Fall 2014 - Spring 2015

Arizona State University

Mary Lou Fulton Teachers College
Office of Clinical Experiences

MENTOR TEACHER HANDBOOK:

iTeachAZ SENIOR YEAR RESIDENCY
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Dear Mentor Teacher:

Thank you for hosting an ASU iTeachAZ Teacher Candidate. This handbook outlines the requirements for your Teacher
Candidate and provides you with information about your role as an iTeachAZ mentor teacher. If you have any questions
about coaching your Teacher Candidate, please contact your ASU Site Coordinator.

Online Training New Mentor Teachers and their Teacher Candidates should complete a four (4) hour online
training prior to attending the start of the school year. The training provides an overview of the Senior Year
Residency requirements, the evaluation system used to measure Teacher Candidate progress, strategies for
coaching the Teacher Candidate, and an introduction to the co-teaching model used by Teachers College. All
participants receive a certificate for professional development hours upon completion of the training.
Register: https://sites.google.com/a/asu.edu/syr-online-training-mentor-registration/
Mentor Teacher Meetings with Site Coordinator Site Coordinators host monthly professional development
opportunities for Mentor Teachers. These meetings focus on Teacher Candidate progress (i.e., sharing data from
evaluations) and provide Mentor Teachers with opportunities to learn and share new strategies for coaching beginning
teachers. The Site Coordinator will work with District Officials and the Mentor Teachers to schedule dates and times for
these meetings.
Coaching the Teacher Candidate Site Coordinators and Mentor teachers work together to evaluate Teacher Candidate
Progress (see Teacher Candidate Evaluation found in this document). We ask that Mentor Teachers complete the
following with their Teacher Candidates.
Weekly Coaching Meetings Teacher candidates are asked to schedule weekly coaching meetings with their
Mentor Teacher at which the Mentor and Teacher Candidate should discuss Teacher Candidate progress,
upcoming district, school, classroom or iTeachAZ events, and other items as outlined in the Weekly Coaching
Meeting agenda found in this document.
Progress Reports Site Coordinators will ask Mentor Teachers to complete bi-weekly progress reports on
Teacher Candidate progress. We ask that Mentor Teachers complete the progress report with the Teacher
Candidate during the Weekly Coaching Meetings. Progress reports are housed in Tk20 and can be accesses by
the Mentor Teacher, Teacher Candidate and the Site Coordinator. Tk20 staff will send Mentor Teachers
information about how to log into Tk20 at the beginning of the ASU semester. Both the Teacher Candidate and
the Site Coordinator are available to assist Mentor Teachers with use of Tk20.
Additional Support for Teacher Candidate The ASU Site Coordinator is housed in the district to support
Teacher Candidates and Mentor Teachers. Mentor Teachers should contact the Site Coordinator immediately
with concerns about Teacher Candidate progress, professionalism issues, or questions about coursework
requirements.
Honorarium A Mentor Teacher receives a tuition waiver for six (6) credit hours of ASU in-state tuition for each
Teacher Candidate he/she hosts during the Senior Year Residency. The tuition waiver is disbursed in the following
manner: three (3) credit hours at the end of the first semester and three (3) credit hours at the end of the second semester.
The tuition waiver covers in-state tuition only. If you are not already admitted into the university you will need to apply
for admission prior to registering for classes. Eligible courses include: undergraduate, graduate, and/or doctoral courses;
courses for degree and non-degree seeking students; face-to-face, hybrid, and online courses. The tuition waiver is nontransferable and may not be changed to monetary compensation. The tuition waiver is valid for 4 consecutive semesters
(including summer semesters) from the date of issue. Extensions are not possible, per Student Accounts. The tuition
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waiver does NOT cover program fees or additional fees such as application or class fees, special fees for financial aid, etc.
To calculate fees, mentor teachers may visit the tuition website at: http://www.asu.edu/admissions/tuitionandfees/. Under
Federal Law, ASU is required to report to the IRS the value of the tuition waiver on form 1099-MISC once Mentor
Teachers exercise the option to use the tuition waiver. We recommend that mentors consult their tax advisor about the
additional taxable income prior to completing your individual income tax return.
The Site Coordinator delivers the tuition waiver to Mentor Teachers at the conclusion of each student teaching semester
during the Senior Year Residency. The waiver is accompanied by information on how to apply for admission to ASU,
how to access the course catalog, and directions on how to use the waiver for tuition costs.
Please file the tuition waiver for safe keeping. Tuition waivers will only be re-issued, if necessary, within 12 months of
the original issue date.
Supervision As ASU students are not certified teachers, they should not be left alone in the room/used as substitutes or
for coverage purposes.
Senior Year Residency HandbookThe remainder of this document contains the iTeachAZ Senior Year Residency
Handbook. Site Coordinators will review the contents of this handbook with Teacher Candidates and Mentor Teachers
during the orientation held prior to the start of the school year.
Thank you again for your service as a Mentor Teacher,
Mary Lou Fulton Teachers College, Office of Clinical Experiences

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iTeachAZ Senior Year Residency

Teacher Candidate Handbook

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Dear Teacher Candidate:

