STUDENT TEACHING HANDBOOK

Spring 2013

McAllan Hall 400 Cedar Ave. West Long Branch, NJ 07764

www.monmouth.edu/academics/schools/education/student_teaching/default.asp i

MONMOUTH UNIVERSITY SCHOOL OF EDUCATION

Dr. Lynn Romeo, Dean lromeo@monmouth.edu Dr. Jason Barr, Associate Dean jbarr@monmouth.edu Kathleen ODonnell, Assistant to the Dean kodonnel@monmouth.edu (732) 571-7518

Certification, Field Placements and School Partnerships

Patricia Heaney, Director of Field Placements pheaney@monmouth.edu (732) 263-5431 Christine Borlan, Credential Officer cborlan@monmouth.edu (732) 571-7558 Marta Jahn, Early Field Placement Coordinator mjahn@monmouth.edu (732) 263-5798 Linda Foster, Mentoring Coordinator lfoster@monmouth.edu (732) 263-5168 Renee Bell, Secretary rcbell@monmouth.edu (732) 263-5473 Gil Eckert, Assessment Project Coordinator geckert@monmouth.edu (732) 571-3596

Curriculum and Instruction

Dr. Wendy Harriott, Chair

Educational Leadership, School Counseling & Special Education

Dr. Tina Paone, Chair

wharriot@monmouth.edu
Dr. William Stanley, MAT Program Director wstanley@monmouth.edu Sarah Moore, Graduate Advising Coordinator smoore@monmouth.edu Jenifer Joyce, Program Advisor jjoyce@monmouth.edu Cindy Bell, Office Coordinator ccbell@monmouth.edu (732) 571-4417

tpaone@monmouth.edu
Carrie Digironimo, Advising Liaison cdigiron@monmouth.edu Janis Marcus, Advising Liaison jmarcus@monmouth.edu Caitlin Petro, Office Coordinator cpetro@monmouth.edu (732) 571-3437

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Table of Contents
MISSION STATEMENT ................................................................................................... 1 School of Education Conceptual Framework ................................................................. 1 Candidate Proficiencies .................................................................................................. 1 INTRODUCTION .............................................................................................................. 3 The Teacher Candidates Role ........................................................................................ 3 The Clinical Facultys Role ............................................................................................ 4 The Cooperating Teachers Role .................................................................................... 4 The Team ........................................................................................................................ 4 TO THE TEACHER CANDIDATE ................................................................................... 5 SYLLABUS ........................................................................................................................ 6 Course Description...................................................................................................... 6 Course Objectives ....................................................................................................... 6 Relationship to the School of Education Conceptual Framework .............................. 7 Learner Outcomes/Assessment ................................................................................... 8 Instructional Procedures .............................................................................................. 9 Weekly Sequence for Student Teaching ......................................................................... 9 Course Requirements .................................................................................................... 12 Student Teaching Teacher Work Sample.................................................................. 12 Classroom Lesson Planning and Teaching ............................................................... 17 Weekly Reflections ................................................................................................... 18 Required Seminars .................................................................................................... 20 Attendance ................................................................................................................ 21 Online Dialoguing on eCampus ................................................................................ 21 Student Teaching Notebook ...................................................................................... 22 Electronic Professional Portfolio - Foliotek ............................................................. 22 Praxis II ..................................................................................................................... 23 Professionalism ......................................................................................................... 23 Course Evaluation ......................................................................................................... 24 Student Teaching Policies and Procedures ................................................................... 24 Chain of Command for Difficulties .......................................................................... 24 Withdrawal ................................................................................................................ 24 Substitute Teaching ................................................................................................... 25 Absence of Cooperating Teacher .............................................................................. 25

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Thank You Letters .................................................................................................... 25 State of New Jersey Requirements for Educators ......................................................... 25 Mantoux Test ............................................................................................................ 25 Anti-bullying ............................................................................................................. 25 Reporting Child Abuse in New Jersey ...................................................................... 25 Criminal History Background Check........................................................................ 26 University Policies ........................................................................................................ 26 Students Who Need Accommodations ..................................................................... 26 Academic Honesty Policy ......................................................................................... 26 Bibliography ................................................................................................................. 27 SCORING GUIDES ......................................................................................................... 29 Teacher Work Sample Scoring Guide ...................................................................... 29 Teacher Work Sample Self Evaluation ..................................................................... 38 Clinical Faculty Classroom Observation Scoring Guide .......................................... 47 NEW JERSEY PROFESSIONAL STANDARDS FOR TEACHERS (NJPST) ............. 52 CORE CURRICULUM CONTENT STANDARDS ....................................................... 60 SPECIALTY PROFESSIONAL ASSOCIATION (SPA) STANDARDS ....................... 60 NAEYC Early Childhood Professional Preparation Standards .................................... 61 ACEI Elementary Professional Standards .................................................................... 63 AMLE Association for Middle Level Education Professional Standards .................... 65 CEC Special Education Professional Standards ........................................................... 66 NAEA Standards and Skills for Art Teacher Candidates ............................................. 70 NCTE Secondary English Professional Standards ....................................................... 74 NCTM Math Professional Standards ............................................................................ 77 NAfME National Association for Music Education ..................................................... 82 NSTA Standards for Science Professional Standards ................................................... 83 NCSS Secondary Social Studies Professional Standards ............................................. 86 ACTFL Secondary Language Professional Standards .................................................. 87 TESOL Teacher of English to Speakers of Other Languages Standards...................... 88 AAHE American Association for Health Education Professional Standards ............... 92 NASPE National Association for Sports and Physical Education Standards ............... 93 THE CLINICAL FACULTY ............................................................................................ 94 Responsibilities of the Clinical Faculty ........................................................................ 95 Observing Teacher Candidates in Special Education Placements ................................ 97

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THE COOPERATING TEACHER .................................................................................. 98 Cooperating Teachers Roles and Responsibilities....................................................... 99 Professional Development Hours ............................................................................... 104 What Teacher Candidates Appreciate ......................................................................... 105 IMPORTANT INFORMATION .................................................................................... 106 Graduation................................................................................................................... 106 New Jersey Certification Process................................................................................ 107 Frequently Asked Questions Regarding Teacher Certification .................................. 108 APPENDICES ................................................................................................................ 110 Appendix A: Schedule for Clinical Faculty Appendix B: NJ Administrative Code 6A:9-10.2 and 6A:9-10.3 Appendix C: Lesson Plan Appendix D: Clinical Faculty Observation Report Appendix D1: Clinical Faulty Effectiveness Guidelines Appendix E: Student Teaching Midterm Evaluation Appendix F: Student Teaching Final Evaluation Appendix G: Teacher Work Sample Evaluation Appendix H: Student Teaching Attendance Record Appendix I: Request for Honorarium and Professional Development Hours Appendix J: Payment for Contracted and Professional Services Appendix K: Cooperating Teacher Progress Assessment Week #5 Appendix L: Cooperating Teacher Progress Assessment Week #12 Appendix S: Signature Page

MISSION STATEMENT
The School of Educations mission is to be a leader in the preparation of highly competent, reflective teachers, and other professional educators (e.g., administrators, counselors, and reading specialists) who have the knowledge, 21st-Century skills, and dispositions required to improve the teaching and learning of students in a highly pluralistic democratic society. Toward this end, our candidates are prepared to serve all students from diverse backgrounds in terms of abilities, age, culture, race, ethnicity, family, lifestyle, and socioeconomic status. Through clinically based field experiences in a wide range of local school and community settings, our candidates practice and demonstrate the utilization of 21stcentury skills in their work with students, teachers, and school leaders. Our goal is that candidates use their research-based knowledge of learners and learning to promote positive student outcomes and achievement. Our programs link theory and practice and are designed to instill a commitment to lifelong learning and reflection.

School of Education Conceptual Framework

Candidate Proficiencies
All School of Education credential programs have been aligned with Specialized Professional Association (SPA) standards and the following list of candidate proficiencies are aligned with the New Jersey Professional Teaching Standards. Initial and advanced programs in the School are designed to ensure candidates develop the following professional knowledge, skills, and competencies. 1. Demonstrate an understanding of the foundational knowledge of their discipline/professional field and apply this knowledge in their professional practice to enhance student performance.

2. Make connections among and across various disciplinary perspectives and integrate knowledge of other disciplines into specific instructional/professional practice. 3. Demonstrate an understanding of the principles of human development and the importance of individual differences in learning at various developmental stages and use this knowledge to create a supportive learning environment. 4. Develop a variety of instructional/professional strategies that are based on research-based best practices and promote student learning. 5. Understand how various factors (e.g., social, political, economic, cultural, ethnic, linguistic, etc.) impact education, and use this knowledge to develop strategies to create equitable and inclusive educational learning environments that address the needs of diverse learners and promote educational equity. 6. Demonstrate an understanding of the general goals and professional standards of ones professional field (e.g., counseling, educational leadership, teaching) and integrate these frameworks into planning and professional practice. 7. Use professional standards and goals to evaluate, select, design, and adapt resources including, but not limited to, print; non-print; and technological tools to promote student learning. 8. Utilize effective communication skills in the classroom/professional practice including verbal and non-verbal techniques, technology, and the media. 9. Demonstrate an understanding of assessment as an on-going process and utilize multiple forms of assessment that are age-and level-appropriate by implementing purposeful measures that are aligned with standards and established learner outcomes. 10. Analyze and reflect on the results of assessments to: evaluate students strengths and weaknesses; make decisions regarding future teaching/practice; communicate the results of performance to all stakeholders; provide opportunity for discussion with the community members, including families and professionals, to support student learning 11. Develop dispositions that demonstrate a commitment to ethical standards and practices of the profession and act as advocates for students, colleagues, and members of the community to promote student learning and educational equity. 12. Engage in professional development opportunities and collaboration with all available partners that promote content knowledge proficiency, self-reflection on instructional/professional practice, and learning/growth in the people they serve.

INTRODUCTION
Student teaching at Monmouth University is a comprehensive experience. It provides linkage between the research and theory-based instruction of the university teacher preparation program, the world of pedagogical decisionmaking, and classroom teacher implementation. The vision of this program, which is linked to the New Jersey Professional Standards for Teachers (NJPST), the New Jersey Core Curriculum Content Standards (NJCCCS), the Common Core State Standards (CCSS) and the Specialty Professional Association (SPA) Standards for each discipline, is for each candidate to develop the knowledge, skills, and dispositions necessary to have a positive effect on student learning. Student teaching is designed to further improve the candidates ability to use 21st century skills which include communication, collaboration, creativity, and critical thinking and the integration of technology in their teaching to positively improve K-12 student learning and engagement. Student teaching provides an opportunity for teacher candidates to practice and refine their knowledge and skills under the supervision and guidance of exceptional master teachers, (cooperating teachers), and Monmouth University Clinical Faculty who have dedicated their careers to education and a lifetime of student learning.

The Teacher Candidates Role

The teacher candidate begins this experience with observations of the classroom teacher and progresses to the point where he/she assumes a full-time teaching load, usually by mid-semester. During the student teaching experience teacher candidates also create and implement a Teacher Work Sample (TWS), a unit that focuses on a seamless assessment-instructional cycle with reflective analysis of P-12 student achievement and recommendations for improving instruction for all learners. The teacher candidate, in addition to accepting the teaching duties and responsibilities of the classroom teacher, should establish a warm, accepting, caring relationship with the assigned pupils. The teacher candidate should establish control of the classroom situations, through the development of mutual understanding, respect, and a classroom environment that promotes collaboration and student engagement. Each teacher candidate is held accountable for the responsibilities outlined in the student teaching handbook. The formal observations and evaluations conducted by the clinical faculty provide knowledgeable feedback to assist the teacher candidate in goal setting and continued development. A copy of each completed form is kept on file.

The Clinical Facultys Role

The clinical faculty is a qualified mentor whose critique and guidance assist the teacher candidate in achieving the course goals and learner outcomes. In this capacity, the clinical faculty visits the teacher candidate a minimum of six (6) times during the semester to review lesson plans, monitor the use of the New Jersey Core Curriculum Content Standards (NJCCCS), the Common Core State Standards (CCSS), the New Jersey Professional Standards (NJPST), and the Specialty Professional Association Standards (SPA), observe the student while teaching and performing other related activities and serves as a resource for the construction and implementation of the TWS. The clinical faculty member assists the teacher candidate in analyzing and evaluating their effect on student learning and his/her growth in terms of instructional competencies and skills through oral discussions and written evaluations. Clinical faculty collaborates with the cooperating teacher to provide support and guidance to the teacher candidate. Additionally, the clinical faculty should regularly discuss with the cooperating teacher the progress and status of the teacher candidate. The clinical faculty, in consultation with the cooperating teacher, is ultimately responsible for assigning a course grade to the teacher candidate.

The Cooperating Teachers Role

The cooperating teacher serves as a role model of the New Jersey Professional Standards for Teachers, the New Jersey Core Curriculum Content Standards and the Common Core State Standards for the teacher candidate. The cooperating teacher shares the responsibility with the clinical faculty for helping the teacher candidate acquire and demonstrate the knowledge, skills and dispositions necessary to function as a successful classroom teacher that promotes and enhances P-12 student learning. The cooperating teacher provides continual help, guidance, coaching, modeling, conferencing and encouragement for growth to the teacher candidate. Like the clinical faculty, the cooperating teacher has a coaching, supervisory and evaluative role and collaborates with the clinical faculty on midterm and final evaluation reports.

The Team
The teacher candidate, cooperating teacher and clinical faculty have a common goal - the successful development of a teaching professional. Potential problems and/or concerns should be addressed immediately, constructively and professionally.

TO THE TEACHER CANDIDATE

Congratulations! You are entering the final phase of the professional education program at Monmouth University. As a pre-service teacher, you have completed the course requirements and field experiences that provide the content knowledge and the pedagogical/professional skills you will need to be successful in your student teaching placement. Student teaching will provide you with an opportunity to practice, refine, and augment your knowledge in a supportive environment. Dr. George A. Hays wrote, As a teacher candidate, you occupy a dual position. You are a student who is learning on the job. You are also a teacher, charged with actual instructional responsibilities. You will have the opportunity to perform many of the duties and make many of the instructional decisions of an in-service teacher. The workload will be intense. Your chosen profession will offer you bountiful opportunities for joy and fulfillment if you keep a positive attitude, set realistic goals and strive to meet them. Keep the lines of communication open between you, your cooperating teacher, your clinical faculty, and the teacher candidate placement coordinator. You should use the eCampus Course Management System to communicate with fellow teacher candidates. If you accept praise and suggestions for improvement in the spirit with which they are offered, you will develop and grow as a teaching professional. Student teaching will give you a chance to really understand our profession: the commitment, the excitement, and the rewards. Most important, be true to your newly assigned pupils. Teach them in a manner that engages and motivates them as well as promotes achievement. We, at the University, are proud of your accomplishments! Take courage and be confident. Enjoy your student teaching experience; it is only the beginning of a lifetime of dedicated service and personal fulfillment.

SYLLABUS
Course: Date: Instructor:
Required Texts:

Student Teaching 9 Credits Spring 2013 Patricia Heaney, Director of Field Placements Zukergood, D., & Bettencourt, A. M. (2009). Teaching in the real world: Strategies to survive and thrive. Upper Saddle River, NJ: Pearson Education, Inc.

Recommended Texts: Kronowitz, E. L. (2004). Your first year of teaching and beyond. 4th ed. New York, NY: Pearson. Marzano, R. J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development Course Description This full-time, full-semester field experience in a school setting requires teacher candidates to observe, plan, instruct, and assess P-12 students under the supervision of a cooperating teacher and university faculty. Candidates implement a Teacher Work Sample and analyze their instruction and the effect on student achievement. In addition, there are on-campus seminars and an online component. All aspects of the requirements are linked to the NJCCCS, the Common Core State Standards, the NJPST, and national Specialty Professional Organization standards. Prerequisite: Completion of all other courses, passing of the PRAXIS II and other test requirements as applicable, and a minimum GPA of 2.75 (3.0 Graduate students) Course Objectives The course will provide opportunities for candidates to: demonstrate mastery of subject matter create environments that encourage positive student social interaction, self-motivation, and active engagement in learning. plan assessment and instruction linked to local, state, and national standards, based upon empirical research, learner outcomes, and the individual needs of all learners. communicate effectively to all learners analyze planning, teaching, and assessment for the purposes of positively affecting student learning 6

self-reflect on their teaching and learning to inform their instructional decision making and professionalism dialogue with school personnel, other candidates, and clinical faculty

Relationship to the School of Education Conceptual Framework The content and assessments of this course relate to the Conceptual Framework candidate proficiencies: Demonstrate an understanding of the foundational knowledge of their discipline/professional field and apply this knowledge in their professional practice to enhance student performance. Make connections among and across various disciplinary perspectives and integrate knowledge of other disciplines into specific instructional/professional practice. Demonstrate an understanding of principles of human development and the importance of individual differences in learning at various developmental stages and use this knowledge to create a supportive learning environment. Develop a variety of instructional/professional strategies that are based on researchbased best practices and promote student learning. Understand how various factors (e.g., social, political, economic, cultural, ethnic, linguistic, etc.) impact education, and use this knowledge to develop strategies to create equitable and inclusive educational learning environments that address the needs of diverse learners and promote educational equity. Demonstrate an understanding of the general goals and professional standards of ones professional field (e.g., counseling, educational leadership, teaching) and integrate these frameworks into planning and professional practice. Use professional standards and goals to evaluate, select, design, and adapt resources including, but not limited to print, non-print, and technological tools, to promote student learning. Utilize effective communication skills in the classroom/professional practice including verbal and nonverbal techniques, technology, and the media. Demonstrate an understanding of assessment as an on-going process and utilize multiple forms of assessment that are age and level appropriate by implementing purposeful measures that are aligned with standards and established learner outcomes. Analyze and reflect on the results of assessments to 1) evaluate students strengths and weaknesses; 2) make decisions regarding future teaching/practice; 3) communicate the results of student performance to all stakeholders; and 4) provide opportunity for discussion with the community members, including families and other professionals, to support student learning. Develop dispositions that demonstrate a commitment to ethical standards and practices of the profession and act as advocates for students, colleagues, and members of the community to promote student learning and educational equity. Engage in professional development opportunities and collaboration with all available partners that promote content knowledge proficiency, self-reflection on instructional/professional practice, and learning/growth in the people they serve.

