own. Individuals willing to make personal sacrifices for sake of promoting a common good. Consistently demonstrates tactfulness and/or confidentiality; maintains professional boundaries.
F PROFESSIONALISM Cannot be consistently counted upon to meet deadlines or keep professional commitments to colleagues and students. Avoids professional collaboration and/or detracts from a collaborative culture; gossips about colleagues; and/or tends to be openly critical of others. Does minimum required work at the prompting of supervisors; lacks initiative; resists suggestions for improving one’s teaching. Inconsistently conveys confidence and competence when interacting with learners, and/or colleagues in a large group situation. Generally demonstrates initiative and enthusiasm for various endeavors. Unsure of how to act appropriately with students, peers, and/or colleagues. Reliable, punctual, and collaborative. Respects school culture, and values. Works with others in positive ways; contributes to group success; minimizes gossip; generally willing to grow. Asks questions that are both procedural and reflective; accepts critique and input regarding performance in a generally positive manner; generally acts upon feedback when prompted. Consistently deadlines, keeps professional commitments to colleagues and students. Conveys a high level of confidence and competence when interacting with learners, peers, and colleagues in small and large group situations. Demonstrates initiative; is enthusiastic about a variety of endeavors. Strong participant; works well with others while receiving feedback; follows up on opportunities for professional growth. Respects diversity of colleagues and students and models culturally responsive interactions with others. Consistently reliable, punctual, hard-working, willing and able to collaborate. Consciously learns and supports school’s and traditions. Consistently demonstrates tactfulness and/or confidentiality; maintains professional boundaries Self-evaluates in a realistic way; makes thoughtful changes based upon reflection; views teaching as a learning process. COMMENTS: Attach another sheet to discuss student Strengths and Areas in Need of Improvement. Evaluator Signature: Date: Teacher Candidate Signature: Date: Student Teaching Plan form Name: Turn a copy in to your Supervisor by week three Week Plan for the week; include description toward full teaching responsibilities, lessons to be taught, etc.
8. Professional Initiative ☐Does the minimum required work at the prompting of supervisors; lacks initiative or resists various endeavors ☐Generally demonstrates initiative and enthusiasm for various endeavors ☐Demonstrates initiative; is enthusiastic about a variety of endeavors 9. Respect for diversity ☐Demonstrates lack of respect for diversity of colleagues and students ☐ Respects diversity of colleagues and students ☐ Respects diversity of colleagues and students and models culturally responsive interactions with others 10. Student engagement ☐Presumes that most learners can learn and be successful ☐Expects all learners to learn and be successful, including those from diverse backgrounds and with exceptional learning needs ☐Expects and promotes opportunities for all learners to be successful, including those from diverse backgrounds and with exceptional learning needs 11. Communication skills ☐Frequently uses inappropriate language; poor use of conventions, spelling and grammar; written work does not follow professional syntax ☐Generally speaks appropriately for the given situation and uses conventions correctly including grammar and syntax ☐Speaks appropriately as a professional role model; consistently edits work for correct conventions, construction and grammar 12. Portrays professional competence and confidence ☐Inconsistently conveys confidence and competence when interacting with learners, peers, and/or colleagues in a large group situation ☐Conveys confidence and competence when interacting with learners, and/or colleagues in a large group situations ☐Conveys a high level of confidence and competence when interacting with learners, peers, and colleagues in small and large group situations Total _______________ + _______________ + = /36 Teacher Candidate Signature and Date: _________________________________________________________ Evaluator Signature and Date: _________________________________________________________________