Welcome to your Senior Year Residency (SYR). This handbook provides an overview of the student teaching
requirements and procedures. You should read this guide CAREFULLY and keep it handy for reference during your
Senior Year Residency.
You are required to have the following items prior to beginning your student teaching:
1. A valid Department of Public Safety (DPS) IVP fingerprint clearance card and a copy of the card on file
with the Office of Student Services (OSS).
2. Mary Lou Fulton Teachers College ID Badge, available from the Office of Clinical Experiences on your
campus.
3. Private reliable transportation.
Some districts require completion of a secondary background check or additional paperwork before beginning student
teaching. Check this website http://mytc.asu.edu/district-clearance-requirements to see if your assigned district has
additional requirements.
We also recommend that students consider purchasing personal liability insurance prior to beginning student teaching.
This insurance may be purchased through an insurance agency or through a professional educators group. The Arizona
Education Association (AEA) www.arizonaea.org or the Arizona Professional Educator Association (APE)
www.AZPE.org offer liability coverage to members.
Questions concerning specific student teaching requirements should be directed to your Site Coordinator.
Have a great semester!
The Office of Clinical Experiences
Contact for the Office of Clinical Experiences:
DEFINITION OF TERMS USED IN iTEACHAZ SITES
ASU ID Badge - The Teacher Candidate is required to wear a Mary Lou Fulton Teachers College ID badge while in the
school unless the district requires the Teacher Candidate to obtain a district/school ID. Teachers College ID badges can
be secured at the Office of Clinical Experiences at Polytechnic, Tempe, and West campuses.
Fingerprint Clearance - Teacher Candidates must have a valid Department of Public Safety (DPS) fingerprint clearance
card and submit a copy of the card to the Office of Student Services (OSS) before beginning student teaching. Teacher
Candidates are responsible for notifying the Office of Clinical Experiences and the Office of Student Services if their DPS
fingerprint clearance card has been suspended or revoked.
Lab Fee - A fee assessed by ASU when a student registers for an internship or student teaching. This lab fee pays for
some administrative costs, materials, mailings, mileage of supervisors, etc. (Lab fees are subject to change with Board of
Regents approval.)
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Mentor Teacher (MT) - An in-service teacher who has more than three years of experience and has demonstrated the
ability to improve the academic achievement of the students with whom he/she works.
Office of Clinical Experiences (OCE) - Formerly known as the Office of Professional Field Experiences (PFE), OCE
coordinates placing ASU students in the iTeachAZ program for internships and student teaching. The office also collects
and houses data on student placements.
Placement Specialist - An individual from the Office of Clinical Experiences who secures placements in which interns
complete required clinical experiences. Site Coordinators submit placement information to liaisons for entry into Tk20.
Professionalism Rubric -Teacher Candidates are expected to develop proficiency according to the Professionalism
Rubric over the course of the teacher preparation program. The Professionalism Rubric is drawn from Danielsons
Framework for Teaching (Danielson, 1996).
Site Coordinator - ASU faculty members assigned to coach and evaluate Teacher Candidate progress. Site Coordinators
are certified by the National Institute for Excellence in Teaching on administration of the TAP rubric (explained below).
This is a four day training which requires a passing score on a rubric usage test and yearly recertification.
Student Teaching Triad - Teacher Candidates work with and under the direction of a Mentor Teacher and Site
Coordinator. The Mentor Teacher provides the Teacher Candidate with day-to-day direction in the classroom and
supports the Teacher Candidates development of teaching competencies. The University Supervisor/Site Coordinator
supports both the Mentor Teacher and the Teacher Candidate through coaching, communication of policies and
procedures, and co-evaluation of the Teacher Candidate.
TAP Rubric - An instructional rubric designed by the National Institute for Excellence in Teaching as part of the TAP
System. The rubric was developed to assess practicing teachers in the field. A score of 3 indicates proficient teacher
performance. A score of 5 indicates exemplary teacher performance. Teachers College has adopted this rubric for use in
the coaching and evaluation of Teacher Candidates (TCs). Teacher Candidates are expected to develop increasing levels
of proficiency throughout the teacher preparation program. Scores of 2 (approaching proficiency) are developmentally
appropriate and expected during internships and the first semester of student teaching. Scores of 3 (proficient) are
expected by the end of student teaching. TCs are evaluated on 8 of the 19 TAP indicators. The 8 indicators include: (1)
Standards and Objectives, (2) Presenting Instructional Content, (3) Activities and Materials, (4) Academic Feedback, (5)
Teacher Content Knowledge, (6) Teacher Knowledge of Students, (7) Instructional Plans, and (8) Managing Student
Behavior.
Teacher Candidate (TC) - A Teacher Candidate is a student in the Teachers College who has passed all academic
requirements and is approved to enter the final semesters (Terms 7 & 8) of the teacher preparation program which
includes student teaching.
Tk20 - Tk20 is an online data management system for all student activities related to teacher certification. Students
enrolled in ASUs teacher certification programs are required to subscribe to Tk20 to complete evaluations for courses,
internships and student teaching. Mentor Teachers submit progress reports in Tk20 and Site Coordinators submit feedback
from Walkthroughs, Performance Assessments and Professionalism reviews in Tk20.

TEACHER CANDIDATE PLACEMENT PROCESS

Applying to Student Teach: All students must attend a Planning to Student Teach meeting and complete an Application
to Student Teach in the semester preceding the student teaching semester. These meetings take place in February for
students entering student teaching in the fall and in October for students entering student teaching in the spring.
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Approval to Student Teach: The Office of Student Services approves/disapproves progression to student teaching based
on academic progress. Eligibility to progress into student teaching requires the following:
Completion of a student teaching application in Tk20 by the designated deadline
Cumulative ASU GPA of 2.5 or higher for undergraduate students; for graduate students, the Graduate GPA and
iPOS GPA must be 3.0 or higher
Completion of all required coursework with a grade of C or higher
Satisfactory completion of all required internships
Review of academic record and approval by the Office of Student Services (Students who have a Performance
Improvement Plan (PIP) in place must have successfully met all criteria of the PIP and be in good standing.)
Student Teaching Assignment: The Office of Clinical Experiences works with Site Coordinators and district partners to
assign Teacher Candidates to highly qualified mentor teachers.
Mentor Teacher Selection: Mentor Teachers complete an application to host a Teacher Candidate. Mentors are selected
to host a Teacher Candidate based on years of teaching experience, documented success in raising student achievement,
and mentoring experience. All Mentor Teachers complete a mentoring workshop focusing on the TAP rubric and
coaching strategies.
District Background Checks: Many districts require Teacher Candidates to complete additional background checks.
All Teacher Candidates are required to complete, if applicable, district required background checks or paperwork prior to
beginning the student teaching placement. Requirements for each district are located at http://mytc.asu.edu/districtclearance-requirements. Teacher Candidates must submit required documentation to the school district prior to beginning
student teaching.