Learner Outcomes/Assessment As a result of this course candidates will:

observe, reflect, and analyze lessons that focus on effective teaching strategies, differentiated instruction, the use of appropriate assessment to gauge student achievement, motivation and engagement, classroom environment, and the use of technology. (NJPST: 2, 3, 5, 6, 7, 8, 10) This will be assessed via the required classroom observations. develop, select and implement instructional content, resources, and instructional strategies that are linked to the NJCCCS and the Common Core State Standards (CCSS). (NJPST: 1, 4) This will be assessed through lesson plans, clinical faculty observations, the Teacher Work Sample, and the student teaching notebook. use strategies that promote successful, seamless transitions for all students including those with exceptional and diverse learning needs. (NJPST: 3, 4, 7, 8) This will be assessed through lesson plans, clinical faculty observations, the Teacher Work Sample, and the student teaching notebook. develop a unit that uses formative and summative assessment linked to instruction that includes reflection, analysis of student learning and recommendations for future teaching. (NJPST: 4, 5) This will be assessed via the Teacher Work Sample and clinical faculty observations. create and maintain records, report assessment results to all stakeholders using effective communication skills, evaluate instruction and monitor progress of all students including those with exceptional learning needs. (NJPST: 5, 8) This will be assessed through lesson plans, clinical faculty observations, the Teacher Work Sample, and the student teaching notebook. integrate technology into the instructional process. (NJPST: 4, 8) This will be assessed through lesson plans, clinical faculty observations, the Teacher Work Sample, and the student teaching notebook. use a variety of effective motivational, behavior management, social problem solving, and conflict resolution strategies consistent with the needs of the individual learners to create a classroom environment conducive to active engagement, social collaboration, and student self-reflection. (NJPST: 3, 6, 7, 8, 9) This will be assessed through clinical faculty observations. analyze the effectiveness of teaching on student achievement and future goal setting. (NJPST: 5, 8) This will be assessed by clinical faculty observations, lesson plans, and the student teaching notebook. demonstrate a high level of professionalism during all aspects of the school day. (NJPST: 8, 9,10) This will be assessed via clinical faculty observations.

Instructional Procedures Procedures will include observation, teaching, reflections, seminars, and online discussion.

Weekly Sequence for Student Teaching

It must be understood that student teaching is a full semester experience that requires additional time out of school to prepare lessons, mark papers, etc. It is important for all teacher candidates to be cognizant that your cooperating teacher is responsible for the welfare of the class and must work with the learners after your student teaching experience has ended. As a guest of the district, you must adjust to the philosophy and practices of the school and the cooperating teacher. The following weekly sequence is a guide for teacher candidates to discuss with the cooperating teachers. It should be modified based on the needs of the students, classroom, and school. WEEK 1: Observation: Some of the time spent in the classroom the first week will be in observation and getting acclimated to the classroom environment. Learn the names of students, school personnel, and classroom management techniques. Participation: Begin to assume routine classroom duties, e.g., homeroom supervision, opening activities, attendance, lunch count; assist teacher in gathering instructional materials, work with students in small groups, large groups, or individually. Planning: Review and discuss lesson plans developed by the cooperating teacher. Decide on a topic for your TWS and set dates for beginning to teach. Your TWS topic must be posted in the discussion area on eCampus no later than, Friday, February 8, 2013. Reflection & Discussion: Discuss daily instructional program and particular happenings during each day. Submit: The Schedule for Clinical Faculty form (Appendix A) to your clinical faculty member. This enables them to schedule visits to observe you. Submit week one reflection topic: Personal Vision Statement. WEEK 2-3: Participation: Continue to increase instructional, routine and supplemental non-teaching activities as well as small group, large group and individual instruction.

Planning: Continue preparation of TWS. Teaching: Assume teaching responsibilities for the first subject area or class, as agreed upon by your cooperating teacher and clinical faculty. Create a lesson plan template using Appendix C Lesson Plan (form can be downloaded from eCampus). Always use this template to develop appropriate lesson plans. Have copies available for the clinical faculty and cooperating teacher. Review the lesson plan with the cooperating teacher. Reflection & Discussion: Discuss the instructional program, specific assigned teaching responsibilities and particular daily happenings. Anticipate a visit by the clinical faculty. Think about the context of the class, school, and community. Identify a student with a particular need or challenge. Submit: Week two reflection topic: Community/school context. Week three reflection topic: Case study WEEK 4-8: Participation: Plan for instruction, with approval of cooperating teacher, for one half or more of the daily teaching schedule. Planning: Continue planning lessons. Teaching: Gradually continue to assume responsibilities until you take charge of the entire teaching schedule by week nine. Implement TWS. Schedule two observations with your Monmouth clinical faculty to observe your two week implementation of the TWS. Reflection & Discussion: Reflect on best practices observed. Think about your initial teaching experiences what has worked and what needs to work. Reflect on how the classroom environment you have created supports student engagement and learning. Think about how you used formative assessments to inform instruction and develop your future lessons. Discuss what specific technology you used and how effective it was for student engagement and learning. Submit: Week four reflection topic: Best practices observed. Week five reflection topic: Initial teaching experiences. Week six reflection topic: Impact of classroom environment on learning. Week seven reflection topic: Multiple assessment modes used during your student teaching. Week eight reflection topic: Use of technology to support teaching and learning.

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*WEEK 9-15 Participation: Assume full participation in all areas of teaching responsibility. Collaborative teaching schedule during your final week will be determined via consultation with the cooperating teacher and Monmouth Clinical Faculty and is concluded by the end of week 15. Planning: By week 15 tie up all loose ends (e.g., teaching of units, recording of grades and other record keeping, returning of textbooks, library books and other instructional materials). Reflection & Discussion: Reflect on planning with the end in mind as it refers to establishing clear objectives and learner outcomes. Think about the importance of collaboration and its impact on classroom practices. Reflect on parent interactions and opportunities you may have had to interact with parents. Discuss classroom environment issues. Reflect on what instructional plans and or interventions have you implanted to help your case study student. Think about your professional growth needs: areas of strength and areas that need additional development. Revisit your vision statement were your expectations realistic? Submit: Week 9 reflection topic: Planning with end in mind. Week 10 reflection topic: The importance of collaboration. Week 11 reflection topic: Reflect on parent interactions. Week 12 reflection topic: Classroom environment. Week 13 reflection topic: Your case study and his/her progress. Week 14 reflection topic: Your professional growth needs. Week 15 reflection topic: Revisit your vision statement.

* Students assigned for split placements will begin their second placements on Monday, March 18, 2013. Students with split placements should discuss their teaching responsibilities with the cooperating teachers and the clinical faculty.

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Course Requirements
Student Teaching Teacher Work Sample
(written component 25%)

During the student teaching semester, you will develop a Teacher Work Sample (TWS) for classroom use. As you have learned in your methods course(s), the TWS is an instructional unit that covers an important component of the New Jersey Core Curriculum Content Standards (NJCCCS) and the Common Core State Standards. TWS due date for submission to eCampus : Friday, April 19, 2013 (Dates of submission to Clinical Faculty determined individually.) Each TWS includes three core elements, a comprehensive set of tasks constructed to assess a teacher education candidates ability to plan, teach, and assess all learners. The TWS should be designed to meet the needs of all learners in a class, and address appropriate national and state curriculum standards. The TWS assessment for student teaching will address the following TWS elements: 1) Contextual Factors, Goal(s), Rationale, Learner Outcomes and Assessment, 2) Design for Instruction/Instructional Decision Making; and, 3) Analysis of Student Learning/Reflection. Before you begin to construct the TWS, you must look at the contextual factors regarding your students, classroom, school, and district (Weekly Reflection 2). You should analyze what you have gathered to plan the TWS (e.g., information on student learning needs, linguistic backgrounds, and curricular requirements). The TWS must be of sufficient length to provide the opportunity for comprehensive candidate assessment. The typical Student Teaching TWS assignment covers a two (2) to six (6) week thematic unit of instruction, with at least five (5) lesson plans. You should restrict the length of your TWS assignment to a maximum of 20 pages (double spaced, size 12 font, excluding attachments). The Student Teaching TWS assignment includes a narrative description of the three (3) assigned elements including the data collected. In addition, there are appendices for each element that include the assessment instruments and scoring guides, the assessment data gathered, and relevant artifacts (e.g., lesson plans, samples of student work). Note: The Monmouth University TWS has been adapted, in part, from the Renaissance Partnership for Improving Teacher Quality Project materials. Writing the Teacher Work Sample Narrative for Student Teaching The three (3) elements of a Teacher Work Sample to be assessed during student teaching are outlined below. A variety of example work samples for all grade

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levels, K-12, can be found on eCampus. All work samples should address the following basic elements.
I.

Provide an overview of your unit including the following: Contextual Factors, Goal(s), Rationale, Learner Outcomes and Assessment
[approx.5-9 pgs.]

TWS Standard: The teacher uses multiple assessment modes and approaches aligned with established learner outcomes to assess student learning before, during, and after instruction. Develop a clear concise rationale for the unit. Write learner outcomes linked to the Common Core State Standards (CCSS) and National Standards (SPA). Contextual Factors: Provide information that you have gathered and analyzed to plan your TWS concerning the district, the school, the classroom, the students and one subgroup comprised of students of diversity that will be the focus of a comprehensive analysis. Contextual Factors must include but not be limited to: About the community: Average family income, average educational background About the district: District Factor Group (DFG), summary of student deployment, summary of district and school test scores, summary of free and reduced lunch data, racial composition of district and school About the classroom: gender composition and summary of special needs including English Language Learners (ELL). Goal(s) State Unit goal(s) as long term and the ideal. Rationale State a clear, concise Unit rationale that explains the importance of and the approach to the Unit. Be sure to include three things: real-world applications of the content, where this knowledge is required by the district Board of Education, and to what NJCCCS, the Common Core State Standards (CCSS) and National Standards this content relates. Learner Outcomes Provide Unit learner outcomes written in measurable terms that are aligned with instruction and assessments. Standards: Match appropriate standards (Cumulative Progress Indicator CPIs) to each outcome. Assessment Plan Provide a description of the Unit assessment plan that explains the purpose, identifies activities that serve as pre-assessment, formative assessment, and summative assessment and alignment with the learner outcomes, and incorporates varied instructional strategies and differentiated instruction. In addition, clearly explain how the assessments

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meet the needs of all learners through accommodations/ adaptations/ modifications. Appendix I include the following: Anecdotal records (concise notations regarding student progress based on observation in the classroom prior to and during Unit instruction) of learner progress Copy of the School Report card Copy of appropriate pages from district curriculum

II.

Provide an overview of your Design for Instruction [approx. 3-5 pgs.]

TWS Standard: The teacher designs instruction for specific learner outcomes, student characteristics and needs, and learning contexts. He or she also makes instructional decisions based on constant analysis of student learning. Include the following: Unit title Number of lessons Narrative overview of unit as related to learner outcomes, standards, and assessment. Procedural description of lessons including activities emphasizing choice of instruction strategies relating these choices to the contextual factors, materials, and differentiated instructional strategies and addressing standards, learner outcomes. Lesson plans reflecting activities and materials challenging to all learners (actual lesson plans will be part of TWS Appendix II) Differentiated instructional strategies Accommodations/adaptations/modifications for all learners including those with diversity Integration of technology in lessons as appropriate for learners Information to families and family involvement. Appendix II include the following: o All unit lesson plans, activities, handouts etc. o Assessments that provide tasks, directions, and rubrics/scoring guides for each lesson as appropriate

III.

Provide a summary of Assessment results: Description of Assessments with Analysis of Student Learning and Reflection
[approx. 3-6 pgs.]

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TWS Standard: The teacher uses assessment data to profile student learning, communicate information about student progress and achievement, and reflect on teaching and student learning to improve current and future teaching practices. Include the following Analysis: Assessment of learners prior knowledge (pre-assessment) The pre and post assessment data analyzed for the whole group, individuals, and at least one subgroup which is comprised of the diverse students Analysis of all assessments results for whole group, individuals and at least one subgroup which is comprised of the diverse students Documentation of all student learning from all assessment tasks Analysis of the effectiveness of various types of differentiated instruction employed in lessons Reflection: Interpretation of the results of analyses and reflection on what worked, what did not work, and why things happened the way they did Identification of what changes should be made in the future based on an analysis of student learning Identification of two or more professional teaching standards and two dispositions in which you would like to improve and give a rationale for each Implications for future instruction and professional development based on your analysis Appendix III include the following: : Table, chart or graph reflecting pre post assessment data Student work (optional).

Relationship between the Narratives and their Corresponding Appendices Narrative: Each of the three (3) required basic elements will be labeled as sections I-III, respectively Corresponding Appendices: Each of the three (3) required elements will have a corresponding appendix labeled Appendix I Appendix III (these will be attached at the end of the document) The appendices are designed to provide supporting data for each of the three corresponding elements I-III. The appendices contain information you have gathered and used to assist in the preparation of your TWS narrative 15

Format for Preparation and Submission of the TWS Cover Page: Your name Area of certification Date submitted Grade level taught Subject taught Your university Course number and title Table of Contents: List the three required elements and relevant Appendices in your Student Teaching TWS document Include the reference list between the Narrative and the Appendices Number all pages consecutively Narrative Length: A suggested page length for each element in your TWS narrative has been provided. You have some flexibility of length across elements, but the total length of your written narrative (excluding all appendices and the reference list) should not exceed twenty (20) double-spaced word-processed pages, which uses a 12 point font with one inch margins. Appendices: All Required Components (Appendix I, II, and III) Optional Components ~~ You may want to provide additional documents such as student work. Be selective and make sure these provide clear and concise evidence of your performance related to TWS standards and your students learning progress. Unit Length: The TWS must be of sufficient length to provide the opportunity for comprehensive candidate assessmenttypically a two (2) to six (6) week thematic unit of instruction with at least five (5) lesson plans. Syntax, Grammar, Spelling, Proofreading: The TWS must contain correct sentence structure, grammar, and be free of spelling and punctuation errors. Please make certain that you have thoroughly proofread the entire TWS before it is submitted. References: The format to be used is: American Psychological Association (APA)

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Publication Manual, Sixth Edition; reference list belongs between the Narrative and the Appendices. Anonymity: In order to insure the anonymity of learners in your class, do not include any learner names or identification in any part of your TWS. Self-Evaluation of Scoring Guide: When you submit your TWS, it must include a self-evaluation of your performance on the scoring guide. Include a rationale for your choice of not met, met, or target.

Classroom Lesson Planning and Teaching

70%: (Teaching of two (2) TWS lessons and three other lessons 12% each = 60% and Weekly reflections 10%)

You will be required to develop lesson plans (see lesson plan form, Appendix C) for the lessons that you teach. Each lesson plan must include all specified components and end with your reflections: strengths and weaknesses of the lesson; your analysis of your teaching; the effect your teaching had on student learning; what changes you would make for the next lesson; which NJPST dispositions you should target and why, and what goals you set for your own professional development. All lesson plans must be prepared in advance and provided for the cooperating teacher. Your clinical faculty member will be observing you five times. Two of the observations will center on lessons during the implementation of the Teacher Work Sample. The three other lessons will be determined by you, the cooperating teacher, and the clinical faculty. One of the lessons must include the use of technology. Each observation will focus on the essential elements of effective practice and offer constructive criticism of the candidates teaching. The lessons will be evaluated on the following: learner outcomes linked to local, state, and national standards; procedures (instruction and assessment linked to learner outcomes); modifications and accommodations for all learners including those with cultural diversity and disabilities; use of appropriate materials; and, integration of technology.