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CHANGES IN A STUDENT TEACHING PLACEMENT

The Teacher Candidates placement will be changed only if:
the placement is not appropriate based on the students program requirements.
the school is located more than 40 miles one-way from the students campus of admission/affiliation.
the school/district recommends a different Mentor Teacher.
Illness: If the Teacher Candidate becomes ill during the semester, he/she may be eligible for an Incomplete or Medical
Withdrawal. The Office of Student Services and the Office of Clinical Experiences work cooperatively with the student to
determine eligibility for an Incomplete or Medical Withdrawal. If the student is granted an Incomplete or Medical
Withdrawal, he/she must complete a new Student Teaching Application/ Placement Request in Tk20 upon returning to the
Professional Teacher Preparation Program.
Incompatibility/Mentor Teacher declines- No fault of the Teacher Candidate: If a Mentor Teacher withdraws from
his/her mentoring duties due to illness or other unforeseen circumstance, the Site Coordinator will work with the District
and Office of Clinical Experiences to make arrangements for a new placement. If the match between the Teacher
Candidate and Mentor Teacher is deemed uncongenial, the Site Coordinator will work with the Director of the Office of
Clinical Experiences to make arrangements for a new placement.
Student leaves placement on own accord: If a Teacher Candidate chooses to leave a clinical experience placement on
his/her own accord before contacting the Office of Clinical Experiences or the Office of Student Services, he/she will
receive a failing grade (E) in student teaching for the semester. A second student teaching placement will not be secured
during the semester in which the Teacher Candidate was assigned a failing grade (E).
Mentor Teacher Absences: If a Mentor Teacher is absent beyond ten days, the University Supervisor/Site Coordinator,
Principal, Teacher Candidate, and the Director of the Office of Clinical Experiences meet to discuss a placement plan
from the following options:
The Teacher Candidate remains in his/her current placement, functioning as the lead teacher with a substitute in
the room.
The Teacher Candidate receives a new placement.
The Teacher Candidate receives a temporary placement until the Mentor Teacher returns. At that point a
determination will be made as to if the Teacher Candidate should remain in current placement or return to
previous placement.
STUDENT TEACHING CLINICAL REQUIREMENTS
Student Teaching Clinical Requirements: Teacher Candidates are required to participate in their assigned classroom 4
days per week, following their Mentor Teachers contract hours.
Academic Requirements:
To be eligible to progress into student teaching, a student must be in good academic standing with the Teachers College
and all outstanding courses. Students who have academic deficiencies as outlined above will not be approved to student
teach until the deficiencies are completed. For undergraduates this includes: general studies, foundational course
requirements, electives major and or minor requirements must be completed prior to the start of student teaching.
Students who wish to take a course concurrently with student teaching in addition to the courses required during student
teaching must submit a petition for review by the Advising Coordinator. The course must be offered in the evening or
online and not conflict with student teaching contracted hours.
Essential Functions of Student Teaching:
As a credentialing institution of the State of Arizona, our mission is to prepare teachers for service in P-12 school
settings. As such, Teacher College students are required to complete multiple clinical experiences (internships and
student teaching) in which they must be able to perform the essential functions of teaching. The essential functions
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required by Teachers College are in the areas of physical capacity, cognitive flexibility, and communication. The ability to
perform these essential functions is a requirement for successful completion of the teacher preparation program.
Teaching is a demanding profession, requiring a great deal of physical, mental and emotional stamina in which the safety
and well-being of children and youth is paramount. Interns and student teachers will spend the majority of their days
standing while interacting with P-12 students in the classroom and other areas of the school grounds. Walking students
from one classroom to another and maneuvering through tight spaces between desks or other classroom furniture is
commonplace. In early childhood and elementary settings walking and moving quickly along uneven surfaces on the
playground is necessary. Working with P-12 students also entails kneeling or squatting, stooping, and bending from 5070 degrees at the waist frequently throughout the day. Reaching at, below, or above shoulder height to write on the
chalk/white board and using technology and audio visual equipment requires significant manual dexterity. Occasionally,
interns and student teachers will be required to lift and or move up to 30 pounds. These physical requirements allow the
effective teacher candidate to engage students in activities and materials that challenge and sustain the attention of
students during instructional plans.
The cognitive demands of internships and student teaching require that teacher candidates master relevant content in all
subjects taught in the assigned classroom, use personal modeling to demonstrate performance expectations with precise
and correct command of the English language, provide oral and written feedback that is academically focused, frequent,
and of high quality, and use of content specific instructional strategies that enhance student content knowledge. Student
teachers must also be able to provide differentiated instruction to ensure that all children have the opportunity to master
what is being taught. In addition, student teachers must maintain emotional control under stress and establish rules for
learning and behavior both inside the classroom and on all other areas of the school grounds by monitoring for student
safety and behavior. Student Teachers will be evaluated using the TAP Rubric across these essential functions of student
teaching. The Tap Rubric can be accessed in the clinical experiences handbook provided at orientation.
The physical, cognitive, and communicative demands described here are representative of those that must be met by
interns and student teachers to successfully perform the essential functions of their assigned clinical experiences.
Reasonable accommodations may be made to enable qualified individuals with disabilities to perform these essential
functions.
Accommodations: Mary Lou Fulton Teachers College is committed to student success and ensures an inclusive learning
environment for all students. Students with disabilities or disabling health conditions are required to document their
condition with the Disability Resource Center (DRC) prior to enrolling in the iTeachAZ program. Students who are
registered with DRC will be key participants in establishing reasonable and appropriate accommodations with course
instructors.
Dates for Clinical Experiences (see calendar below): Teacher Candidates with a fall-spring schedule begin the clinical
experience component of student teaching on the first day new teachers report to the district for the fall. The first day of
student teaching for the spring semester is the first day of ASU classes, per the academic calendar. The last official day of
clinical experience/student teaching in both the fall and spring semesters is the last day of ASU classes as posted in the
university academic calendar.
Fall, Winter and Spring Breaks: Teacher Candidates follow ASUs winter break schedule as published in the university
academic calendar. They follow the calendar of the district to which they are assigned for fall and spring breaks and
holidays.
Teacher Candidate Evaluation Requirements: Site Coordinators will complete a minimum of 4 informal walkthrough
observations and 2 formal Performance Assessments per semester. Site Coordinators will complete additional
walkthroughs for Teacher Candidates in need of additional support. Mentor Teachers will complete 7 progress reports per
semester. All evaluations are entered into Tk20 with Site Supervisors, Teacher Candidates and Mentor Teachers having
access to data.