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Weekly Reflections Your reflections must be sent electronically to your clinical faculty weekly. You must include your goals for the next step based on your experience and reflection. You must also include which disposition you need to work on and why you chose it. The reflection must end with a specific goal for your future professional development, based on your reflection about teaching and learning. Week 1 Personal vision statement - Who are you? What is your vision? Research and practice indicate that it is important for teachers to develop a clear picture of themselves as professional educators that includes their perspectives on education. The process of developing a professional identity based on ones core values and beliefs is related to our vision. The beliefs that make up our vision drive our practice. It is within our vision that we derive our passion, motivation, and commitment. In short, vision gives meaning and purpose to our work, and it is essential to a teachers effectiveness. As you develop your personal vision statement, consider the following: Envision your ideal classroom. Imagine a visitor walking into your classroom. As she looks around the room, what does she hear and see? What are you doing? Why? What are your students doing in this ideal classroom? Why? What are the social interactions between you and the students? What kinds of things are your students learning? Also, reflect on the following questions as you shape and refine your vision: Why did you choose to become a teacher? What is your particular gift to your students? What is the purpose of schooling? What is the relationship between what goes on in your classroom and your perception of yourself as a teacher? Week 2 Community/school context Reflect on the relevant contextual information regarding the school in which you are student teaching (student learning needs, linguistic backgrounds, related demographics, etc.). How will these contextual factors impact your planning and teaching? You may use this as the basis for the Context for Learning for your TWS Element A since you will need to use the relevant information on the needs of school and students for your planning and instruction. Week 3 Case study ~ identify a student with a particular need/challenge What are the needs/challenges? What are the causes? What can you do to help this student that will positively affect his/her learning? How can you identify if and what the student has learned? Week 4 Reflect on best practices observed ~ i.e., use of professional learning community; learning centers; multiple intelligences; cooperative learning; aligning

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assessment to instruction and academic achievement; classroom environment conductive to learning; differentiated instructional practices Why do you consider this a best practice? Would you consider adapting this practice for your classroom teaching situation? How and when might you use it? How will it lead to enhanced student learning? Week 5 Reflect on your initial teaching experiences ~ what has worked and what needs work How did you assess that the students learned what you taught? What would you do differently next time? Week 6 Reflect on the impact of classroom environment on learning How does the classroom environment you have created support student engagement and learning? When you have your own classroom, what would you do differently? Week 7 Reflect on the multiple assessment modes used during your student teaching Specifically, describe how you used formative assessment to inform instruction and develop your future lessons. Give some examples. Week 8 Reflect on your use of technology to support teaching and learning What specific technology did you use and how effective was it for student engagement and learning? What technology do you need to learn for future teaching? Week 9 Reflect on planning with the end in mind Planning with the end in mind refers to establishing clear objectives and learner outcomes before you engage students in learning experiences and activities. Students should be aware of what you expect them to know and understand at the end of the lesson and what will be accepted as evidence of their knowledge and understanding Reflect on a lesson you taught where you were successful in creating and sharing clear student outcomes. Also, reflect on a lesson where this was not the case. Discuss the differences in the lessons and how the students acted or reacted in each lesson. Week 10 Reflect on the importance of collaboration How do the teachers in your school interact with each other? What impact does it have on classroom practices? Has your collaboration had a positive effect on student learning? Please explain. How has your experience with collaboration (with your cooperating teacher and with other teachers in the school) influenced your professional growth? Week 11 Family involvement ~ Reflect on parent interactions: parent/teacher 19

conferences, parent phone calls, parent meetings, back-to-school night, and any other opportunity you may have had to interact with a parent or parents How have you conveyed information to the parents about teaching strategies and student learning? (i.e., newsletters, class websites, blogs) How has your interaction with the parents impacted on your understanding of your students and ultimately on your teaching? Reflect upon your interactions (if any) with parents whose first language is not English and parents of different cultural or racial backgrounds Week 12 Reflect on classroom environment issues experienced during your student teaching Off-task behavior Disruptive behavior What have you learned about your style of teaching and its relationship to classroom environment? What have you learned about the relationship between student engagement and classroom environment? Week 13 Reflect on your case study student and his/her progress How is he/she doing? What instructional plans and/or interventions have you implemented to help this student? What more can be done? What insights about student learning have you gained from this experience? Week 14 Reflect on your professional growth needs Sample Professional Growth Plan What New Jersey Professional Standard(s) for Teachers will your address? What are your challenges in this area? What is your goal? What professional activities will you engage in to facilitate your learning in this area? How will increasing your capacity in this area impact student learning? How will you know? What resources would be helpful in achieving your goal? Define/refine need: what are your areas of strength? What are the areas that need additional development? Week 15 Revisit your vision statement Based on your teaching experience, are your expectations realistic? Self-access where you are now and where you want to be How do you move closer to the ideal you envisioned? What have you learned about yourself as a teacher during this experience? What will you do differently when you have your own class? Required Seminars

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(5%)

You are required to attend several seminars during the student teaching experience. Orientation: Student teaching requirements will be clarified, and an opportunity will be provided for the teacher candidates to meet with the clinical faculty at the first seminar. Focus groups: Five (5) meetings will be scheduled (schedules will be provided). Classroom Environment and Anti-bullying Interviewing Seminar Certification: A final seminar is scheduled at the end of the student teaching experience for certification processing. Your final grade will be lowered if you do not attend the required seminars. Attendance Spring 2013: Student teaching begins on Tuesday, January 22, 2013 and ends on Friday, May 3, 2013. You are required to adhere to the school district calendar and attend each day during the course of student teaching. You must complete the full semester experience. In case of an emergency, always notify the cooperating teacher, the school office, and the clinical faculty the prior day or by 7:30 am. Absence of more than one day may require medical diagnosis/explanation and absence of three (3) days or more will require documentation from your medical doctor. This documentation must be attached to your attendance sheet for your clinical facultys review. You are required to make up any absence in excess of three (3) days at the end of the semester. Permission will not be granted to leave the assignment early. No exceptions will be made to this state administrative code mandate. Your final grade will be lowered if you do not adhere to the attendance policy. You are required to maintain an attendance record for the semester (Appendix H). This form must be initialed weekly by your cooperating teacher and signed by both your clinical faculty and cooperating teacher at the end of the semester. You will be required to bring the signed Attendance form with you to the Certification Meeting on Wednesday, May 8, 2013.

Online Dialoguing on eCampus You are required to log onto the eCampus site for student teaching on a weekly basis. eCampus is Monmouth Universitys online/electronic learning environment, powered by Desire2Learn. Ongoing communication with university personnel, as well as with other teacher candidates, will be maintained, and assignments may be presented and reviewed via the eCampus Course Management System site. Important announcements are listed on the Homepage. Check the calendar for upcoming events! A response to the TWS topic question must be posted in the discussion area no later than, Friday, February 8, 2013.

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Quick Start Steps: 1. 2. 3. 4. Access the Internet Open your browser http://ecampus.monmouth.edu Press enter Login with your Username (student ID #) and Password (email password) 5. Click on the course 6. Logout when done Forgot your Password? Email your request to ecampus.support@monmouth.edu or call the Monmouth University Help Desk at 732-571-3539. Student Teaching Notebook You are required to develop a notebook during your student teaching experience that will be reviewed at each formal observation by the clinical faculty. Your final grade will be lowered if you do not complete your student teaching notebook. Many of the components of the notebook can also be uploaded to the electronic portfolio to assist with job interviews and future lesson planning. Notebook Guidelines: The notebook should be a three inch, three-ringed binder large enough to secure standard notebook paper. The notebook must include dividers that are clearly labeled, using the following headings and organized in the following order: SCHOOL CALENDAR AND CLASS SCHEDULES LESSON PLANS WITH SELF-EVALUATIONS (Include copies of materials developed and used) CLINICAL FACULTY OBSERVATION REPORT AND CONFERENCE SUMMARIES TEACHER WORK SAMPLE (TWS) WEEKLY REFLECTIONS PHOTO SECTION ~ follow school district permission guidelines

Other materials may be included in the notebook. They should be placed behind the above sections. Electronic Professional Portfolio - Foliotek The School of Education requires that all undergraduate and graduate students develop an electronic portfolio. You are required to upload core assessments (Praxis, Teacher Work Sample & Final Evaluation) for your program during student teaching.

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Praxis II Prior to student teaching, all Monmouth University students must provide official documentation of a passing score on the required PRAXIS II exams. The official documentation of the passing score is required in order for you to receive a grade for student teaching and be recommended for graduation and state licensure. Professionalism All Monmouth University School of Education students must maintain a mature, professional attitude and appearance which includes dressing appropriately and professionally at all times. Your final grade will be lowered if your clinical faculty, cooperating teacher and Director of Field Placements feel you are unprofessional at any time. Please refer to the NJPTS (the middle column labeled Dispositions). You need to be aware of the safeguards we must all take when using social media/networking/voicemails/emails. Make certain that your page is totally private. Even with the privacy settings on you should not have any pictures that an administrator, cooperating teacher, staff member, parent, or student might find inappropriate. You must also be careful in the postings you make to others, being sure that they cant be misconstrued as unsuitable for a public servant. You must maintain a professional, collaborative demeanor in all matters pertaining to your students, cooperating teacher(s), clinical faculty, parents, and members of the district administration and staff. You are a guest in the school setting. You must avoid criticism of the cooperating teacher, other teachers, pupils, the school, or community. Do not discuss school matters outside of the school context. You must meet expectations regarding attendance, punctuality, assumption of responsibility, and initiative. It is imperative that you are supervised by professional staff while at your placement site. This applies to all before and after school hours. You must be willing to accept constructive criticism and suggestions to assist you in your professional growth and demonstrate an ability to respond in a mature and professional manner. All district equipment (copier, laminators, computers, etc.) paper (copy, color, etc.) and supplies are not to be used for personal use at any time. Student teaching requires a great deal of time and must be every teacher candidates first and foremost priority. You must insure that personal obligations will not interfere with your commitment to the successful completion of the student teaching experience.

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Course Evaluation
Teacher Work Sample (written): Classroom lesson planning, teaching, and weekly reflections: Seminars: 25% 70% 5%

The clinical faculty will provide the following evaluation reports: 1. A midterm evaluation paralleling the summative evaluation criteria. (Appendix E) If successful completion of student teaching appears in jeopardy at mid-point, the Director of Field Placements will be informed by the clinical faculty. 2. A final evaluation reflecting growth, development and maturity during the total student teaching experience. (Appendix F) The clinical faculty and the cooperating teacher collaborate to determine the final grade.

Student Teaching Policies and Procedures

Chain of Command for Difficulties
If you experience any difficulties during your student teaching placement, you should consult the following personnel for assistance and resolution of problems or concerns: 1. Cooperating Teacher and Clinical Faculty 2. If any problems arise that the teacher candidate and the cooperating teacher cannot resolve, the clinical faculty must be contacted; a site visitation will be arranged 3. School of Education Director of Field Placements 4. School of Education Advisor 5. School of Education Department Chair 6. School of Education Dean

Withdrawal
The last date to withdraw from student teaching with a W grade is Monday, April 1, 2013. If, for some reason, you are unable to meet the performance standards of student teaching or realize that you do not wish to pursue a career in teaching, it may be in your best interest to withdraw from student teaching. A decision to discontinue or terminate the student teaching experience has consequences and should be discussed in joint conference with the Clinical Faculty, the Director of Field Placements, and your School of Education Advisor. A student may initiate a withdrawal from the student teaching experience and may be permitted to reapply for student teaching in the future. If the teacher candidate decides to withdraw, he/she must follow University procedures for withdrawal within the specified timelines. In the event that a student teacher is removed from a placement, the student teacher may be assigned to a second placement during the same semester, assigned to a second placement during a future term, or referred to other University personnel to

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discuss other possible options. In some individual cases, dismissal from the program may be necessary. This will be decided on a case-by-case basis. All written communications from a student teacher are subject to review by the cooperating teacher, clinical faculty, placement administration, university faculty and university administration.

Substitute Teaching
Monmouth University does not permit a student to be used as a substitute teacher while completing his/her student teaching experience. When a cooperating teacher is absent, it is expected that the school/district will hire a substitute teacher.

Absence of Cooperating Teacher

In the event the cooperating teacher is unable to perform the supervisory function, the teacher candidate may be reassigned. The building principal, clinical faculty and the Director of Field Placements will determine whether the student will be reassigned in the same school or moved to another setting. In accordance with N.J.A.C. 6A:9-10.2 (see Appendix B).

Thank You Letters

Your cooperating teacher has been your mentor during your student teaching experience. Please make sure you send a thank you letter to him/her and any other staff members that have helped make your experience a positive one.

State of New Jersey Requirements for Educators

Mantoux Test
A teacher candidate is required to have negative test results for the Mantoux (Tuberculin) Test before entering the assigned school. The results must be no more than six (6) months old and be submitted to the school nurse on the first day of school. A teacher candidate with a positive reaction to the Mantoux test must comply with the States follow-up procedures (including chest x-ray and medical evaluation) by submitting a physicians report.

Anti-bullying
New Jersey has been a leader in the establishment of a strong statutory, regulatory, policy and program framework to support the prevention, remediation and reporting of Harassment, Intimidation & Bullying (HIB) in schools. Use the following link for information and resources on the establishment of HIB policies, the adoption of HIB program strategies, the implementation of proactive responses to HIB and the adoption of HIB reporting procedures: www.state.nj.us/education/students/safety/behavior/hib/#si

Reporting Child Abuse in New Jersey

A teacher candidate should check with his/her cooperating teacher or school principal to learn the reporting procedures of the school district to which he/she is assigned. New Jersey law states: that any person having reasonable cause to believe that a child has been subjected to child abuse or acts of child abuse shall report this information immediately to the Division of Youth and Family Services (DYFS). From 9:00 AM to 5:00 PM weekdays, reports of child abuse and neglect can be made to

25

the local DYFS district office. There is a least one district office in every county. The hotline number (800-792-8610) is available 24 hours a day, seven days a week. Any person, who pursuant to the law, reports child abuse or neglect or testifies in a child abuse hearing resulting from such a report is immune from any criminal or civil liability as a result of such action. Any person who knowingly fails to report suspected abuse or neglect pursuant to the law or to comply with the provisions of the law is disorderly and is subject to a fine up to $1,000 or up to six months imprisonment or both.

Criminal History Background Check

Since 1986, the New Jersey State Department of Education requires all new employees to be fingerprinted and undergo a criminal history background check. A teacher candidate is not an employee of the school district where he/she completes the student teaching experience; however, a district may require a teacher candidate to provide assurance that he/she has not been convicted of a disqualifying offense since their eighteenth birthday. Local school districts, in order to ensure themselves and the public that a teacher candidate has not been convicted of a disqualifying offense, may require the intern to submit, have notarized, and keep in their records the second part of the Application Authorization and Certification Form which provides this assurance.

University Policies
Students Who Need Accommodations
Students with disabilities who need special accommodations for this class are encouraged to meet with the Director of Field Placements and the appropriate disability service provider on campus as soon as possible. In order to receive accommodations, students must be registered with the appropriate disability service provider on campus as set forth in the student handbook and must follow the University procedure for selfdisclosure, which is stated in the University Guide to Services and Accommodations for Students with Disabilities. Students will not be afforded any special accommodations for academic work completed prior to the completion of the documentation process with the appropriate disability service office.

Academic Honesty Policy

Plagiarism is the use of anothers words or ideas without acknowledgment. It is the equivalent of theft. Some plagiarism is extreme and willful, i.e. buying term papers. Other forms of plagiarism may arise from carelessness or ignorance, i.e. misusing quotation marks or citations. Plagiarism of any kind is not acceptable and will not be tolerated.

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Bibliography
Allen, J.B. (2007). Creating welcoming schools: A practical guide to home-school partnerships with diverse families. New York: Teachers College Press. Bromfield, M., Deane, H., & Burnett, E. (2003). From surviving to thriving: A guide for beginning teachers. Brookline Books. Cain, R. & Caine, G. (1994). Making connections: Teaching and the human Brain(revised edition)3rd ed. Alexandria, VA: ASCD. Campbell, D., Cignetti, P.B., Melenyzer, B.J., Nettles, D.H., & Wyman, R.M. (2007).How to Develop a Professional Portfolio: A manual for teachers(revised edition). 4th ed. New York: NY. Pearson. Chapman, C., & King, R. (2005). Differentiated assessment strategies: One tool doesnt fit all. Thousand Oaks, CA: Corwin Press. Cohen, M. K., Gale, M. & Meyer, J. M. (1994). Survival guide for the first year special education teacher (revised edition). Reston, VA: Council for Exceptional Children. Emmer, E.T., & Evertson, C.M. (2009) Classroom management for middle and high school teachers. 8th ed. Upper Saddle River, New Jersey: Pearson Education, Inc. Evertson, C. M., & Emmer, E.T(2009). Classroom management for elementary teachers. 8th ed. Upper Saddle River, New Jersey: Pearson Education, Inc. Fuller, M & Olsen, G. (2007). Home-school relations: Working successfully with parents and families. 3rd ed. Boston, MA: Allyn and Bacon. Good, T. & Brophy, J. (2002). Looking in classrooms. 9th ed. New York, NY: Harper Collins College Publishers. Goodlad, J. (2004). A place called school (20th anniversary edition). 2nd ed. New York, NY: McGraw-Hill. Gould, P. & Sullivan, J. (1999). The inclusive early childhood classroom. Beltsville, MD: Gryphon House. Gronlund, N. E. (2004). Writing instructional objectives for teaching and assessment. Upper Saddle River, NJ: Pearson. Kronowitz, E. L. (2004). Your first year of teaching and beyond. 4th ed. New York, NY: Pearson. Lemke, C. & Coughlin, E. (2009). The Change Agents Educational Leadership, 67 (1) 54-59. Marchesani, R.J. (2007) . A field guide to teaching: A handbook for new teachers. Upper Saddle River, NJ: Pearson Prentice Hall.

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Martinez, M.E. (2006). What is metacognition? Phi Delta Kappan, 87(9), 696699. Marzano, R. J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and curriculum Development Nettles, D.H. (2007). Toolkit for teachers of literacy. New York, NY: Pearson. Posner, G.J. (2005). Field experience: A guide to reflective teaching. New York, NY: Pearson. Prater, M. (2007). Teaching strategies for students with mild to moderate disabilities. New York, NY: Pearson. Provenzo, E.F., & Blanton, W.E. (2006). Observing in schools: A guide for students in teacher education. New York, NY: Pearson. Rockwell, S. (1995). Back off, cool down, try again. Reston, VA: The Council for Exceptional Children. Roehrig, A.D., Pressley, M., & Talotta, D.A. (eds.). (2002). Stories of beginning Teachers. Notre Dame, IN: Notre Dame Press. Sprenger, M. (2009). Focusing the Digital Brain Educational Leadership, 67 (1) 34-39. Wiltz, N. W., Watson-Thompson, O., Cawley, H. S., & Skelley, H. A. (2008). Developing and presenting a professional portfolio in early childhood education. Upper Saddle River, New Jersey: Pearson Education, Inc.. Witherell, N.L. (2007). The guided reading classroom. Portsmouth, NH: Heinemann. Wong, H. K. & Wong, R. T. (1998). The first days of school and how to be an effective teacher. Mountainview, CA: Harry K. Wong Publishing. York-Barr, J., Sommers, W.A., Ghere, G.S, & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators. 2nd ed. Thousand Oaks, CA: Corwin Press. Zepeda, S. & Langenbach, M. (1999). Special programs in regular schools: Historical foundations, Standards and contemporary issues. Boston, MA: Allyn and Bacon. Zukergood, D., & Bettencourt. A.M. (2009). Teaching in the real world: Strategies to survive and thrive . Upper Saddle River, New Jersey: Pearson Education, Inc.