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NOTE: SITE COORDINATORS PROVIDE TEACHER CANDIDATES WITH A DISTRICT CALENDAR AND NOTIFY
THEM OF DATES FOR FALL AND SPRING BREAKS WHERE APPROPRIATE.
Fall 2014 Calendar
Note: The calendar is tentative and is subject to change. Performance Assessment dates listed below are approximate and are
scheduled by the Site Coordinator in collaboration with the Teacher Candidate (TC) and Mentor Teacher (MT). Dates will
vary due to Fall/Spring Break schedules. * During week-long breaks, a progress report is NOT due (7 Progress Reports will
be completed). The Site Coordinator completes 4 (minimum) walkthroughs per Teacher Candidate during the semester.
2014 Date
Item Due
Completed By
Summer
Complete Online Training prior to orientation
TC
Varies by Site
Mandatory Orientation- first day NEW teachers report to the Site Coordinator, TC and MT
district. See district calendar and Site Coordinator.
August 21
First day of ASU Classes
August 25
Walkthrough
Site Coordinator
Progress Report
TC and Mentor Teacher
September 1--Oct 3
PERFORMANCE ASSESSMENT CYCLE #1
Site Coordinator, TC and MT
September 2

Walkthrough

Site Coordinator

September 8

Walkthrough
Progress Report
Walkthrough
Walkthrough
Progress Report
Walkthrough
Academic Status Report #1 due

Site Coordinator
TC and MT
Site Coordinator
Site Coordinator
TC and MT
Site Coordinator
Site Coordinator

PERFORMANCE ASSESSMENT #1 DATA ENTERED INTO Tk20

Walkthrough
Progress Report
ASU Fall Break; TCs follow district calendar for break
Walkthrough
Walkthrough
Progress Report
PERFORMANCE ASSESSMENT CYCLE #2

Site Coordinator
Site Coordinator
TC and MT

Walkthrough
Walkthrough
Progress Report
Academic Status Report #2 due

Site Coordinator
Site Coordinator
TC and MT
Site Coordinator

Walkthrough
Walkthrough
Progress Report
Nov 27-28 THANKSGIVING RECESS
Walkthrough
PERFORMANCE ASSESSMENT #2 DATA ENTERED INTO Tk20
LAST DAY OF STUDENT TEACHING ALL TCs
SITE COORDINATOR EVALUATION DUE
MENTOR TEACHER EVALUATION DUE
TIME CARD DUE TO SITE COORDINATOR
Final Grades Due

Site Coordinator
Site Coordinator
TC and MT
TC, MT, Site Coordinator
Site Coordinator
Site Coordinator
TC
TC and MT
TC
TC
Site Coordinator

September 15
September 22
September 29
September 29-October
6
October 3
October 6*
October 11-14
October 13*
October 20*
October 27-December 1
October 27*
November 3
October 27 November
3
November 10
November 17
November 24
December 1
December 1
December 5

December 11-17

Site Coordinator
Site Coordinator
TC and MT
Site Coordinator

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Spring 2015 Calendar

Note: This calendar is tentative and is subject to change. Performance Assessment dates listed below are approximate and
are scheduled by the Site Coordinator in collaboration with the Teacher Candidate (TC) and Mentor Teacher (MT). Dates will
vary due to Spring/Fall Break schedules. * During week-long breaks, a progress report is NOT due (7 Progress Reports will
be completed). The Site Coordinator completes 4 (minimum) walkthroughs per Teacher Candidate during the semester.

2015 Date

Item Due

Completed By

January 5-9

Optional attendance

TC

January 12

First day of ASU Classes

Walkthrough
Walkthrough
Progress Report
PERFORMANCE ASSESSMENT CYCLE #3

February 27

Walkthrough
Walkthrough
Progress Report
Academic Status Report #1 due
Walkthrough
Apply for Graduation; https://students.asu.edu/graduation
Walkthrough
Progress Report
PERFORMANCE ASSESSMENT #3 DATA ENTERED INTO Tk20

Site Coordinator
Site Coordinator
TC and MT
Site Coordinator, TC and Mentor
Teacher
Site Coordinator
Site Coordinator
TC and MT
Site Coordinator
Site Coordinator
TC
Site Coordinator
TC and MT
Site Coordinator

February 23

Walkthrough

Site Coordinator

March 2

Walkthrough
Progress Report
ASU Spring Break; TCs follow district calendar for break
Walkthrough
Walkthrough
Academic Status Report #2 due
Walkthrough
Progress Report
PERFORMANCE ASSESSMENT CYCLE #4

Site Coordinator
TC and MT

January 19
January 26 February 27
January 26
February 2
February 9-16
February 9
February 16
February 16

March 9-13*
March 9*
March 16*
March 23-30
March 23*
March 23-April 24
March 30
April 6
April 13
April 20
April 24
May 1
May 1

May 11 Tentative Date

TBD
May 4-11

Walkthrough
Walkthrough
Progress Report
Walkthrough
Walkthrough
Progress Report
PERFORMANCE ASSESSMENT #4 DATA ENTERED INTO Tk20
ASU classes end
LAST DAY OF STUDENT TEACHING
SUPERVISOR EVALUATION DUE
MENTOR TEACHER EVALUATION DUE
TIME CARD DUE TO SITE COORDINATOR
Commencement: see https://graduation/asu.edu
College Convocation
Final Grades Due

Site Coordinator
Site Coordinator
Site Coordinator
Site Coordinator
TC and MT
Site Coordinator
TC and MT
Site Coordinator
Site Coordinator
TC and MT
Site Coordinator
Site Coordinator
TC and MT
Site Coordinator
ALL TCs
TC and MT
TC
TC
TC
TC
Site Coordinator

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PROGRESSION OF TEACHING RESPONSIBILITIES

The Mary Lou Fulton Teachers College has adopted a co-teaching model for its student teaching experiences (see
description of co-teaching below). Teacher Candidates are required to be actively engaged in all elements of the
classroom beginning the first week in the placement and should assume teaching responsibilities as outlined below.
Single Placement Senior Year Residency Progression (EED, BLE, SED)
Week
Weeks 1-4

Weeks 5-9

Weeks 10-15
Weeks 16-20
Weeks 21-30
and beyond

Co-Teaching Strategies
One Teach, One Observe; One Teach,
One Assist; Alternative Teaching

Any of the above strategies as well as

Station Teaching, Parallel Teaching, and
Team Teaching
Any co-teaching strategy appropriate for
the subject areas being taught
Any co-teaching strategy appropriate for
the subject areas being taught
Any co-teaching strategy appropriate for
the subject areas being taught

Teacher Candidate Responsibility

Assume partial responsibility for leading
classroom routines (attendance, bell work,
dismissal, etc.)
Co-plan and lead small group activities
Co-plan and lead in one subject area/class
period
Co-plan and lead in two subject areas/class
period
Co-plan and lead in three subject
areas/class period
Co-plan and lead all subject areas/periods

Dual Placement Senior Year Residency Progression (ECS and SPE/EED)

Week
Weeks 1-3

Weeks 4-6

Weeks 7-9
Week 10-15

Co-Teaching Strategies
One Teach, One Observe; One Teach,
one Assist; Alternative Teaching

Teacher Candidate Responsibility

Assume partial responsibility for leading
classroom routines (attendance, bell work,
dismissal, etc.)

Co-plan and lead small group activities

Any of the above strategies as well as
Co-plan and lead in one subject area/class
Station Teaching, Parallel Teaching, and period
Team Teaching
Any co-teaching strategy appropriate for Co-plan and lead in two subject areas/class
the subject areas being taught
period
Any co-teaching strategy appropriate for Co-plan and lead in all subject areas/class
the subject areas being taught
period
Repeat for Second Placement

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CO-TEACHING STRATEGY DEFINITIONS & EXAMPLES

Strategy
One Teach,
One
Observe

One Teach,
One Assist

Station
Teaching

Parallel
Teaching

Alternative
Teaching

Team
Teaching

Definition/Example
One teacher has primary responsibility while the other gathers specific observational
information on students or the lead teacher. The key to this strategy is to focus the
observation where the teacher doing the observation is observing specific behaviors.
Example: One teacher can observe students for their understanding of directions while the
other leads.
An extension of One Teach, One Observe. One teacher has primary instructional
responsibility while the other circulates to check for understanding, assists students with their
work, or monitors behaviors.
Example: While one teacher has the instructional lead, the person assisting can be the
voice for the students when they dont understand or are having difficulties.
The co-teaching pair divides the instructional content into parts. Each teacher instructs one of
the groups, groups then rotate or spend a designated amount of time at each station often an
independent station will be used along with the teacher led stations.
Example: One teacher might lead a station where the students play a money math game and
the other teacher could have a mock store where the students purchase items and make
change.
Each teacher instructs half the students. The two teachers are addressing the same
instructional material and presenting the material using the same teaching strategy. The
greatest benefit to this approach is the reduced student to teacher ratio.
Example: Both teachers are leading a question and answer discussion on specific current
events and the impact they have on our economy.
This strategy allows one teacher to work with students at their expected grade level while the
other teacher works with those students who need the information and/or materials retaught,
extended, or remediated.
Example: One teacher may work with students who need re-teaching of a concept while the
other teacher works with the rest of the students on enrichment.
Well -planned, team- taught lessons exhibit an invisible flow of instruction with no
prescribed division of authority. Using a team teaching strategy, both teachers are actively
involved in the lesson. From a students perspective, there is no clearly defined leader as
both teachers share the instruction, are free to interject information, and are available to assist
students and answer questions.
Example: Both instructors can share the reading of a story or text so that the students are
hearing two voices.

The strategies are not hierarchical they can be used in any order and/or in any combination to best meet the needs of
the P-12 students in the classroom. (with adaptations from) Copyright 2011, St. Cloud State University, Teacher Quality
Enhancement Center Research Funded by a US Department of Education Teacher Quality Enhancement Grant

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TEACHER CANDIDATE EVALUATION