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SCORING GUIDES
Teacher Work Sample Scoring Guide Instructions: The Not Met indicates that several of the indicators within each element is inadequate. Met category indicates that the teacher candidate performs at the level expected for a well-prepared novice teacher. Target reflects the level of performance one might expect from an experienced/expert teacher. If the candidate meets all elements of the assessment by the assignment due date, he or she receives a letter grade for the assignment. Candidates who do not meet all elements will be given an opportunity to revise the TWS to achieve a Met category. However, the TWS grade will be reduced by one letter grade. I. TWS Element: Contextual Factors, Goal(s), Rationale, Learner Outcomes and Assessment The teacher used multiple assessment modes and approaches aligned with established unit rationale, goals, and learner outcomes to assess student learning before, during and after instruction. Not Met = 1 The candidate did not meet the indicator for the following reason(s): Met = 2 The candidate developed a clear, comprehensive assessment plan aligned with the unit learner outcomes, which adequately addressed each of the following: All required elements reported Target = 3 The candidate exceeded the indicator by developing an Rating exceptionally thoughtful and creative response to one or more of the following: All required elements are reported and candidates provides contextual factors beyond those required Goal(s) clearly and concisely stated Clearly and correctly written and concisely stated learner outcomes for

Rating Indicator

Contextual Factors NJPST: 11

Not all required elements reported

Goal(s) NJPST: 1,4,5 Learner Outcomes NJPST: 1,4, 5, 7

Unit goal(s) missing or incorrectly written Missing for some lessons or objectives only, the unit criteria were either

Goal(s) clearly stated Clearly stated and correctly written learner outcomes for each lesson, the

29

unclear or missing

unit criteria, and clear scoring guides for all assessments Most learner outcomes coded correctly to standards

Learner outcomes are missing or not coded to standards Monitoring was limited or nonexistent

every lesson, excellent unit criteria and scoring guides for all assessments All learner outcomes coded correctly to standards Monitoring of learners progress was evident throughout the unit Unit is meaningfully connected to realworld Unit in Board of Education approved curriculum mentioned and elaborated upon Appropriate NJCCCS, CCSS and relevant national standards mentioned as justification for unit with actual standard statements embedded in narrative comprehensive utilization of differentiated instruction and instructional strategies that

No connection to real-world applications mentioned No mention of Board of Education approved curriculum No mention of NJCCCS, CCSS or relevant national standards

Monitoring and recording information of learners progress throughout the unit An attempt is made to connect unit to real-world applications but applications are trivial Unit in Board of Education approved curriculum mentioned Appropriate NJCCCS, CCSS and relevant national standards as justification for unit

Rationale for the Unit NJPST: 1,4,5

limited or no utilization of differentiated instruction and instructional strategies that

utilization of differentiated instruction and instructional strategies that focus on student

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Multiple Modes of Assessment, Instructional Strategies and Differentiated Instruction NJPST: 3,4,5,6,8 Technical Soundness NJPST: 5

focus on student learning Incomplete description of unit assessments; did not use multiple forms of assessment or used less than three to monitor student understanding Did not develop summative assessment or measured only some learner outcomes Therefore summative assessment is not correlated to standards Some assessments were valid Missing some or all of the required information/data in TWS Appendix I

learning All assessments described with utilization of multiple (at least three) forms of assessment to monitor student understanding during the teaching of the unit Summative assessment included in plan

focus on student learning All assessments described with utilization of at least four forms of assessment to monitor student understanding during the teaching of the unit Comprehensive summative assessment included in plan Summative and formative assessments aligned with standards All assessments are valid and aligned with learner outcomes information/data in TWS Appendix I was comprehensive and complete

TWS Appendix Information NJPST: 8

Summative assessment and most formative assessments correlated to standards All assessments were valid of one or more learner outcome All of the required information in TWS Appendix I was complete

II. TWS Element: Design for Instruction/Instructional Decision Making The teacher designed instruction for specific learner outcomes, student characteristics and needs, and learning contexts. He/she also made instructional decisions based on constant analysis of student learning. Not Met = 1 The candidate did not meet the indicator for the following Met = 2 The candidate provided a narrative overview of planning, 31 Target = 3 The candidate exceeded the indicator by developing an

Rating Indicator

Rating

reason(s):

instruction and assessment as related to each of the following: Most learner outcomes were found to be measurable Most instructional activities were aligned with learner outcomes Most learner outcomes were assessed

Alignment of Instruction with Learner Outcomes NJPST: 4,5 And Adaptations Based on the Individual Needs of the Students NJPST: 2,3,7

Learner outcomes were not found to be measurable Instructional activities were not aligned with learner outcomes Some or no learner outcomes were assessed Adaptations were not evident

exceptionally thoughtful and creative response to one or more of the following: All learner outcomes were found to be measurable All instructional activities were aligned with learner outcomes All learner outcomes were assessed

Some adaptations were evident for special education, culturally/linguisti cally diverse, and gifted students Adequate knowledge of the content to be taught Activities were aligned with SPA learner standards with NJCCCS and CCSS

Accurate Representation of Content NJPST: 1,4

Inadequate knowledge of the content to be taught Activities were not aligned with SPA learner standards with NJCCCS and CCSS

Lesson and Unit Structure NJPST:

Instructional strategies were not based on research Lesson plan structure was not designed to:

Instructional strategies were based on research Lesson planning structure designed to: 32

Very appropriate adaptations were made to meet the individual needs of special education, culturally/linguisti cally diverse, and gifted students Comprehensive knowledge of the content to be taught All activities were aligned with SPA learner standards, NJPST standards, NJCCCS and CCSS All instructional strategies were based on cited research Comprehensive lesson planning designed to:

2,3,4,5,6

Engage students Accommodate learner characteristics

Engage all students Accommodate learner characteristics but treated class as a whole unit Focus on learner outcomes

Engage all students Accommodate learner characteristics including

acknowledgement

Focus on learner outcomes

Align with SPA learner standards and activities

Provide activities that are aligned with SPA learner standards, NJCCCS and CCSS

Assessments for some lessons monitored student progress Directions unclear

Assessments for each lesson monitored student progress Clear directions regarding assignments, learning expectations and scoring procedures for assessments Use of differentiated instruction for all learners Opportunities for learner selfreflection 33

Use of a Variety of Instruction, Activities, Assignments and Resources NJPST: 4,5,8,10

Limited or no use of differentiated instruction for all learners No opportunities for learner selfreflection

of individual student needs Focus on learner outcomes with an apparent emphasis on individual student needs Provide activities that are aligned with SPA learner standards, NJPST standards, NJCCCS and CCSS Assessment for each lesson comprehensively monitored student progress Clear concise, comprehensive directions regarding assignments, learning expectations, and scoring procedures for assessments Comprehensive use of differentiated instruction for all learners Opportunities for learner selfreflection in all

 Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources NJPST: 2,3,6,7,8,9

Did not use grouping options Did not use appropriate modifications Did not use differentiated instruction No information was provided for families No opportunities for family involvement No use of technology

Use of grouping options Use of appropriate modifications for all learners Use of differentiated instruction Provided information for parents about the importance of the unit Provided opportunities for family involvement Use of appropriate instructional technology in the lessons Provided information and/or data in TWS Appendix II was comprehensive and complete

Use of Technology NJPST: 4

lessons Comprehensive use of grouping options Comprehensive use of appropriate modifications for all learners Comprehensive use of differentiated instruction for all learners Comprehensive information for families about the importance of the unit Creative, comprehensive opportunities for family involvement Use of appropriate technology in all lessons Comprehensive information and data in TWS Appendix II

TWS Appendix Information NJPST: 8

Information/data in TWS Appendix II was not complete

III. TWS Element: Analysis of Student Learning/Reflection The teacher used assessment data to profile student learning, communicate information about student progress and achievement as well as to reflect on current and future teaching practices. Not Met = 1 The candidate did not meet the indicator for the following Met = 2 The candidate provided adequate analysis of all the following 34 Target = 3 The candidate exceeded the indicator by developing an

Rating Indicator

Rating

reason(s):

assessment tasks:

Did not analyze assessment data or compare it to the learner outcomes for the whole group, subgroups, and individuals Did not analyze one subgroup that was comprised of students of diversity Did not reflect on which type of differentiated instruction was effective or not effective Drew inappropriate or no conclusions Did not analyze the data or report findings with appropriate learning

Alignment with Learning Outcomes NJPST: 5

Interpretation of Data NJPST: 5

Evidence of Impact on Student Learning NJPST: 5

theories/principles

to support the analysis for each outcome

exceptionally thoughtful and creative response to one or more of the following: Analyzed all Comprehensively assessment data analyzed and compared it assessment data to the learner and compared it outcomes for the to the learner whole group, outcomes for the subgroups and whole group, individuals subgroups, and individuals Analyzed one Comprehensively subgroup that analyzed one was comprised of subgroup that students of was comprised of diversity students of diversity Reflected on Comprehensively which type of reflected on differentiated which type of instruction was differentiated effective or not instruction was effective effective or not effective Drew appropriate Drew insightful, conclusions meaningful regarding student conclusions learning regarding student learning Analyzed data Comprehensively and reported analyzed the data findings regarding and reported the number of significant students who findings with made progress appropriate on each learner learning theories/principles outcome with to support the limited analysis for each appropriate outcome learning
theories/principles

to support the analysis for each

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Did not reflect on which type of differentiated instruction was effective or not effective

outcome Reflected on which type of differentiated instruction was effective or not effective

Did not identify or explain: What teaching strategies worked and why What aspects of your planning, assessment and teaching did not work and why What changes in teaching should Implications be made in the for Future future based on Instruction and reflection and Professional research Development NJPST: 5, 10 At least two or more future standards and dispositions with a rationale Implications for future instruction by writing professional development goals that you should attain with a rationale Information/data in TWS TWS Appendix Appendix III was Information not complete NJPST: 8

Identified and explained: What teaching strategies worked and why What aspects of your planning, assessment and teaching did not work and why What changes in teaching should be made in the future based on reflection and research At least two or more future standards and dispositions with a rationale Implications for future instruction by writing professional development goals that you should attain with a rationale Provided information and/or data in TWS Appendix III was comprehensive and complete

Comprehensively reflected on which type of differentiated instruction was effective or not effective Identified and explained in detail: What teaching strategies worked and why What aspects of your planning, assessment and teaching did not work and why What changes in teaching should be made in the future based on reflection and comprehensively cited research At least two or more future standards and dispositions with a rationale Implications for future instruction by writing professional development goals that you should attain with a rationale Comprehensive information and data in TWS Appendix III

36

IV. Final Submission Rating Indicator Syntax and Grammar Spelling and Proofreading Not Met = 1 The candidates final TWS submission had: more than 5 errors in syntax/grammar more than 5 errors in spelling/proofreading missing sections or did not use APA style Met = 2 The candidates final TWS submission had: no more than 5 errors in syntax/grammar no more than 5 errors in spelling/proofreading all sections submitted and used APA style Target = 3 The candidates final TWS submission had: no more than 2 errors in syntax/grammar no more than 2 errors in spelling/proofreading all sections submitted using APA style. Submission was creative, concise and comprehensive.

Rating

APA Style

SCORE 1-77 78-130 131-153 Does Not Meet Standard = 1 Met = 2 Target = 3

TWS EVALUATION Meets minimal expectations for the element as stated in the not met column; often needs support to perform at acceptable level. Meets expectations for the element as stated in the met column; requires occasional minimal support. Meets or exceeds expectations for the element as stated in the target column; is confidently and consistently meeting expectations, needs little, if any, support/guidance.

37

Teacher Work Sample Self Evaluation 1 2 3 = = = Not Met Met Target Meets minimal expectations for the element as stated in the not met column; often needs support to perform at acceptable level. Meets expectations for the element as stated in the met column; requires occasional minimal support. Meets or exceeds expectations for the element as stated in the target column; is confidently and consistently meeting expectations, needs little, if any, support/guidance.

I. TWS Element: Contextual Factors, Goal(s), Rationale, Learner Outcomes and Assessment Not Met = 1 Met = 2 Target = 3 The candidate did The candidate The candidate not meet the developed a clear, exceeded the indicator for the comprehensive indicator by Rating following assessment plan developing an Rating Indicator reason(s): aligned with the unit exceptionally learner outcomes, thoughtful and which adequately creative response to addressed each of one or more of the the following: following: Not all required All required All required elements elements elements are reported reported reported and Contextual candidates Factors provides NJPST: 11 contextual factors beyond those required Unit goal(s) Goal(s) clearly Goal(s) clearly Goal(s) missing or stated and concisely NJPST: 1,4,5 incorrectly stated written Missing for some Clearly stated Clearly and lessons or and correctly correctly written objectives only, written learner and concisely the unit criteria outcomes for stated learner Learner were either each lesson, the outcomes for Outcomes unclear or unit criteria, and every lesson, NJPST: 1,4, 5, missing clear scoring excellent unit 7 guides for all criteria and assessments scoring guides for all assessments Learner Most learner All learner

38

outcomes are missing or not coded to standards Monitoring was limited or nonexistent

outcomes coded correctly to standards Monitoring and recording information of learners progress throughout the unit An attempt is made to connect unit to real-world applications but applications are trivial Unit in Board of Education approved curriculum mentioned Appropriate NJCCCS, CCSS and relevant national standards as justification for unit

outcomes coded correctly to standards Monitoring of learners progress was evident throughout the unit Unit is meaningfully connected to real-world Unit in Board of Education approved curriculum mentioned and elaborated upon Appropriate NJCCCS, CCSS and relevant national standards mentioned as justification for unit with actual standard statements embedded in narrative comprehensive utilization of differentiated instruction and instructional strategies that focus on student learning All assessments described with utilization of at

No connection to real-world applications mentioned No mention of Board of Education approved curriculum No mention of NJCCCS, CCSS or relevant national standards

Rationale for the Unit NJPST: 1,4,5

Multiple Modes of Assessment,

limited or no utilization of differentiated instruction and instructional strategies that focus on student learning Incomplete description of unit

utilization of differentiated instruction and instructional strategies that focus on student learning All assessments described with utilization of

39

Instructional Strategies and Differentiated Instruction NJPST: 3,4,5,6,8 Technical Soundness NJPST: 5

assessments; did not use multiple forms of assessment or used less than three to monitor student understanding Did not develop summative assessment or measured only some learner outcomes Therefore summative assessment is not correlated to standards Some assessments were valid Missing some or all of the required information/data in TWS Appendix I

multiple (at least three) forms of assessment to monitor student understanding during the teaching of the unit Summative assessment included in plan

least four forms of assessment to monitor student understanding during the teaching of the unit Comprehensive summative assessment included in plan Summative and formative assessments aligned with standards All assessments are valid and aligned with learner outcomes information/data in TWS Appendix I was comprehensive and complete

TWS Appendix Information NJPST: 8

Rationale:

Summative assessment and most formative assessments correlated to standards All assessments were valid of one or more learner outcome All of the required information in TWS Appendix I was complete

II. TWS Element: Design for Instruction/Instructional Decision Making Not Met = 1 Met = 2 Target = 3 The candidate did The candidate The candidate Rating not meet the provided a narrative exceeded the Indicator indicator for the overview of indicator by following planning, developing an

Rating

40

reason(s):

instruction and assessment as related to each of the following: Most learner outcomes were found to be measurable Most instructional activities were aligned with learner outcomes Most learner outcomes were assessed Some adaptations were evident for special education, culturally/linguisti cally diverse, and gifted students Adequate knowledge of the content to be taught Activities were aligned with SPA learner standards with NJCCCS and CCSS

Alignment of Instruction with Learner Outcomes NJPST: 4,5 And Adaptations Based on the Individual Needs of the Students NJPST: 2,3,7

Learner outcomes were not found to be measurable Instructional activities were not aligned with learner outcomes Some or no learner outcomes were assessed Adaptations were not evident

exceptionally thoughtful and creative response to one or more of the following: All learner outcomes were found to be measurable All instructional activities were aligned with learner outcomes All learner outcomes were assessed

Accurate Representation of Content NJPST: 1,4

Inadequate knowledge of the content to be taught Activities were not aligned with SPA learner standards with NJCCCS and CCSS

Lesson and Unit Structure NJPST:

Instructional strategies were not based on research Lesson plan structure was not designed to:

Instructional strategies were based on research Lesson planning structure designed to: 41

Very appropriate adaptations were made to meet the individual needs of special education, culturally/linguisti cally diverse, and gifted students Comprehensive knowledge of the content to be taught All activities were aligned with SPA learner standards, NJPST standards, NJCCCS and CCSS All instructional strategies were based on cited research Comprehensive lesson planning designed to:

2,3,4,5,6

Engage students Accommodate learner characteristics

Engage all students Accommodate learner characteristics but treated class as a whole unit Focus on learner outcomes

Engage all students Accommodate learner characteristics including

acknowledgement

Focus on learner outcomes

Align with SPA learner standards and activities

Provide activities that are aligned with SPA learner standards, NJCCCS and CCSS Assessments for each lesson monitored student progress Clear directions regarding assignments, learning expectations and scoring procedures for assessments Use of differentiated instruction for all learners Opportunities for learner selfreflection 42

Assessments for some lessons monitored student progress Directions unclear

Use of a Variety of Instruction, Activities, Assignments and Resources NJPST: 4,5,8,10

Limited or no use of differentiated instruction for all learners No opportunities for learner selfreflection

of individual student needs Focus on learner outcomes with an apparent emphasis on individual student needs Provide activities that are aligned with SPA learner standards, NJPST standards, NJCCCS and CCSS Assessment for each lesson comprehensively monitored student progress Clear concise, comprehensive directions regarding assignments, learning expectations, and scoring procedures for assessments Comprehensive use of differentiated instruction for all learners Opportunities for learner selfreflection in all

 Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources NJPST: 2,3,6,7,8,9

Did not use grouping options Did not use appropriate modifications Did not use differentiated instruction No information was provided for families No opportunities for family involvement No use of technology

Use of grouping options Use of appropriate modifications for all learners Use of differentiated instruction Provided information for parents about the importance of the unit Provided opportunities for family involvement Use of appropriate instructional technology in the lessons Provided information and/or data in TWS Appendix II was comprehensive and complete

Use of Technology NJPST: 4

lessons Comprehensive use of grouping options Comprehensive use of appropriate modifications for all learners Comprehensive use of differentiated instruction for all learners Comprehensive information for families about the importance of the unit Creative, comprehensive opportunities for family involvement Use of appropriate technology in all lessons Comprehensive information and data in TWS Appendix II

TWS Appendix Information NJPST: 8

Rationale:

Information/data in TWS Appendix II was not complete

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III. TWS Element: Analysis of Student Learning/Reflection Not Met = 1 Met = 2 The candidate did The candidate not meet the provided adequate indicator for the analysis of all the Rating following following Indicator reason(s): assessment tasks:

Did not analyze assessment data or compare it to the learner outcomes for the whole group, subgroups, and individuals Did not analyze one subgroup that was comprised of students of diversity Did not reflect on which type of differentiated instruction was effective or not effective Drew inappropriate or no conclusions Did not analyze the data or report findings with appropriate learning

Alignment with Learning Outcomes NJPST: 5

Interpretation of Data NJPST: 5

Evidence of Impact on Student Learning NJPST: 5

theories/principles

to support the analysis for each

Target = 3 The candidate exceeded the indicator by developing an Rating exceptionally thoughtful and creative response to one or more of the following: Analyzed all Comprehensively assessment data analyzed and compared it assessment data to the learner and compared it outcomes for the to the learner whole group, outcomes for the subgroups and whole group, individuals subgroups, and individuals Analyzed one Comprehensively subgroup that analyzed one was comprised of subgroup that students of was comprised of diversity students of diversity Reflected on Comprehensively which type of reflected on differentiated which type of instruction was differentiated effective or not instruction was effective effective or not effective Drew appropriate Drew insightful, conclusions meaningful regarding student conclusions learning regarding student learning Analyzed data Comprehensively and reported analyzed the data findings regarding and reported the number of significant students who findings with made progress appropriate on each learner learning theories/principles outcome with

44

outcome

limited appropriate learning

theories/principles

to support the analysis for each outcome

Did not reflect on which type of differentiated instruction was effective or not effective

Did not identify or explain: What teaching strategies worked and why What aspects of your planning, assessment and teaching did not work and why What changes in teaching should Implications be made in the for Future future based on Instruction and reflection and Professional research Development NJPST: 5, 10 At least two or more future standards and dispositions with a rationale Implications for future instruction by writing professional development goals that you should attain with a rationale TWS Appendix Information/data Information in TWS

Comprehensively reflected on which type of differentiated instruction was effective or not effective Identified and Identified and explained: explained in detail: What teaching What teaching strategies worked strategies worked and why and why What aspects of What aspects of your planning, your planning, assessment and assessment and teaching did not teaching did not work and why work and why What changes in What changes in teaching should teaching should be made in the be made in the future based on future based on reflection and reflection and research comprehensively cited research At least two or At least two or more future more future standards and standards and dispositions with dispositions with a rationale a rationale Implications for Implications for future instruction future instruction by writing by writing professional professional development development goals that you goals that you should attain with should attain with a rationale a rationale Provided Comprehensive information information and 45

to support the analysis for each outcome Reflected on which type of differentiated instruction was effective or not effective

NJPST: 8

Appendix III was not complete

Rationale:

and/or data in TWS Appendix III was comprehensive and complete

data in TWS Appendix III

IV. Final Submission Not Met = 1 Rating The candidates Indicator final TWS submission had: more than 5 Syntax and errors in Grammar syntax/grammar more than 5 Spelling and errors in Proofreading spelling/proofreading missing sections or did not use APA style APA Style

Met = 2 The candidates final TWS submission had: no more than 5 errors in syntax/grammar no more than 5 errors in spelling/proofreading all sections submitted and used APA style

Target = 3 The candidates final TWS submission had: no more than 2 errors in syntax/grammar no more than 2 errors in spelling/proofreading all sections submitted using APA style. Submission was creative, concise and comprehensive. Total Rating

Rating

46

Clinical Faculty Classroom Observation Scoring Guide

Learner outcomes linked to NJCCCS, CCSS, NJPST AND SPA Standards: Not Met = 1 Met = 2 Target = 3 The teacher The teacher The teacher candidate Elements candidate did not: candidate: exceeded the indicator by: identify grade identified grade explicitly identifying level/age level/age grade level/age appropriateness appropriateness appropriateness (subject), and (subject), and (subject), and lesson title. lesson title. lesson title. provide provided some identifying Identifying indication that indication that the information information the identifying identifying explicitly linked to NJPST: 1,4,5 information is information is outcomes, linked to linked to outcomes, standards, and outcomes, standards, and procedures/ standards, and procedures/ assessments. procedures/ assessment. assessment. develop learner developed some developing learner outcomes or learner outcomes outcomes and procedures that and procedures procedures that Lesson Duration can be achieved that can be could be achieved NJPST: 4 in the identified achieved in the in the identified time. time frame that has time frame. been identified. develop learner developed some developing learner outcomes that learner outcomes outcomes written were for the appropriate at an appropriate developmentally level. level. appropriate. express learner expressed most expressing learner Learner outcomes in learner outcomes outcomes in Outcomes measurable in measurable measurable terms. NJPST: 1,4,5 terms. terms. align outcomes aligned most aligning learner with national, learner outcomes outcomes with state, and/or with national, state, national, state, local standards. and/or local and/or local standards. standards. identify identified identifying appropriate appropriate appropriate NJCCCS, CCSS, NJCCCS, CCSS, NJCCCS, CCSS, Standards NJPST and SPA NJPST, NJPST, and SPA NJPST: 1 Standards, and SPA Standards for all procedures and Standards procedures and assessments. for some assessments. procedures and I. Score

47

assessments. II. Procedures (including assessments linked to learner outcomes): The observer should be sure to note how the following are addressed in the lesson; opening activities, effective use of time, questioning strategies, student assessment and closing activities. Not Met = 1 Met = 2 Target = 3 Score The teacher The teacher The teacher candidate Elements candidate did not: candidate: exceeded the indicator by: activate prior activated prior activating prior knowledge and knowledge and knowledge of all the purpose of sets purpose learners and the lesson. adequately for establishing the learners. purpose of the lesson. include practical included some including practical application of the practical application of the content material. application of the content material. content material . engage all engaged most engaging all learners in the learners through learners through lesson. active participation active participation in the lesson. in the lesson. employ employed some employing appropriate and appropriate appropriate and varied strategies strategies to varied strategies to to accomplish accomplish learner accomplish learner Procedures/ learner outcomes. outcomes. Assessment outcomes. NJPST: 3,4,5,6,8 provide provided limited providing ample opportunities for opportunities for opportunities for student selfstudent selfstudent selfreflection. reflection. reflection. employ employed some employing differentiated differentiated differentiated instruction with instruction with instruction with appropriate appropriate appropriate modeling and modeling and modeling and practice. practice. practice. monitor learner monitored learner monitoring learner progress progress at the end progress regularly. throughout the of the lesson. lesson. incorporate incorporated some incorporating technology into appropriate technology the lesson. technology into the appropriately into lesson. the lesson. III. Modifications/Accommodations: Not Met = 1 Met = 2 Target = 3 Score Elements The teacher The teacher The teacher candidate candidate did not: candidate: exceeded the

48

indicate any modifications or accommodations for all learners.

indicated some modifications or accommodations for all learners.

Modifications/ Accommodations NJPST: 3,7

provide specific modifications for students of diversity.

provided specific modifications for students of diversity.

indicator by: providing appropriate modifications/ accommodations based on demonstrated needs for all learners. providing specific modifications for students of diversity.

Materials/Use of Instructional Technology: Not Met = 1 Met = 2 The teacher The teacher Elements candidate did not: candidate: choose materials chose some that were appropriate appropriate. materials. Materials NJPST: 1,4,8 list the materials listed some of the needed for the materials needed lesson. for the lesson. II. Candidate Knowledge & Skills Not Met = 1 Met = 2 The teacher The teacher Elements candidate did not: candidate: demonstrate subject matter knowledge or its relationship to other disciplines. promote the development of age appropriate critical and creative thinking and problem solving and decision making. establish a positive classroom climate. demonstrated adequate subject matter knowledge and its relationship to other disciplines. promoted some development of age appropriate critical and creative thinking and problem solving and decision making. established a positive classroom climate.

I.

Target = 3 The teacher candidate exceeded the indicator by: choosing appropriate materials. listing all materials needed for the lesson. Target = 3 The teacher candidate exceeded the indicator by: demonstrating mastery of subject matter and its relationship to other disciplines. promoting explicit development of age appropriate critical and creative thinking and problem solving and decision making. establishing a positive classroom climate.

Score

Score

Subject Matter Knowledge NJPST: 1

Classroom Learning Environment NJPST: 6

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Professionalism NJPST: 10

create an environment that promotes and maintains appropriate behavior. engage all learners in smooth and appropriate transitions. maintain a professional appearance and demeanor. meet expectations regarding attendance and punctuality. meet expectations regarding assumption of responsibility and initiative. demonstrate an ability to respond in a mature and professional manner. demonstrate specific dispositions related to lesson and learning environment. respond positively to constructive criticism and feedback. interact positively with colleagues and other school personnel.

created an environment that promotes and maintains appropriate behavior. engaged all learners in smooth and appropriate transitions. maintains a professional appearance and demeanor. adequately meets expectations regarding attendance and punctuality. adequately meets expectations regarding assumption of responsibility and initiative. demonstrated an ability to respond in a mature and professional manner. demonstrated specific dispositions related to lesson and learning environment. responded positively to constructive criticism and feedback. interacted positively with colleagues and other school personnel.

creating an environment that promotes and maintains appropriate behavior. engaging all learners in smooth and appropriate transitions. maintaining a professional appearance and demeanor. meeting expectations regarding attendance and punctuality. meeting expectations regarding assumption of responsibility and initiative. demonstrating an ability to respond in a mature and professional manner. demonstrating specific dispositions related to lesson and learning environment. responding positively to constructive criticism and feedback. interacting positively with colleagues and other school personnel. Score

Reflections: Not Met = 1 Elements The teacher

III.

Met = 2 The teacher

Target = 3 The teacher candidate

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candidate did not: reflect on lesson components.

candidate: reflected on lesson components and identified some strengths and weaknesses. used some reflection to shape future instructional plans. identified some strategies for informing paraprofessionals and colleagues about learner outcomes and procedures. used reflection to begin to identify a future professional development goal. used reflection to identify a targeted disposition and explain a rationale for its choice.

Reflections NJPST: 4,8,9,10

use reflection to inform future instructional plans. identify strategies for informing and colleagues about learner outcomes and procedures. identify a professional development goal. use reflection to identify a targeted disposition and explain a rationale for its choice.

exceeded the indicator by: reflecting on lesson components to identify strengths and weaknesses of the various components. using reflection to inform future instructional plans. identifying strategies for informing paraprofessionals and colleagues about learner outcomes and procedures. using reflection to identify a future professional development goal. using reflection to identify a targeted disposition and explain a rationale for its choice.

paraprofessionals

Individual Lesson Evaluation Total Points (1 71) (72 90) (91 108) Not Met = 1: Does not consistently meet minimal expectations for standard; often needs support to perform at acceptable level. Met = 2: Meets expectations for standard as defined; requires occasional minimal support. Target = 3: Meets expectations for standard; is confidently and consistently meeting expectations, needs little, if any, support/guidance.

Clinical Faculty Classroom Observation final grade (Total of the 5 observations) A AB+ 14-15 12-13 10-11 B BC 8-9 7 5-6

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NEW JERSEY PROFESSIONAL STANDARDS FOR TEACHERS (NJPST)

Student teachers must demonstrate competence on the NJPST to be eligible for teacher certification. The standards describe what every beginning education professional should know and be able to do.
Candidates Proficiency
(see page 1)

Standards Standard One - Subject Matter Knowledge - Teachers shall understand the central concepts, tools of inquiry, structures of the discipline, especially as they relate to the New Jersey Core Curriculum Content Standards (CCCS), and design developmentally appropriate learning experiences making the subject matter accessible and meaningful to all students. Standard Two - Human Growth & Development - Teachers shall understand how children and adolescents develop and learn in a variety of school, family and community contexts and provide opportunities that support their intellectual, social, emotional and physical development. Standard Three - Diverse Learners -Teachers shall understand the practice of culturally responsive teaching. Standard Four - Instructional Planning & Strategies - Teachers shall understand instructional planning, design long- and short-term plans based upon knowledge of subject matter, students, community, and curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving and the performance skills of all learners. Standard Five - Assessment - Teachers shall understand and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of students. Standard Six - Learning Environment - Teachers shall understand individual and group motivation and behavior and shall create a supportive, safe and respectful learning environment that encourages positive social interaction, active engagement in learning and self-motivation. Standard Seven - Special Needs - Teachers shall adapt and modify instruction to accommodate the special learning needs of all students. Standard Eight - Communication - Teachers shall use knowledge of effective verbal, nonverbal and written communication techniques and the tools of information literacy to foster the use of inquiry, collaboration and supportive interactions. Standard Nine - Collaboration & Partnerships - Teachers shall build relationships with parents, guardians, families and agencies in the larger community to support students learning and well-being. Standard Ten - Professional Development - Teachers shall participate as active, responsible members of the professional community, engaging in a wide range of reflective practices, pursuing opportunities to grow professionally and establishing collegial relationships to enhance the teaching and learning process.

1, 2

3, 9

3, 5 4, 5, 6

9, 10

3, 4, 7

3, 5, 6 8, 10

12

11, 12

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3, 5, 6, 11, 12

Standard Eleven - Professional Responsibility - Teachers shall act in accordance with legal and ethical responsibilities and shall use integrity and fairness to promote the success of all students.

NJ Administrative Code: http://www.state.nj.us/education/code/current/title6a/chap9.pdf 6A:9-3.3 Professional standards for teachers

Standard One - Subject Matter Knowledge Teachers shall understand the central concepts, tools of inquiry, structures of the discipline, especially as they relate to the New Jersey Core Curriculum Content Standards (CCCS), and design developmentally appropriate learning experiences making the subject matter accessible and meaningful to all students.

KNOWLEDGE Teachers know and understand: 1.1 In-depth the subject matter they plan to teach and the relationship of that discipline to other content areas; 1.2 The evolving nature of the discipline or subject matter knowledge and the need for keeping abreast of new ideas and understanding of the discipline; 1.3 That literacy skills and processes are applicable in all content areas and help students to develop the knowledge, skills and dispositions that enable them to construct meaning and make sense of the world through reading, writing, listening, speaking and viewing; and 1.4 Concepts inherent in numeracy to enable students to represent physical events, work with data, reason, communicate mathematically, and make connections within their respective content areas in order to solve problems.

DISPOSITIONS Teachers value and are committed to: 1.5 Appreciating multiple perspectives and conveying to learners how knowledge is developed from the vantage point of the knower; and 1.6 Enthusiasm for the discipline(s) they teach and in making connections to every day life.

PERFORMANCES Teachers engage in activities to: 1.7 Promote the development of critical and creative thinking, problem-solving and decision-making skills by engaging students in formulating and testing hypotheses according to the methods of inquiry and standards of evidence within the discipline; 1.8 Make effective use of multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students prior understanding; and 1.9 Evaluate teaching resources and curriculum materials for their completeness, accuracy and usefulness for representing particular ideas and concepts

Standard Two - Human Growth and Development Teachers shall understand how children and adolescents develop and learn in a variety of school, family and community contexts and provide opportunities that support their intellectual, social, emotional and physical development.

KNOWLEDGE Teachers know and understand: 2.1 How students construct knowledge, acquire skills

DISPOSITIONS Teachers value and are committed to: 2.4 The educability of all children and

PERFORMANCES Teachers apply: 2.9 Learning theory to accommodate differences in

53

and develop habits of mind and how to use instructional strategies that promote student learning; 2.2 How student learning is influenced by individual experiences, talents and prior learning, as well as language, culture, family, and community values; and 2.3 How to identify and teach to the developmental abilities of students, which may include learning differences, visual and perceptual differences, cultural and socio-emotional differences, special physical or emotional challenges and gifted and talented exceptionalities.

adolescents; 2.5 The belief that all children and adolescents bring talents and strengths to learning; 2.6 Appreciation for multiple ways of knowing; 2.7 The diverse talents of all students and to helping them develop self-confidence and subject matter competence. 2.8 The belief that all children and adolescents can learn at high levels and achieve success.

student intelligence, perception, cognitive style and achievement levels

Standard Three - Diverse Learners Teachers shall understand the practice of culturally responsive teaching.

KNOWLEDGE Teachers know and understand: 3.1 How a persons world view is profoundly shaped by his or her life experiences, as mediated by factors such as social class, gender, race, ethnicity, language, sexual orientation, age and special needs; 3.2 The supports for and barriers to culturally responsive teaching in school environments; 3.3 The process of second language acquisition and strategies to support the learning of students whose first language is not English; and 3.4 The negative impact of bias, prejudice, and discrimination on students and society.

DISPOSITIONS Teachers value and are committed to: 3.5 Respect for individual and cultural differences, and appreciation of the basic worth of each individual and cultural group; and 3.6 The diversity of learning that takes place in the classroom, respect for the talents and perspectives of each student and sensitivity to community and cultural norms.

PERFORMANCES Teachers engage in activities to: 3.7 Create a learning community in which individual differences are respected; 3.8 Learn about the diverse students they teach, and the students families and communities; 3.9 Use strategies to support the learning of students whose first language is not English; and 3.10 Use knowledge of students and their lives to design and carry out instruction that builds on students strengths while meeting their needs and taking into account issues of social class, gender, race, ethnicity, language, sexual orientation, age and special needs.

Standard Four - Instructional Planning & Strategies Teachers shall understand instructional planning, design long- and short-term plans based upon knowledge of subject matter, students, community, and curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving and the performance skills of all learners.