Evaluation of Teacher Candidates is based on evaluation of teaching performance and professionalism throughout the
student teaching experience. Please see the TAP rubric and the Teachers College Professionalism rubric in the syllabus for
your student teaching course.
Evaluator Training: All Site Coordinators participate in training on the TAP Teaching Skills, Knowledge, and
Responsibilities Performance Rubric and must pass the TAP Certified Evaluator Performance Test to become certified
TAP evaluators. Evaluators must take and pass the certification test annually in order to be recertified.
TAP training for Teacher Candidates and Mentor Teachers: All Mentor Teachers and Teacher Candidates receive
training on the use of the TAP rubric prior to the start of the Senior Year Residency.
NOTE: The TAP instructional rubric is designed for in-service teachers. The highest levels on the scale (4-5) represent
truly exceptional performance attained by a small percentage of the most expert and effective teachers in any given
system. Teacher Candidates are expected to score a 3 on each of the TAP indicators by the end of the Senior Year
Residency.
PERFORMANCE ASSESSMENT PROCESS
Teacher Candidates are formally evaluated four times per year by the University Supervisor/Site Coordinator and the
Mentor Teacher. Progress Reports, completed by the Mentor Teacher, and walkthroughs, completed by the Site
Coordinator, are formative assessments used to support Teacher Candidates growth in overall teaching performance
between Performance Assessments.
Formal observations of teaching performance are preceded by a pre-conference meeting between the Site Coordinator and
the Teacher Candidate and are followed by an in-depth post-conference meeting in which the Site Coordinator provides
specific, actionable feedback to the Teacher Candidate in areas of refinement and reinforcement identified during the
performance assessment.
Pre-Conference: Teacher Candidates submit lesson plans to the Mentor Teacher and Site Coordinator/University
Supervisor 72 hours in advance of the observation. Both the Mentor Teacher and Site Coordinator should review the
lesson plan and provide the Teacher Candidate with suggestions/strategies/questions designed to improve the lesson.
Formal Observations: The Site Coordinator/University Supervisor, Mentor Teacher and Teacher Candidate schedule
Performance Assessments on a mutually agreeable date, with the first PA occurring at approximately week 4, and the final
assessment occurring at the end of the semester. After each Performance Assessment, the Site Coordinator and Mentor
Teacher score the Teacher Candidates lesson on a 1-to-5 scale using the TAP rubric. Teacher Candidates also score their
own teaching using the TAP rubric and bring their self-evaluation to share at the post-conference. This practice promotes
a reflective attitude toward professional performance and gives Teacher Candidates a structured way to gauge growth in
effective teaching practices.
Post-Conference: Site Coordinators meet with Teacher Candidates within 48 hours after an observation has taken place
to conduct a post-conference where the lesson is analyzed. Teacher Candidates are provided with detailed feedback on one
area for reinforcement and one area for refinement, each of which is tied to a specific indicator on the TAP Rubric.
During the post conference, Site Coordinators and Teacher Candidates analyze how a particular strength of the lesson
contributed to student learning and discuss how the Teacher Candidate can continue to build on that area of strength in
future lessons (reinforcement). They then analyze an element of the lesson that could be improved to maximize student
learning and discuss how the Teacher Candidate can work to strengthen his/her practice in the identified area of
refinement.
It is expected that the Site Coordinator provide the Teacher Candidate with clear evidence, including specific
examples from observed practice to document areas of reinforcement and refinement.
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Follow-up Support: Site Coordinators and Mentor Teachers provide Teacher Candidates with follow-up support after
the post conference by conducting walkthroughs (4 minimum per semester)/on-the-spot coaching, demonstration lessons,
or modeling teaching strategies in university coursework.
Bi-weekly Progress Reports: Mentor Teachers complete a bi-weekly Progress Report for each Teacher Candidate
beginning the second full week of the semester. Site Coordinators should remind Mentor Teachers and Teacher
Candidates to complete the form together, during the regularly scheduled Weekly Coaching Meetings.
WEEKLY COACHING MEETING AGENDA
It is the Teacher Candidates responsibility to meet with his/her Mentor at least once each week. During this meeting,
Teacher Candidates and Mentor Teachers should:
1. Complete the Progress Report
Site Coordinators will remind Teacher Candidates to ask Mentor Teachers to complete bi-weekly progress
reports in Tk20 beginning the second week of the semester.
Mentors and Teacher Candidates should discuss overall progress in teaching and professional
responsibilities.
Mentors and Teacher Candidates should discuss areas of refinement and reinforcement.
2. Update Teacher Candidate Timecard
Teacher Candidates will record the number of days absent/present each week.
Mentor Teachers should initial the timecard each week.
Teacher Candidates will submit a copy of the timecard to Site Coordinators during each round of
Performance Assessments and at the end of the semester.
3. Discuss Progression of Teaching Responsibilities
Teacher Candidate and Mentor Teacher should discuss lesson plans for upcoming week and review coteaching strategies to be used.
Clarify the role(s) that each teacher will play in planning and delivering instruction.
4. Discuss Upcoming Calendar and Course Assignments
Teacher Candidate will preview the iTeachAZ program and school/district calendars to identify any changes
to the regular schedule (ex: mandatory ASU meetings, school assemblies, parent conferences, faculty
meetings, professional development).
Teacher Candidates will preview upcoming course assignments with Mentor Teacher.
PROFESSIONALISM
Mary Lou Fulton Teachers College measures Teacher Candidates professional dispositions via the Teachers College
Professionalism Rubric. The rubric is based on the work of Charlotte Danielson. Site Coordinators use information from
progress reports from mentor teachers, walkthrough data, and in-class participation and attendance to determine
professionalism scores. Teacher Candidates must achieve a performance rating of Applying or higher on rows A-C and
Emerging or higher on Row D of the Mary Lou Fulton Teachers College Professionalism Rubric at the first Performance
Assessment (PA) and at each PA thereafter to progress to the final student teaching semester.
TEACHER CANDIDATE TIMECARD
Teacher Candidates must complete a timecard during each semester of the Senior Year Residency (see Appendix A).
Mentor Teachers should sign the timecard during weekly coaching conferences with the Teacher Candidate. Teacher
Candidates submit the completed timecard to the Site Coordinator as verification of attendance during student teaching.
The Site Coordinator enters attendance data into Tk20 as indicated on the SYR calendar above.
SUPERVISION OF TEACHER CANDIDATES
As ASU students are not certified teachers, they should not be left alone in the room/used as substitutes or for coverage
purposes.
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APPENDIX A
POLICIES AND FORMS

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MARY LOU FULTON TEACHERS COLLEGE

iTeachAZ STUDENT TEACHING ATTENDANCE POLICY
Teacher Candidates are allowed no more than 3 absences per semester during student teaching. Excessive absenteeism
will result in an assignment of a grade of E for student teaching.
Students with excessive absences due to illness or other extreme circumstances may be eligible for a medical or
compassionate withdrawal from student teaching. In these cases, the student should contact their academic advisor within
the Office of Student Services to develop an appropriate course of action. The Office of Student Services and the Office
of Clinical Experiences will work cooperatively with the student to determine eligibility for a medical withdrawal. If the
student is granted a medical withdrawal, he/she must complete a new Student Teaching Application/ Placement Request
in Tk20 upon return to the program.
Documentation of absences: Teacher Candidates must complete the Absence Request/Verification Form when they are
absent for a day or any part of a day. Once completed, this form should be signed by the Mentor Teacher and submitted
to the Site Coordinator/University Supervisor. The expected timeline is 5 days in advance of a planned absence or within
24 hours of return from an unplanned absence. Absences should be documented when Mentors complete the Progress
Reports and when Teacher Candidates update their timecards.
Prioritizing student learning: When Teacher Candidates are absent for any reason, they are expected to take whatever
steps are possible to ensure that student learning is not interrupted. This includes sending the mentor teacher lesson plans
and preparing materials in advance when possible.
Planned absences: Teacher Candidates are expected to notify their Mentor Teacher and Site Coordinator/University
Supervisor five school days prior to a planned absence. (e.g., jury duty)
Unplanned absences: Teacher Candidates should call their Mentor Teacher at school prior to the start of the contract day
and call the Site Coordinator/University Supervisor as early as possible in the case of an unplanned absence (ex: illness,
emergency). If Teacher Candidates are paired, they should also call their partner Teacher Candidate. Teacher Candidates
are expected to submit verification of unplanned absence within 24 hours of return to school.
Arriving late/Leaving early: Arriving late or leaving early will count as a half day absence. Teacher Candidates should
provide advance notification and document partial day absences using the procedure below.
Missed ASU course time: Absences that occur on an ASU course day may result in additional consequences to grades
earned in those classes. Please refer to individual course syllabi for information specific to each course.