KNOWLEDGE Teachers know and understand:

DISPOSITIONS Teachers value and

PERFORMANCES Teachers engage in activities to:

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are committed to: 4.1 How to plan instruction based on students needs, developmental progress and prior knowledge. 4.2 Available and appropriate resources and materials for instructional planning; 4.3 Techniques for modifying instructional methods, materials and the environment to help all students learn; and 4.4 A variety of instructional approaches and the use of various technologies, to promote thinking and understanding. 4.5 The development of students critical thinking, independent problem-solving and performance capabilities. 4.6 Identify and design instruction appropriate to students stage of development, learning styles, strengths and needs; 4.7 Plan instruction based on knowledge of classroom, school and community culture; 4.8 Evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy and usefulness for representing particular ideas and concepts; 4.9 Identify strategies to create learning experiences that make subject matter meaningful for students, address a variety of learning styles, encourage students to pursue their own interests and inquiries and help students connect their learning to personal goals; 4.10 Plan and develop effective lessons by organizing instructional activities and materials, incorporating a wide range of community and technology resources, to promote achievement of lesson objectives; 4.11 Use formal and informal methods of assessment, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation and revision of practice; and 4.12 Create interdisciplinary learning experiences that allow students to integrate knowledge, skills and methods of inquiry from several subject areas.

Standard Five - Assessment Teachers shall understand and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of students.

KNOWLEDGE Teachers know and understand: 5.1 The characteristics, uses, advantages, and limitations of different types of assessments (for example, criterion-referenced and norm-referenced instruments, traditional standardized and performancebased tests, observation systems and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and

DISPOSITIONS Teachers value and are committed to: 5.3 The belief that students strengths are the basis for growth and their errors are opportunities for learning.

PERFORMANCES Teachers engage in activities to: 5.4 Analyze student performance using multiple sources of data, and to modify future plans and instructional techniques that promote desired student learning outcomes; 5.5 Provide students with constructive feedback on their learning and encourage their use of data and selfassessment strategies to monitor their progress toward

55

development; and 5.2 Measurement theory and assessment-related issues, such as validity, reliability, bias and scoring concerns.

personal goals; 5.6 Accurately document and report assessment data and ongoing student data to parents and professional staff; and 5.7 Enhance their knowledge of learners and evaluate students progress and performance using a variety of formal and informal assessment techniques to modify teaching and learning strategies.

Standard Six - Learning Environment Teachers shall understand individual and group motivation and behavior and shall create a supportive, safe and respectful learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

KNOWLEDGE Teachers know and understand: 6.1 The principles and strategies of effective classroom management that promote positive relationships, cooperation and purposeful learning activities in the classroom; 6.2 How the classroom environment influences learning and promotes positive behavior for all students; and 6.3 How classroom participation supports student commitment.

DISPOSITIONS Teachers value and are committed to: 6.4 The role of students in promoting each others learning and recognize the importance of peer relationships in creating a climate of learning; 6.5 Taking responsibility for establishing a positive climate in the classroom and participation in maintaining such a climate in the school as a whole; and 6.6 The expression and use of democratic values in the classroom.

PERFORMANCES Teachers engage in activities to: 6.7 Maintain a learning community in which students assume responsibility for themselves and one another, participate in decision-making and work collaboratively and independently; 6.8 Create a safe and secure classroom climate for all students, by practicing effective listening and group facilitation skills; 6.9 Create a positive classroom climate which is socially, emotionally and physically safe; 6.10 Establish and maintain appropriate standards of behavior; 6.11 Use instructional time effectively; and 6.12 Prepare students for and monitor independent and group work that allows for full and varied participation of all individuals.

Standard Seven - Special Needs Teachers shall adapt and modify instruction to accommodate the special learning needs of all students.

KNOWLEDGE Teachers know and understand:

DISPOSITIONS Teachers value and are committed to:

PERFORMANCES Teachers engage in activities to:

56

7.1 How to access information regarding applicable laws, rules, regulations and procedural safeguards regarding planning and implementing the individual education program; and 7.2 Available resources related to educational strategies for instruction and methods of teaching to accommodate individual differences and to employ positive behavioral intervention techniques for students with special needs including students with autism and other developmental disabilities; and 7.3 The characteristics of students with special needs.

7.4 The belief that children and adolescents with special needs can learn at high levels and achieve success.

7.5 Apply knowledge of students abilities/disabilities, experiences, talents and prior learning, as well as language, culture, economics, family and community values to positively impact student learning; 7.6 Employ appropriate diagnostic measures and interpret the results to implement strategies that influence learning; 7.7 Participate in the design and implementation of the Individualized Education Program (IEP), where appropriate; through curriculum planning and curricular and instructional modifications, adaptations, and specialized strategies and techniques, including the use of assistive technology; 7.8 Meet the needs of all learners by using a wide range of teaching techniques to accommodate and modify strategies, services and resources, including technology; and inclusive educational practice and collaborative partnerships; and 7.9 Make appropriate provisions, in terms of time and circumstances, for work, task assigned, communication and response modes, for individual students who have particular learning differences or needs

Standard Eight - Communication Teachers shall use knowledge of effective verbal, nonverbal and written communication techniques and the tools of information literacy to foster the use of inquiry, collaboration and supportive interactions.

KNOWLEDGE Teachers know and understand: 8.1 The power of communication in the teaching and learning process.

DISPOSITIONS Teachers value and are committed to: 8.2 Appreciating the cultural dimension of communication, responding appropriately and seeking to foster culturally sensitive communication by and among all students in the class; and 8.3 Being a thoughtful and responsive listener.

PERFORMANCES Teachers engage in activities to: 8.4 Communicate clearly in English, using precise language and appropriate oral and written expressions; 8.5 Assist students individually or as a member of a group to access, evaluate, synthesize and use information effectively to accomplish a specific purpose; 8.6 Use effective verbal and nonverbal techniques which foster individual and collective inquiry; 8.7 Model effective communication strategies and questioning techniques in conveying ideas and stimulating critical thinking; and 8.8 Communicate in a variety of ways that demonstrate a sensitivity to cultural, linguistic, gender and social differences.

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Standard Nine - Collaboration & Partnerships Teachers shall build relationships with parents, guardians, families and agencies in the larger community to support students learning and well-being.

KNOWLEDGE Teachers know and understand: 9.1 The importance of meaningful parent/family involvement in education in addressing the unique student needs and the perspectives to be gained from effective school/home interactions that contribute to high-quality teaching and learning; 9.2 The role of the school within the community and how to utilize diverse partnerships to contribute to student learning and development; and 9.3 How to collaborate with all stakeholders regarding decision-making and the well-being of students while respecting student/family privacy and confidentiality.

DISPOSITIONS Teachers value and are committed to: 9.4 Recognizing the role of parents, guardians and other family members as a childs primary teacher; 9.5 Being concerned about all aspects of the students well-being and working with parents/families to provide diverse opportunities for student success; and 9.6 Being willing to work with parents/families and other professionals to improve the overall learning environment for students.

PERFORMANCES Teachers engage in activities to: 9.7 Identify and utilize family and community resources to foster student learning and provide opportunities for parents to share skills and talents that enrich learning experiences; 9.8 Establish respectful and productive relationships and to develop cooperative partnerships with diverse families, educators and others in the community in support of student learning and well being; and 9.9 Institute parent/family involvement practices that support meaningful communication, parenting skills, enriched student learning, volunteer and decisionmaking opportunities at school and collaboration to strengthen the teaching and learning environment of the school.

Standard Ten - Professional Development Teachers shall participate as active, responsible members of the professional community, engaging in a wide range of reflective practices, pursuing opportunities to grow professionally and establishing collegial relationships to enhance the teaching and learning process.
KNOWLEDGE Teachers know and understand: 10.1 How education research and other methods of inquiry can be used as a means for continuous learning, self assessment and development. DISPOSITIONS Teachers value and are committed to: 10.2 Refining practices that address the needs of all students and the school community; 10.3 Professional reflection, assessment and learning as an ongoing process; and 10.4 Collaboration with colleagues to give and receive help.

PERFORMANCES Teachers engage in activities to: 10.5 Use reflective practice and the Professional Development Standards to set goals for their professional development plans; 10.6 Learn through professional education organizations; and 10.7 Make the entire school a productive learning climate through participation in collegial activities.

Standard Eleven - Professional Responsibility Teachers shall act in accordance with legal and ethical responsibilities and shall use integrity and fairness to promote the success of all students.

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KNOWLEDGE Teachers know and understand: 11.1 Their professional responsibilities as reflected in constitutional provisions, statutes, regulations, policies, and collective negotiations agreements; 11.2 Strategies to foster professional and productive relationships with students and colleagues.

DISPOSITIONS Teachers value and are committed to: 11.3 Recognizing that an educators actions reflect on the status and substance of the profession; 11.4 Upholding the highest standards of professional competence both as a practitioner in the classroom as well as an employee vested with the public trust; 11.5 Recognizing, respecting and upholding the dignity and worth of the students as individual human beings, and therefore dealing with them justly and considerately; and 11.6 Recognizing their obligation to the profession of teaching and not engaging in any conduct contrary to sound professional practice and/or applicable statutes, regulations and policy.

PERFORMANCES Teachers engage in activities to: 11.7 Promote aspects of students well-being by exercising the highest level of professional judgment, and working cooperatively and productively with colleagues and parents to provide a safe, healthy, and emotionally protective learning environment; 11.8 Maintain the confidentiality of information concerning the students obtained in the proper course of the educational process and dispense such information only when prescribed or directed by federal and/or state statutes or accepted professional practice; 11.9 Maintain professional relationships with students and colleagues; 11.10 Provide access to various points of view without deliberate distortion of subject matter; and 11.11 Foster and maintain a school environment which protects students from sexually, physically, verbally, or emotionally harassing behavior by recognizing, understanding, and conducting themselves in a sound and professionally responsible manner.

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CORE CURRICULUM CONTENT STANDARDS

NJ Department of Education Core Curriculum Content Standards (NJCCCS) 2009 Standards for Visual Arts, Comprehensive Health and Physical Education, Science, Social Studies, World Languages, Technology, 21st Century Life and Careers: www.state.nj.us/njded/cccs The Common Core State Standards for English Language Arts and Mathematics: www.corestandards.org/the-standards

SPECIALTY PROFESSIONAL ASSOCIATION (SPA) STANDARDS

The Specialty Professional Association (SPA) standards are professional teaching standards by content area as established by official national organizations. If you have not already done so, please become familiar with the national standards in your subject area. These standards serve as the cornerstone for the national education reform initiative. Each organization has placed a strong emphasis on developing performance benchmarks for grades P-12 that reflect a national perspective on student achievement. You will need to refer to these when planning lessons and units. The SPA standards are grounded in research and best teaching practices. They tap the theoretical and pedagogical knowledge, skills, and dispositions that teacher candidates should be demonstrating when teaching and collaborating with parents and colleagues. Provided below are the web links for professional teaching standards by content area as established by official national organizations. Some of the web sites have a specific link to the standards; for others, you will have to enter the word standards and/or advanced search.
P-3 National Association for the Education of Young Children (P-3) NAEYC: www.naeyc.org Elementary Association for Childhood Education International (Elementary Education) ACEI: www.acei.org Association for Middle Level Education (formerly National Middle School Association NMSA) AMLE: www.amle.org Art English http://www.naea-reston.org http://www.ncte.org

ESL
Foreign Languages Health Math Music Physical Education

http://www.tesol.org http://www.actfl.org
http://www.aahperd.org/aahe/events/accreditation/AAHE-NCATE.cfm http://www.nctm.org http://www.nafme.org http://www.aahperd.org/naspe/standards/nationalStandards/PETEstandards.cfm

Reading Science Social Studies Special Education

http://www.reading.org http://www.nsta.org http://www.ncss.org http://www.cec.sped.org

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NAEYC Early Childhood Professional Preparation Standards

STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING Candidates use their understanding of young childrens characteristics and needs, and of multiple interacting influences on childrens development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. 1a: Knowing and understanding young childrens characteristics and needs 1b: Knowing and understanding the multiple influences on development and learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS Candidates know about, understand, and value the importance and complex characteristics of childrens families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their childrens development and learning. 2a: Knowing about and understanding diverse family and community characteristics 2b: Supporting and engaging families and communities through respectful, reciprocal relationships 2c: Involving families and communities in their childrens development and learning STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to support childrens development and learning. 3a: Understanding the goals, benefits, and uses of assessment 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child 3d: Knowing about assessment partnerships with families and other professionals with professional colleagues STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES TO CONNECT WITH CHILDREN AND FAMILIES Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on childrens ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each childs development and learning. 4a: Understanding positive relationships and supportive interactions as the foundation of their work with children 4b: Knowing and understanding effective strategies and tools for early education 4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches 4d: Reflecting on own practice to promote positive outcomes for each child STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own 61

knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. 5a: Understanding content knowledge and resources in academic disciplines 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines 5c: Using their own knowledge, appropriate early learning STANDARD 6. BECOMING A PROFESSIONAL Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. 6a: Identifying and involving oneself with the early childhood field 6b: Knowing about and upholding ethical standards and other professional guidelines 6c: Engaging in continuous, collaborative learning to inform practice 6d: Integrating knowledgeable, reflective, and critical perspectives on early education 6e: Engaging in informed advocacy for children and the profession STANDARD 7. FIELD EXPERIENCES Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood in at least two of the three early childhood age groups (birth age 3, 3-5, 5-8) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs). 7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth age 3, 35, 5-8) 7b. Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)

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ACEI Elementary Professional Standards

DEVELOPMENT, LEARNING AND MOTIVATION
1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students development, acquisition of knowledge, and motivation.

CURRICULUM

2.1 Reading, Writing, and Oral LanguageCandidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; 2.2 ScienceCandidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science; 2.3 MathematicsCandidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation; 2.4 Social studiesCandidates know, understand, and use the major concepts and modes of inquiry from the social studiesthe integrated study of history, geography, the social sciences, and other related areasto promote elementary students abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world; 2.5 The artsCandidates know, understand, and useas appropriate to their own understanding and skillsthe content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students; 2.6 Health educationCandidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health; 2.7 Physical educationCandidates know, understand, and useas appropriate to their own understanding and skillshuman movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

INSTRUCTION

3.1 Integrating and applying knowledge for instructionCandidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community; 3.2 Adaptation to diverse studentsCandidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students; 3.3 Development of critical thinking and problem solvingCandidates understand and use a variety of teaching strategies that encourage elementary students development of critical thinking and problem solving; 3.4 Active engagement in learningCandidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments; 3.5 Communication to foster collaborationCandidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

ASSESSMENT

4.0 Assessment for instructionCandidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

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PROFESSIONALISM

5.1 Professional growth, reflection, and evaluationCandidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally. 5.2 Collaboration with families, colleagues, and community agencies Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.

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AMLE Association for Middle Level Education Professional Standards

Programmatic Standards 1. Middle Level Courses and Experiences. Institutions preparing middle level teachers have courses and field experiences that specifically and directly address middle level education. 2. Qualified Middle Level Faculty. Institutions preparing middle level teachers employ faculty members who have middle level experience and expertise. Performance-based Standards 1. Young Adolescent Development. Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. 2. Middle Level Philosophy and School Organization. Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components. 3. Middle Level Curriculum and Assessment. Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. 4. Middle Level Teaching Fields. Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents competence in subject matter and skills. 5. Middle Level Instruction and Assessment. Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. 6. Family and Community Involvement. Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents. 7. Middle Level Professional Roles. Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals.
formerly National Middle School Association (NMSA)

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CEC Special Education Professional Standards

Field Experience and Clinical Practices Standard
Special education candidates progress through a series of developmentally sequenced field experiences for the full range of ages, types and levels of abilities, and collaborative opportunities that are appropriate to the license or roles for which they are preparing. These field and clinical experiences are supervised by qualified professionals. Standard 1: Foundations Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. Standard 2: Development and Characteristics of Learners Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN)1. Moreover, special educators understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individuals with ELN. Special educators understand how the experiences of individuals with ELN can impact families, as well as the individuals ability to learn, interact socially, and live as fulfilled contributing members of the community. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. Standard 3: Individual Learning Differences Special educators understand the effects that an exceptional condition2 can have on an individuals learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. Moreover, special educators are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individuals exceptional condition to impact the individuals academic and social abilities, attitudes, values, interests, and career options. The understanding of these learning differences and their possible interactions provide the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with ELN. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.

Content Standards

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Standard 4: Instructional Strategies Special educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote challenging learning results in general and special curricula3 and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan. Beginning special educators demonstrate their mastery this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. Standard 5: Learning Environments and Social Interactions Special educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with ELN. In addition, special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators shape environments to encourage the independence, self-motivation, selfdirection, personal empowerment, and self-advocacy of individuals with ELN. Special educators help their general education colleagues integrate individuals with ELN in regular environments and engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional interventions with individuals with ELN to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with ELN in crisis. Special educators coordinate all these efforts and provide guidance and direction to paraeducators and others, such as classroom volunteers and tutors. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. Standard 6: Language Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individuals experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with ELN. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. Special educators match their communication methods to an individuals language proficiency and cultural and linguistic differences. Special educators provide effective language models, and they use communication strategies and resources to facilitate understanding of subject matter for individuals with ELN whose primary language is not English. Beginning special educators demonstrate their mastery of language for and with individuals with ELN through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. Standard 7: Instructional Planning Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individuals abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as well as the implications of an individuals exceptional condition, guides the special educators selection, adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing analysis of the individuals learning progress. Moreover, special educators facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. Special

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educators are comfortable using appropriate technologies to support instructional planning and individualized instruction. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. Standard 8: Assessment Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. Standard 9: Professional and Ethical Practice Special educators are guided by the professions ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special educators engage in professional activities and participate in learning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice. Special educators understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and their families. Special educators actively plan and engage in activities that foster their professional growth and keep them current with evidencebased best practices. Special educators know their own limits of practice and practice within them. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. Standard 10: Collaboration Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with ELN are addressed throughout schooling. Moreover, special educators embrace their special role as advocate for individuals with ELN. Special educators promote and advocate the learning and well being of individuals with ELN across a wide range of settings and a range of different learning experiences. Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with ELN. Special educators are a resource to their colleagues in understanding the laws and policies relevant to Individuals with ELN. Special educators use collaboration to facilitate the successful transitions of individuals with ELN across settings and services. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core

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Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.