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Absence Request/Verification Form

Teacher Candidate Name:
Mentor Teacher Name:
School:

District:

Site Coordinator/University Supervisor:

Sick

Vacation

Bereavement

Military

Maternity/

Other

Jury Duty

Paternity
Reason for absence:

Dates of absence

Current absence

From: __________

____ days OR ____ hours (if < full day)

To: __________

Total absences to date

_____ days

Teacher Candidate Signature:

Date:

Mentor Teacher Signature:

Date:

Approved

Not approved

Comment:

Site Coordinator/University Supervisor Signature:

Date:

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MARY LOU FULTON TEACHERS COLLEGE

PROCESS FOR SUPPORTING TEACHER CANDIDATES
A Notice of Concern is a tool designed to support students who may be in danger of not progressing in their
major/academic plan. A Notice of Concern is submitted in the mobile application by University Supervisors/Instructors
when there are concerns for a students progress. The Notice of Concern is reviewed by the Senior Director of Student
Services and the Assistant Division Director. They determine if the concern will result in a Professional Improvement
Plan or a Student Support Consult. A Professional Improvement Plan outlines specific action steps a student must
complete in order to maintain or return to good standing within their major/academic plan. Students who are placed on a
Professional Improvement Plan are put on academic probation within the professional program. A Student Support
Consult provides students with additional resources and recommendations for success. Students placed on a Student
Support Consult are not placed on probation.
Note: If a student concern is related to a possible violation of the ABOR Student Code of Conduct
(http://students.asu.edu/srr/code) the instructor notifies the student, the Assistant Division Director and the Senior Director
of Student Services immediately.
There are four reasons for submitting a Notice of Concern:
Poor academic standing (i.e. ongoing academic deficiencies across coursework)
Issues regarding professionalism (classes or clinical experience)
Academic integrity violation (plagiarism, cheating, etc.)
Concern for a students well-being (financial, mental health, personal issues interfering with academic success)
The following outlines the steps to be taken by the University Supervisor/Instructor in submitting an Outcome
Map and/or Notice of Concern in the mobile application found at https://m.iteachaz.dashboard.education.asu.edu.
Step A:
1. A discussion of concerns should take place with the student. This discussion includes:
a) reasons and examples of the concern
b) asking the student if there are outside factors that are hindering his/her progress and success
c) submission of an Academic Status Report (as appropriate).
2. The University Supervisor/Instructor works with the student to solve problems by offering examples of support
that can be given by the instructor or by other departments within the college. This discussion also results in an
Outcome Map documenting what the Teacher Candidate needs to do to improve (based on TAP indicators/subindicators and/or the Professionalism Rubric) along with specific steps the Teacher Candidate and University
Supervisor/Instructor will take over the next two weeks. The Outcome Map is completed collaboratively during
a meeting between the Teacher Candidate and University Supervisor/Instructor.
3. If the Teacher Candidate improves during the two week time period, the University Supervisor/Instructor updates
this information in the original Outcome Map and continues to carefully monitor the Teacher Candidates
progress/performance. This process is repeated if necessary.
NOTE: If the student continues to struggle with the issue(s) then the following steps are taken:
Step B:
1. If the Teacher Candidate does not improve or if the evidence for improvement is very minimal, the University
Supervisor/Instructor updates this information on the original Outcome Map.
2. The University Supervisor/Instructor then completes a Notice of Concern in the mobile application. The
Notice of Concern is viewed by the Assistant Division Director and Senior Director of Student Services.
3. The University Supervisor/Instructor notifies the student that a Notice of Concern has been submitted and that
he/she may be contacted by OSS to schedule a follow-up meeting. The University Supervisor/Instructor provides
the student a link to the Satisfactory Academic Progress and Professional Conduct Policy.
http://mytc.asu.edu/student-forms-and-policies

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4. The Senior Director of Student Services and Assistant Division Director review the Notice of Concern and meet
with the student to determine next steps: Professional Improvement Plan or Student Support Consult. During
this meeting, the student is provided with options, recommendations, and support. The University
Supervisor/Instructor has access to view the Professional Improvement Plan or Student Support Consult via
dashboard.
5. The Teacher Candidates progress will be monitored for the remainder of the semester.

DISMISSAL FROM CLINICAL EXPERIENCE:

STUDENT TEACHING AND/OR INTERNSHIP

In the event of a school district requesting that a student be dismissed from an internship or student
teaching placement for unprofessional behavior the intern or teacher candidate will be required to attend a
meeting with the Assistant Division Director, the Director of the Office of Student Services and other
college representative as determined by the Assistant Division Director to discuss the reasons for request
for dismissal from the internship or student teaching placement.
If it is determined that the allegations of a violation of unprofessional behavior resulting in the request for
dismissal from the school/district are warranted, one or all of the following actions may result. The intern
or teacher candidate:
will be dismissed from the internship or student teaching placement.
will receive a failing grade (E) for the internship or student teaching course*.
will not be assigned another internship or student teaching placement during the same semester in which
the teacher candidate was assigned a failing grade.
may not withdraw from the internship/clinical experience course or student teaching course. If a
withdrawal is processed by the Office of the Registrar, the grade will be administratively changed to an
(E).
must withdraw from all courses that require concurrent enrollment with internship or student teaching.
*If an intern or teacher candidate wishes to appeal the (E) grade, s/he can follow the grade appeal process
as outlined on the Teachers College website. http://mytc.asu.edu/student-forms-and-policies
If a teacher candidate plans to repeat the internship or student teaching and concurrent coursework for the
semester following the dismissal, the teacher candidate must show evidence of how they plan to resolve the
situation or circumstances which resulted in the removal from the internship or student teaching. The
teacher candidate will be required to meet with the Assistant Division Director and the Director of Student
Services to develop a Professional Improvement Plan (PIP) outlining expectations for continued
professional growth and academic development.
In the event that the teacher candidate violates the rules, policies, or procedures for conduct established by
the school, district, local education agency, ASU, Teachers College, and/or the law while on a PIP for
unprofessional behavior, the teacher candidate will be dismissed from the iTeachAZ program. Teacher
Candidates who are dismissed may not petition to continue in their current academic plan, but may be
eligible to pursue other non-certification degree options within Teachers College (i.e., Educational Studies)
or within other colleges at ASU.

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Student MUST complete this section

TEACHER CANDIDATE TIMECARD

Semester: Fall
Spring
Year: ___________
Campus of Admission: DPC Poly Tempe West

PROFESSIONALISM RUBRIC
A: Showing Professionalism
ELEMENT

UNSATISFACTORY

EMERGING

APPLYING

APPLYING
ROUTINELY

APPLYING BY
LEADING AND
SUPPORTING

Relationships with
Others in Schools and
the Profession
(university instructors,
school leaders,
colleagues, etc.)

Relationships with
colleagues are negative,
divisive or self-serving.
Addresses concerns
inappropriately (person,
issues, format), or uses
disrespectful language,
inappropriate emotions.

Maintains cordial
relationship with
colleagues using
appropriate means and
respectful language
when addressing issues
of concern.

Relationships with
colleagues are
characterized by
collaboration and
cooperation. Presumes
positive intent when
addressing issues of
concern and demonstrates
willingness to learn from
others.

Takes initiative in
assuming responsibilities
that contribute to team
goals.

Initiates and facilitates

collaboration to further
school goals and improve
school climate.

Fulfilling Professional
Responsibilities

Violates the rules, policies,

or procedures established
by the school, the district,
the university and/or the
law.

Requires some guidance

regarding the rules,
policies, and procedures
established by the
school, the district, the
university and/or the
law.

Actively acquires
knowledge of and adheres
to the rules, policies, and
procedures established by
the school, the district, the
university and/or the law.

Understands the rationales

behind the rules, policies,
and procedures.

and is proactively
engaged in creating
positive change in rules,
policy, and procedures
through appropriate
established channels.

B : Growing and Developing Professionally

ELEMENT

UNSATISFACTORY

EMERGING

APPLYING

APPLYING
ROUTINELY

APPLYING BY
LEADING AND
SUPPORTING

Content Knowledge and

Pedagogical Skill

Engages in few or no
professional development
activities to enhance
knowledge or skill; does
not apply new skills in
classroom.

Participates in
professional activities to
a limited extent when
they are convenient;
application of new skills
attempted but may not
be consistent.

Participates in
school/district
opportunities for
professional development
and applies new skills in
the classroom.

Seeks out opportunities for

professional development,
applies new skills in the
classroom, and refines
skills using cycles of
inquiry.

. . . and provides
leadership in the
professional
development of
colleagues to support
school goals and
improve school climate.

Continued Professional
Growth

Fails to recognize or
respond to feedback
indicating the need for
continued professional
growth.

Responds to feedback
indicating the need for
continued professional
growth.

Seeks feedback and

actively works to improve
practice by participating
in professional
development.

Demonstrates engagement
in continuous cycles of
inquiry and incorporates
practices based on research
and theory.

Consistently engages in
improvement of practice
and in the professional
development of
colleagues to support
school goals and
improve school climate.

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C : Maintaining Accurate Records

APPLYING
ELEMENT

UNSATISFACTORY

EMERGING

APPLYING
ROUTINELY

APPLYING BY
LEADING AND
SUPPORTING

General Record Keeping

Has no system for

maintaining records, keeps
records in disarray and/or
does not meet deadlines,
resulting in errors and
confusion.

Keeps records with

adequate organization,
but requires frequent
monitoring to avoid
errors and sometimes
misses deadlines.

Keeps accurate records in

an organized manner and
meets deadlines
appropriately.

Keeps comprehensive,
accurate records in an
organized system that
supports timely reporting.

and assists colleagues

to improve record keeping
systems to further school
goals and improve school
climate.

Student Progress in
Learning

Has no system for

maintaining information on
student progress on the AZ
Standards, or the system is
in disarray, or is inaccurate.

System for maintaining

information on student
progress on the AZ
Standards is rudimentary
and partially effective.

System for maintaining

information about student
progress on the AZ
Standards is efficient and
effective.

System for maintaining

information about student
progress on the AZ
Standards is efficient and
effectively organized for
recording and reporting
timely information on
student progress.

Supports colleagues in
developing efficient,
effective systems for
reporting student progress
to further school goals
and improve school
climate.

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D: Home-School Communication
ELEMENT

UNSATISFACTORY

EMERGING

APPLYING

APPLYING
ROUTINELY

APPLYING BY
LEADING AND
SUPPORTING

Communicates
Instructional Program
Information to Parents
(i.e. academic standards,
grade level expectations,
curriculum)

Fails to communicate,
provides inaccurate
instructional program
information to parent, or
communicates without
knowledge and approval
of mentor or ASU Lead
Teacher.

Under direction of mentor

or ASU Lead Teacher
provides accurate but
limited instructional
program information to
parents.

Provides accurate and

complete instructional
program information as
required.

Provides accurate,
comprehensive and
frequent instructional
program information to
parents.

Supports colleagues in
facilitating
comprehensive, frequent,
two-way communication
with parents about the
instructional program to
further school goals and
improve school climate.

Communicates
Individual Student
Performance to Parents

Provides little or no
individual student
performance information
to parents, fails to respond
to parent requests or
concerns, or
communicates without
knowledge and approval
of mentor or ASU Lead
Teacher.

Under direction of mentor

or ASU Lead Teacher
provides limited
individual student
performance information
to parents under direction
of mentor teacher.

Provides individual
student performance
information to parents on
a regular basis and
responds to parent
requests/concerns in a
timely manner.

Facilitates frequent twoway communication with

parents on both positive
and negative aspects of
student academic
performance and social
competencies. Response
to parent concerns is
handled with great
sensitivity and timeliness.

Supports colleagues in
developing effective, twoway communication with
parents about individual
student progress to further
school goals and improve
school climate.

Advocacy/Resources for
Students

Is unaware of or
demonstrates disregard for
resources available to
assist students.

Displays some awareness

or use of resources
available to assist
students.

Is fully aware of resources

available through the
school or district and
works to gain access for
students.

. . . and is aware of
additional resources
available through the
community and assists
students in gaining access.

. . . and initiates and

facilitates development of
resources to further school
goals and improve school
climate.

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STUDENT NAME (Last, First, M.I.):

ASU Affiliate ID #:

Program:
BLE/ESL

ECS

EED

Dual Cert (EED/SPE)

SED: subject _______________________________

Student Information:

Students Email:

Address ______________________________________________________________________________________________________
City ___________________________________

State______

Zip____________

Phone (

) _______ - ___________
Mentor Teachers Name:

Placement Information:
District

Classroom Grade Level or Subject:

School

Site Coordinators Name:

Address
City ___________________________________

State_______

Zip ____________

Phone (

) ______ - __________

Teacher Candidates should follow the Mentor Teachers Contract Hours

1

10

11

12

13

14

15

16

TOTAL
17

18

19

Number of Days
Absent/Present
Number of Days Left
Early/Came Late
Mentor Teacher
Initials

Teacher Candidate Signature:

Site Coordinator Signature:

Date:
Date:

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