"Individual with exceptional learning needs" is used throughout to include individuals with disabilities and individuals with exceptional gifts and talents. "Exceptional Condition" is used throughout to include both single and co-existing conditions. These may be two or more disabling conditions or exceptional gifts or talents coexisting with one or more disabling condition. "Special Curricula" is used throughout to denote curricular areas not routinely emphasized or addressed in general curricula, e.g., social, communication, motor, independence, self-advocacy.

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NAEA Standards and Skills for Art Teacher Candidates

Visual Art Standards
The following Standards represent the professional judgment of the art education field about the knowledge and skills all visual arts educators should possess in order to provide high-quality instructional studies in the arts for every student. The Standards apply to both elementary and secondary art teachers, as well as arts educators who teach in museums, early-childhood programs, and other community settings. Users of the Standards should be careful to apply the standards that are appropriate for their setting. Content Of Art Standard I: Visual Arts Educators Have a Thorough Understanding of the Visual Arts Visual arts educators: Have strong studio skills and a well-developed understanding of their own art making processes, qualities, and techniques. They are able to express their ideas, feelings, and values through the meaningful creation of artworks using different media, styles, and forms of expression; Make meaningful interpretations and judgments about their own artworks and the works of other artists. They are able to interpret and make meaning of art, and to critically evaluate art through oral and written discourse. They recognize that informed discussion of art is an essential component of art education; Are knowledgeable about the cultural and historical contexts surrounding works of art and visual culture in general. They understand that art and other forms of visual culture communicate, challenge, and shape cultural and social values; Are knowledgeable about aesthetic and artistic purposes of art. They are able to explore philosophical and ethical issues related to the visual arts. They recognize that the making and study of art can be approached from a variety of viewpoints, such as feminism, formalism, postmodernism, and political perspectives; Are knowledgeable about contemporary art and the art world, and recognize the value of studying artworks from popular culture, folk cultures, and various cultural groups; Are knowledgeable about the use of traditional and new technologies within the visual arts. They are cognizant of the roles that digital media and the Internet serve within the visual arts and educational settings; Recognize that art exists in multiple contexts, including museums, galleries, schools, and homes, as well as other settings of public and private life; Are able to organize a safe, interesting, and psychologically positive environment that is conducive to creativity, expression, and making art; and Recognize that learning about the visual arts is a life-long endeavor and is a valuable component of human experience. Knowledge of Students as Learners Standard II: Visual Arts Educators Understand Student Characteristics, Abilities, and Learning Styles Visual arts educators: Demonstrate an understanding of artistic development as a complex multidimensional process affected by psychological, experiential, and social factors. They know that creative instruction can enhance student motivation and curiosity; Recognize the importance of helping students learn how to make, manipulate, and modify symbols as an integral part of the arts education curriculum; Recognize that stages of development in artmaking and response to art are general models, and that each student, regardless of age, progresses on an individual basis in achieving art competencies; Insightfully probe and observe students and student work to understand individual differences that exist in the

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classroom. They respect and value the unique backgrounds, abilities, and interests of all students; and Know the importance of acquiring information about students needs through observations and formal and informal conversations with students, their families, other teachers, counselors, school psychologists, and administrators. They provide opportunities for students to learn content and demonstrate their understanding in a variety of ways. Understanding of Social and Cultural Diversity Standard III: Visual Arts Educators Understand Diverse Social and Cultural Constructions of Identity Visual arts educators: Understand that individuals identities can be shaped by the social and cultural groups to which they belong. Such groups include gender, ethnicity, economic class, sexual identity, and geography, as well as other aspects of identity; Embrace diversity of peoples, philosophies, and cultural histories in instruction, consistently modeling for students the importance of understanding and valuing others; Are aware of and knowledgeable about their students cultural backgrounds; and Are sensitive to differences in artistic and aesthetic responses of students to works of art and to the varying artistic and aesthetic philosophies and values of different cultures. Teaching and Learning Standard IV: Visual Arts Educators Make Informed Selections of Art Content and Curricula Visual arts educators: Develop curricula that address students ability to respond and interpret art content, and to create meaning through artmaking; Understand that individual approaches to artistic problems must be explicitly encouraged and nurtured through thoughtfully developed curriculum and instruction; Promote student experiences in art by equipping students with a knowledge base that includes concepts related to presentation and exhibition as well as historical, critical, and aesthetic concepts; Consider national, state, and local curriculum standards and frameworks while planning strategies for learning and teaching; Make accessible to students the traditional, popular, and contemporary art worlds, and art from a wide range of cultures; and Are familiar with the wide range of curriculum resources produced by museum education departments and professional publishers, and are able to make selections appropriate for their own curricular goals. Standard V: Visual Arts Educators Use Knowledge of Students as Learners to Plan Appropriate Instruction Visual arts educators: Develop a repertoire of teaching strategies appropriate to the needs of all students. They know that students have different cultural backgrounds and learning styles; Know that students may take different paths to the understanding and creation of art and are able to plan instruction that allows for these differences; Help students create, experience, and understand art relevant to their experiences and interests; Provide opportunities for students to work cooperatively as well as individually; and Have high expectations for all students appropriate to individual levels of artistic, cognitive, emotional, moral, physical, and social development. Standard VI: Visual Arts Educators Use Contemporary Technology to Enhance Teaching and Learning

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Visual arts educators: Create curricula that include artmaking in new forms and media; Create learning environments that use current and emerging technologies as instructional and learning tools; and Provide opportunities for students to document and display their artwork through the use of new media. Assessment, Evaluation, and Reflection Standard VII: Visual Arts Educators Conduct Meaningful and Appropriate Assessments of Student Learning Visual arts educators: Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs; Use multiple methods of assessment, both formal and informal, formative and summative, and a range of assessment strategies such as portfolios, journals, class critiques, and discussions; Practice assessment as a joint venture through which both student and teacher understanding is enhanced; Provide opportunities for students to assess their own knowledge and skills and demonstrate an understanding of standards; Ensure that all students have many equal opportunities to display what they know and can do in art; Provide recognition of a variety of student accomplishments and positive habits of mind; and Evaluate student progress in relation to both short- and long-term instructional objectives. Standard VIII: Visual Arts Educators Systematically Reflect on their Own Teaching Practice Visual arts educators: Reflect on their teaching practice to extend their knowledge, improve their teaching, and refine their evolving philosophy of education. They recognize that they will gain expertise with experience and will continue to improve their effectiveness; Are open to new ideas for teaching and continually seek to broaden their teaching skills; Observe and analyze the teaching practices of others, and seek and accept qualified advice and constructive critiques of their teaching practice from arts supervisors, administrators, and colleagues; Evaluate the effectiveness of their instruction on students; and Search for patterns of student accomplishment and behavior in their classrooms that reflect on the impact of their teaching practice. Standard IX: Visual Arts Educators Assess Program Effectiveness Visual arts educators: Formulate questions that address the effectiveness of art programs with regard to program, school, district, and cross-district goals; Know the importance of reporting results of assessments in appropriate ways to students, families, administrators, and the public; and Develop assessment strategies to deal with broad issues of program effectiveness. They use effective forms of communication to convey results to various audiences, including exhibits, portfolios, test scores, and so on. Collaboration, Professional Engagement, and Leadership Standard X: Visual Arts Educators Collaborate with Other Educators Visual arts educators: Identify topics and art resources that can be pursued in an interdisciplinary manner with other educators while maintaining the integrity of each discipline. They encourage colleagues to incorporate the arts as essential

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components of interdisciplinary study; Seek to learn about the pedagogical practices and instructional programs of other educators to collaborate and form interdisciplinary connections to make art an articulated and central part of the school curriculum; and Work to break down stereotypes about art and learning that may exist among administrators, parents, and faculty in other subject areas. Standard XI: Visual Arts Educators Serve Their Schools and Communities Visual arts educators: Are involved and contributing members to the school community, being part of policy committees and educational councils and involved in collaborations with other educators and colleagues at all levels; Provide leadership for administrators, decision makers, policy makers, and other stakeholders about the value of the visual arts in a students comprehensive program of studies; Are willing to work with colleagues to improve and evaluate professional development plans and practices; Take student art into the community where it becomes a positive influence within the community; Work with colleagues in the schools to foster a professional culture that has a significant place for the arts; and Regularly attend art shows in other schools, galleries, universities, and museums and demonstrate the value of working with educators from other schools, districts, colleges and universities, arts organizations, and museums. Standard XII: Visual Arts Educators Continue Their Professional Development throughout Their Careers Visual arts educators: Participate in seminars, workshops, and conferences to further their professional development and encourage colleagues to do the same; Understand the history of the profession and current philosophical foundations of visual arts education; Continually examine their assumptions and thinking about themselves, their students, and the field of visual arts education; Clearly articulate their teaching philosophies and the unique ways in which art learning can contribute to cognitive, emotional, moral, and social growth; Maintain a professional resume and teaching portfolio, and understand the importance of continuing to document their teaching effectiveness throughout their careers; and Remain aware of current research in the field and continually seek out and implement varied instructional strategies. Standard XIII: Visual Arts Educators Contribute to the Growth of Their Profession Visual arts educators: Are active members of associations, museums, and organizations connected to their profession; Continue to develop the capacity to be leaders in various educational and professional roles; Understand the importance of making presentations at professional, school, parent, and community meetings; Contribute to the literature of the profession; and Serve as peer coaches or mentors to student teachers, new teachers, and other colleagues.

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NCTE Secondary English Professional Standards

1.0 ELA Candidate Program Structure

Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for preservice English language arts teachers. AS A RESULT, CANDIDATES 1.1 Complete a program of study reflecting a frame-work that encompasses both the content and practice appropriate for ELA teachers; 1.2 Explore both theory and practice in their ELA preparation and meet performance requirements in a range of field experiences, including a minimum of ten weeks of student teaching in ELA classrooms, that are supervised and assessed as a part of the overall preparation program by ELA licensed teachers; 1.3 Work with college, university, and school faculty in English and education who demonstrate through the courses they teach and their professional development activities that they are current in their content knowledge and in their practice of effective pedagogy and attitudes appropriate to preparing ELA teachers; 1.4 Meet performance criteria within an assessment system that assesses candidates' performances at appropriate transition points throughout the ELA program;

2.0 ELA Candidate Attitudes

Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, CANDIDATES 2.1 Create an inclusive and supportive learning environment in which all students can engage in learning; 2.2 Use ELA to help their students become familiar with their own and others cultures; 2.3 Demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates; 2.4 Use practices designed to assist students in developing habits of critical thinking and judgment; 2.5 Make meaningful connections between the ELA curriculum and developments in culture, society, and education; 2.6 Engage their students in activities that demonstrate the role of arts and humanities in learning; 3.0 ELA Candidate Knowledge Candidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. 3.1 Candidates demonstrate knowledge of, and skills in the use of, the English language. AS A RESULT, CANDIDATES 3.1.1 Use knowledge of students' language acquisition and development as a basis for designing appropriate learning activities that promote student learning; 3.1.2 Demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated in their own learning and in their students learning of ELA; 3.1.3 Demonstrate an awareness in their teaching of the impact of cultural, economic, political, and social environments on language; 3.1.4 Know and respect diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles and show attention to accommodating such diversity in their teaching; 3.1.5 Demonstrate knowledge of the evolution of the English language and the historical influences on its various forms and use this knowledge in their teaching; 3.1.6 Use their knowledge of English grammars in teaching students both oral and written forms of the language;

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3.1.7 Use their knowledge of semantics, syntax, morphology, and phonology in teaching their students how to use oral and written language; 3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy. AS A RESULT, CANDIDATES 3.2.1 Use their understanding of the influence of language and visual images on thinking and composing in their own work and in their teaching; 3.2.2 Use writing, speaking, and observing as major forms of inquiry, reflection, and expression in their coursework and teaching; 3.2.3 Use composing processes in creating various forms of oral, visual, and written literacy of their own and engage students in these processes; 3.2.4 Demonstrate, through their own learning and teaching, how writing, visual images, and speaking can effectively perform a variety of functions for varied audiences and purposes; 3.2.5 Demonstrate their knowledge of language structure and conventions by creating and critiquing their own print and nonprint texts and by assisting their students in such activities; 3.3 Candidates demonstrate their knowledge of reading processes. AS A RESULT, 3.3.1 Respond to and interpret, in varied ways, what is read, teaching their students how to do this as well; 3.3.2 Discover and create meaning from texts and guide students in the same processes; 3.3.3 Use a wide variety of strategies to comprehend, interpret, evaluate, and appreciate texts and teach those strategies to students; 3.4 Candidates demonstrate knowledge of different composing processes. AS A RESULT, CANDIDATES 3.4.1 Use a variety of writing strategies to generate meaning and clarify understanding and draw upon that knowledge and skill in their teaching; 3.4.2 Produce different forms of written discourse and understand how written discourse can influence thought and action; 3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature. AS A RESULT, CANDIDATES Know and use a variety of teaching applications for: 3.5.1 Works representing a broad historical and contemporary spectrum of United States, British, and world, including non-Western, literature; Know and use a variety of teaching applications for: 3.5.2 Works from a wide variety of genres and cultures, works by female authors, and works by authors of color; Works from a wide variety of genres and cultures, works by female authors, and works by authors of color; Know and use a variety of teaching applications for: 3.5.3 Numerous works specifically written for older children and younger adults; Know and use a variety of teaching applications for: 3.5.4 A range of works of literary theory and criticism; 3.6 Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture. AS A RESULT, CANDIDATES 3.6.1 Understand how media can influence constructions of a texts meaning, and how experiencing various media can enhance students' composing processes, communication, and learning; 3.6.2 Show an ability to construct meaning from media and nonprint texts, and to assist students in learning these processes; 3.6.3 Incorporate technology and print/nonprint media into their own work and instruction; 3.7 Candidates demonstrate knowledge of research theory and findings in English language arts. AS A RESULT, CANDIDATES 3.7.1 Use major sources of research and theory related to English language arts to support their teaching decisions; 3.7.2 Use teacher-researcher models of classroom inquiry to inform their own study and teaching;

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4.0 ELA Candidate Pedagogy Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, CANDIDATES 4.1 Examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts; 4.2 Align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work; 4.3 Integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students; 4.4 Create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability; 4.5 Engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms; 4.6 Engage students in critical analysis of different media and communications technologies; 4.7 Engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication; 4.8 Engage students in making meaning of texts through personal response; 4.9 Demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts; 4.10 Integrate assessment consistently into instruction by: Using a variety of formal and informal assessment activities and instruments to evaluate processes and products; Creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences;

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NCTM Math Professional Standards

Standards for Secondary Standard 1: Knowledge of Mathematical Problem Solving Candidates know, understand, and apply the process of mathematical problem solving. Indicators 1.1 Apply and adapt a variety of appropriate strategies to solve problems. 1.2 Solve problems that arise in mathematics and those involving mathematics in other contexts. 1.3 Build new mathematical knowledge through problem solving. 1.4 Monitor and reflect on the process of mathematical problem solving. Standard 2: Knowledge of Reasoning and Proof Candidates reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical rigor and inquiry. Indicators 2.1 Recognize reasoning and proof as fundamental aspects of mathematics. 2.2 Make and investigate mathematical conjectures. 2.3 Develop and evaluate mathematical arguments and proofs. 2.4 Select and use various types of reasoning and methods of proof. Standard 3: Knowledge of Mathematical Communication Candidates communicate their mathematical thinking orally and in writing to peers, faculty, and others. Indicators 3.1 Communicate their mathematical thinking coherently and clearly to peers, faculty, and others. 3.2 Use the language of mathematics to express ideas precisely. 3.3 Organize mathematical thinking through communication. 3.4 Analyze and evaluate the mathematical thinking and strategies of others. Standard 4: Knowledge of Mathematical Connections Candidates recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding. Indicators 4.1 Recognize and use connections among mathematical ideas. 4.2 Recognize and apply mathematics in contexts outside of mathematics. 4.3 Demonstrate how mathematical ideas interconnect and build on one another to produce a coherent whole. Standard 5: Knowledge of Mathematical Representation Candidates use varied representations of mathematical ideas to support and deepen students mathematical understanding. Indicators 5.1 Use representations to model and interpret physical, social, and mathematical phenomena. 5.2 Create and use representations to organize, record, and communicate mathematical ideas. 5.3 Select, apply, and translate among mathematical representations to solve problems. Standard 6: Knowledge of Technology Candidates embrace technology as an essential tool for teaching Standards for Middle Level Standard 1: Knowledge of Mathematical Problem Solving Candidates know, understand, and apply the process of mathematical problem solving. Indicators 1.1 Apply and adapt a variety of appropriate strategies to solve problems. 1.2 Solve problems that arise in mathematics and those involving mathematics in other contexts. 1.3 Build new mathematical knowledge through problem solving. 1.4 Monitor and reflect on the process of mathematical problem solving. Standard 2: Knowledge of Reasoning and Proof Candidates reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical rigor and inquiry. Indicators 2.1 Recognize reasoning and proof as fundamental aspects of mathematics. 2.2 Make and investigate mathematical conjectures. 2.3 Develop and evaluate mathematical arguments and proofs. 2.4 Select and use various types of reasoning and methods of proof. Standard 3: Knowledge of Mathematical Communication Candidates communicate their mathematical thinking orally and in writing to peers, faculty, and others. Indicators 3.1 Communicate their mathematical thinking coherently and clearly to peers, faculty, and others. 3.2 Use the language of mathematics to express ideas precisely. 3.3 Organize mathematical thinking through communication. 3.4 Analyze and evaluate the mathematical thinking and strategies of others. Standard 4: Knowledge of Mathematical Connections Candidates recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding. Indicators 4.1 Recognize and use connections among mathematical ideas. 4.2 Recognize and apply mathematics in contexts outside of mathematics. 4.3 Demonstrate how mathematical ideas interconnect and build on one another to produce a coherent whole. Standard 5: Knowledge of Mathematical Representation Candidates use varied representations of mathematical ideas to support and deepen students mathematical understanding. Indicators 5.1 Use representations to model and interpret physical, social, and mathematical phenomena. 5.2 Create and use representations to organize, record, and communicate mathematical ideas. 5.3 Select, apply, and translate among mathematical representations to solve problems. Standard 6: Knowledge of Technology Candidates embrace technology as an essential tool for

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and learning mathematics. Indicator 6.1 Use knowledge of mathematics to select and use appropriate technological tools, such as but not limited to, spreadsheets, dynamic graphing tools, computer algebra systems, dynamic statistical packages, graphing calculators, data-collection devices, and presentation software. Standard 7: Dispositions Candidates support a positive disposition toward mathematical processes and mathematical learning. Indicators 7.1 Attention to equity 7.2 Use of stimulating curricula 7.3 Effective teaching 7.4 Commitment to learning with understanding 7.5 Use of various assessments 7.6 Use of various teaching tools including technology Standard 8: Knowledge of Mathematics Pedagogy Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning. Indicators 8.1 Selects, uses, and determines suitability of the wide variety of available mathematics curricula and teaching materials for all students including those with special needs such as the gifted, challenged and speakers of other languages. 8.2 Selects and uses appropriate concrete materials for learning mathematics. 8.3 Uses multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students mathematical knowledge. 8.4 Plans lessons, units and courses that address appropriate learning goals, including those that address local, state, and national mathematics standards and legislative mandates. 8.5 Participates in professional mathematics organizations and uses their print and on-line resources. 8.6 Demonstrates knowledge of research results in the teaching and learning of mathematics. 8.7 Uses knowledge of different types of instructional strategies in planning mathematics lessons. 8.8 Demonstrates the ability to lead classes in mathematical problem solving and in developing in-depth conceptual understanding, and to help students develop and test generalizations. 8.9 Develop lessons that use technologys potential for building understanding of mathematical concepts and developing important mathematical ideas. Standard 9: Knowledge of Number and Operation Candidates demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing number, relationships among number and number systems, and meanings of operations. Indicators 9.1 Analyze and explain the mathematics that underlies the procedures used for operations involving integers, rational, real, and complex numbers. 9.2 Use properties involving number and operations, mental computation, and computational estimation. 9.3 Provide equivalent representations of fractions, decimals, and percents.

teaching and learning mathematics. Indicator 6.1 Use knowledge of mathematics to select and use appropriate technological tools, such as but not limited to, spreadsheets, dynamic graphing tools, computer algebra systems, dynamic statistical packages, graphing calculators, data-collection devices, and presentation software. Standard 7: Dispositions Candidates support a positive disposition toward mathematical processes and mathematical learning. Indicators 7.1 Attention to equity 7.2 Use of stimulating curricula 7.3 Effective teaching 7.4 Commitment to learning with understanding 7.5 Use of various assessments 7.6 Use of various teaching tools including technology Standard 8: Knowledge of Mathematics Pedagogy Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning. Indicators 8.1 Selects, uses, and determines suitability of the wide variety of available mathematics curricula and teaching materials for all students including those with special needs such as the gifted, challenged and speakers of other languages. 8.2 Selects and uses appropriate concrete materials for learning mathematics. 8.3 Uses multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students mathematical knowledge. 8.4 Plans lessons, units and courses that address appropriate learning goals, including those that address local, state, and national mathematics standards and legislative mandates. 8.5 Participates in professional mathematics organizations and uses their print and on-line resources. 8.6 Demonstrates knowledge of research results in the teaching and learning of mathematics. 8.7 Uses knowledge of different types of instructional strategies in planning mathematics lessons. 8.8 Demonstrates the ability to lead classes in mathematical problem solving and in developing in-depth conceptual understanding, and to help students develop and test generalizations. 8.9 Develop lessons that use technologys potential for building understanding of mathematical concepts and developing important mathematical ideas. Standard 9: Knowledge of Number and Operation Candidates demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing number, relationships among number and number systems, and meanings of operations. Indicators 9.1 Develop the mathematics that underlies the procedures used for operations involving whole numbers, integers, and rational numbers. 9.2 Use properties involving number and operations, mental computation, and computational estimation. 9.3 Provide equivalent representations of fractions, decimals, and percents.

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9.4 Create, solve, and apply proportions. 9.5 Apply the fundamental ideas of number theory. 9.6 Make sense of large and small numbers and use scientific notation. 9.7 Compare and contrast properties of numbers and number systems. 9.8 Represent, use, and apply complex numbers. 9.9 Recognize matrices and vectors as systems that have some of the properties of the real number system. 9.10 Demonstrate knowledge of the historical development of number and number systems including contributions from diverse cultures. Standard 10: Knowledge of Different Perspectives on Algebra Candidates emphasize relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change. Indicators 10.1 Analyze patterns, relations, and functions of one and two variables. 10.2 Apply fundamental ideas of linear algebra. 10.3 Apply the major concepts of abstract algebra to justify algebraic operations and formally analyze algebraic structures. 10.4 Use mathematical models to represent and understand quantitative relationships. 10.5 Use technological tools to explore algebraic ideas and representations of information and in solving problems. 10.6 Demonstrate knowledge of the historical development of algebra including contributions from diverse cultures. Standard 11: Knowledge of Geometries Candidates use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties. Indicators 11.1Demonstrate knowledge of core concepts and principles of Euclidean and non-Euclidean geometries in two and three dimensions from both formal and informal perspectives. 11.2 Exhibit knowledge of the role of axiomatic systems and proofs in geometry. 11.3 Analyze characteristics and relationships of geometric shapes and structures. 11.4 Build and manipulate representations of two- and threedimensional objects and visualize objects from different perspectives. 11.5 Specify locations and describe spatial relationships using coordinate geometry, vectors, and other representational systems. 11.6 Apply transformations and use symmetry, similarity, and congruence to analyze mathematical situations. 11.7 Use concrete models, drawings, and dynamic geometric software to explore geometric ideas and their applications in realworld contexts. 11.8 Demonstrate knowledge of the historical development of Euclidean and non-Euclidean geometries including contributions from diverse cultures. Standard 12: Knowledge of Calculus Candidates demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in the techniques and application of the calculus. Indicators 12.1 Demonstrate a conceptual understanding of and procedural facility with basic calculus concepts. 12.2 Apply concepts of function, geometry, and trigonometry in solving problems involving calculus.

9.4 Create, solve, and apply proportions. 9.5 Apply the fundamental ideas of number theory. 9.6 Make sense of large and small numbers and use scientific notation. 9.7 Analyze and explain the distinctions among whole numbers, integers, rational numbers, and real numbers and whether or not the field axioms hold. 9.8 Demonstrate knowledge of the historical development of number and number systems including contributions from diverse cultures. Standard 10: Knowledge of Different Perspectives on Algebra Candidates emphasize relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change. Indicators 10.1 Explore, analyze, and represent patterns, relations, and functions. 10.2 Represent and analyze mathematical structures. 10.3 Investigate equality, equations, and proportional relationships. 10.4 Use mathematical models to represent quantitative relationships. 10.5 Analyze change in various contexts. 10.6 Demonstrate knowledge of the historical development of algebra including contributions from diverse cultures. Standard 11: Knowledge of Geometries Candidates use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties. Indicators 11.1 Demonstrate knowledge of core concepts and principles of Euclidean geometry in two and three dimensions. 11.2 Exhibit knowledge of informal proof. 11.3 Build and manipulate representations of two- and threedimensional objects and perceive an object from different perspectives. 11.4 Specify locations and describe spatial relationships using coordinate geometry. 11.5 Analyze properties and relationships of geometric shapes and structures. 11.6 Apply transformation and use congruence, similarity, and line or rotational symmetry. 11.7 Demonstrate knowledge of the historical development of Euclidean and non-Euclidean geometries including contributions from diverse cultures.

Standard 12: Knowledge of Calculus Candidates demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in the techniques and application of the calculus. Indicators 12.1 Demonstrate a conceptual understanding of basic calculus concepts. 12.2 Demonstrate knowledge of the historical development of calculus including contributions from diverse cultures.

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12.3 Use the concepts of calculus and mathematical modeling to represent and solve problems taken from real-world contexts. 12.4 Use technological tools to explore and represent fundamental concepts of calculus. 12.5 Demonstrate knowledge of the historical development of calculus including contributions from diverse cultures. Standard 13: Knowledge of Discrete Mathematics Candidates apply the fundamental ideas of discrete mathematics in the formulation and solution of problems. Indicators 13.1 Demonstrate knowledge of basic elements of discrete mathematics such as graph theory, recurrence relations, finite difference approaches, linear programming, and combinatorics. 13.2 Apply the fundamental ideas of discrete mathematics in the formulation and solution of problems arising from real-world situations. 13.3 Use technological tools to solve problems involving the use of discrete structures and the application of algorithms. 13.4 Demonstrate knowledge of the historical development of discrete mathematics including contributions from diverse cultures. Standard 14: Knowledge of Data Analysis, Statistics, and Probability Candidates demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability. Indicators 14.1 Design investigations, collect data, and use a variety of ways to display data and interpret data representations that may include bivariate data, conditional probability and geometric probability. 14.2 Use appropriate methods such as random sampling or random assignment of treatments to estimate population characteristics, test conjectured relationships among variables, and analyze data. 14.3 Use appropriate statistical methods and technological tools to describe shape and analyze spread and center. 14.4 Use statistical inference to draw conclusions from data. 14.5 Identify misuses of statistics and invalid conclusions from probability. 14.6 Draw conclusions involving uncertainty by using hands-on and computer-based simulation for estimating probabilities and gathering data to make inferences and conclusions. 14.7 Determine and interpret confidence intervals. 14.8 Demonstrate knowledge of the historical development of statistics and probability including contributions from diverse cultures. Standard 15: Knowledge of Measurement Candidates apply and use measurement concepts and tools. Indicators 15.1 Recognize the common representations and uses of measurement and choose tools and units for measuring. 15.2 Apply appropriate techniques, tools, and formulas to determine measurements and their application in a variety of contexts. 15.3 Completes error analysis through determining the reliability of the numbers obtained from measures. 15.4 Demonstrate knowledge of the historical development of measurement and measurement systems including contributions from diverse cultures. Standard 16: Field-Based Experiences Candidates complete field-based experiences in mathematics classrooms. Indicators

Standard 13: Knowledge of Discrete Mathematics Candidates apply the fundamental ideas of discrete mathematics in the formulation and solution of problems. Indicators 13.1 Demonstrate a conceptual understanding of the fundamental ideas of discrete mathematics such as finite graphs, trees and combinatorics. 13.2 Use technological tools to apply the fundamental concepts of discrete mathematics. 13.3 Demonstrate knowledge of the historical development of discrete mathematics including contributions from diverse cultures. Standard 14: Knowledge of Data Analysis, Statistics, and Probability Candidates demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability. 14.1 Design investigations, collect data through random sampling or random assignment to treatments, and use a variety of ways to display the data and interpret data representations. 14.2 Draw conclusions involving uncertainty by using handson and computer-based simulation for estimating probabilities and gathering data to make inferences and decisions. 14.3 Identify misuses of statistics and invalid conclusions from probability. 14.4 Use appropriate statistical methods and technological tools to analyze data and describe shape, spread, and center. 14.5 Investigate, interpret, and construct representations for conditional probability, geometric probability, and for bivariate data. 14.6 Demonstrate knowledge of the historical development of probability and statistics including contributions from diverse cultures.

Standard 15: Knowledge of Measurement Candidates apply and use measurement concepts and tools. Indicators 15.1 Recognize measurement attributes and their effect on the choice of appropriate tools and units. 15.2 Apply techniques, tools, and formulas to determine measurements. 15.3 Employ estimation as a way of understanding measurement units and processes. 15.4 Completes error analysis through determining the reliability of the numbers obtained from measurement. 15.5 Demonstrate knowledge of the historical development of measurement and measurement systems including contributions from diverse cultures. Standard 16: Field-Based Experiences Candidates complete field-based experiences in mathematics classrooms. Indicators

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16.1 Engage in a sequence of planned opportunities prior to student teaching that includes observing and participating in both middle and secondary mathematics classrooms under the supervision of experienced and highly qualified teachers. 16.2 Experience full-time student teaching in secondary mathematics that is supervised by a highly qualified teacher and a university or college supervisor with secondary mathematics teaching experience. 16.3 Demonstrate the ability to increase students knowledge of mathematics.

16.1 Engage in a sequence of planned opportunities prior to student teaching that includes observing and participating in middle grades mathematics classrooms under the supervision of experienced and highly qualified teachers. 16.2 Experience full-time student teaching in middle grades mathematics that is supervised by an experienced and highly qualified teacher and a university or college supervisor with middle grades mathematics teaching experience.

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NAfME National Association for Music Education

National Board for Professional Teaching Standards (NBPTS) www.nbpts.org
I. Knowledge of Students: Accomplished music teachers understand the cognitive, physical, and social development of students and know their musical background; they use this knowledge to foster productive relationships with students and to provide music instruction that meets their needs. II. Knowledge of and Skills in Music: Accomplished music teachers consistently demonstrate outstanding performance and musicianship skills; comprehensive knowledge of music theory and history; and highly specialized knowledge in general, choral, or instrumental music as they provide students with high-quality, sequential instruction in music. III. Planning and Implementing Assessment: Accomplished music teachers plan and implement assessments, use assessment data in planning subsequent instruction, and employ a variety of methods to evaluate and report student progress. IV. Facilitating Music Learners: Accomplished music teachers employ materials, methods, and strategies that engage students interest and facilitate music learning. They have highly specialized knowledge in choral, instrumental, or general music as they provide students with high-quality, sequential instruction in music. V. Learning Environments: Accomplished music teachers create and foster dynamic learning environments that are characterized by trust, risk taking, independence, collaboration, and high expectations for all students. VI. Valuing Diversity: Accomplished music teachers value the diverse backgrounds, abilities, and perspectives of their students and provide a music curriculum that is inclusive of all students and rich in musical diversity. VII. Collaboration: Accomplished music teachers understand and value the distinctive role of families, colleagues, the community, and others in the music education process and continually seek opportunities to build partnerships with them. VII. Reflection Professional Growth, and Professional Contribution: Accomplished music teachers reflect on their teaching, students performances, and developments in their field to extend their knowledge steadily, improve their teaching, and refine their philosophy of music education; they contribute to the growth of their colleagues, their schools, and their field.

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NSTA Standards for Science Professional Standards

1. Content. Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations. To show that they are prepared in content, teachers of science must demonstrate that they (a) understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association; (b) understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards; (c) understand and can successfully convey to students important personal and technological applications of science in their fields of licensure; (d) understand research and can successfully design, conduct, report evaluate investigations in science (e); and understand and can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure. 2. Nature of Science. Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. They enable students to distinguish science from non-science, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. To show they are prepared to teach the nature of science, teachers of science must demonstrate that they: (a) understand the historical and cultural development of science and the evolution of knowledge in their discipline; (b) understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world; (c) engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science 3. Inquiry. Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences. To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they: (a) understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge; (b) engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. 4. Issues. Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society. They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values. To show that they are prepared to engage students in studies of issues related to science, teachers of science must demonstrate that they: (a) understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues; (b) engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.

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5. General Skills of Teaching. Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that they (a) vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding; (b) successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds; (c) successfully organize and engage students in collaborative learning using different student group learning strategies; (d) successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science; (e) understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students; and (f) create and maintain a psychologically and socially safe and supportive learning environment. 6. Curriculum. Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards. They begin with the end in mind and effectively incorporate contemporary practices and resources into their planning and teaching. To show that they are prepared to plan and implement an effective science curriculum, teachers of science must demonstrate that they (a) understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards; and (b) plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students. 7. Science in the Community. Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching. They actively engage students in sciencerelated studies or activities related to locally important issues. To show that they are prepared to relate science to the community, teachers of science must demonstrate that they: (a) identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science; (b) involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community. 8. Assessment. Teachers of science construct and use effective assessment strategies to determine the backgrounds and achievements of learners and facilitate their intellectual, social, and personal development. They assess students fairly and equitably, and require that students engage in ongoing self-assessment. To show that they are prepared to use assessment effectively, teachers of science must demonstrate that they (a) use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students; (b) use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process; and (c) use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work. 9. Safety and Welfare. Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living

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things used in the classroom or found in the field. To show that they are prepared, teachers of science must demonstrate that they (a) understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials; (b) know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction; (c) know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students; and (d) treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use. 10. Professional Growth. Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment. To show their disposition for growth, teachers of science must demonstrate that they (a) engage actively and continuously in opportunities for professional learning and leadership that reach beyond minimum job requirements; (b) reflect constantly upon their teaching and identify ways and means through which they may grow professionally; (c) use information from students, supervisors, colleagues and others to improve their teaching and facilitate their professional growth; and (d) interact effectively with colleagues, parents, and students; mentor new colleagues; and foster positive relationships with the community.

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NCSS Secondary Social Studies Professional Standards

1.1 Culture and Cultural Diversity. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of culture and cultural diversity. 1.2 Time, Continuity, and Change. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of time, continuity, and change. 1.3 People, Places, and Environment. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of people, places, and environment. 1.4 Individual Development and Identity. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individual development and identity. 1.5 Individuals, Groups and Institutions. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individuals, groups, and institutions. 1.6 Power, Authority, and Governance. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of power, authority and governance. 1.7 Production, Distribution, and Consumption. Candidates in social studies should possess the knowledge, capabilities, and disposition to organize and provide instruction at the appropriate school level for the study of production, distribution, and consumption of goods and services. 1.8 Science, Technology and Society. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology and society. 1.9 Global Connections. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of global connections and interdependence. 1.10 Civic Ideals and Practices. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civic ideals and practices.

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ACTFL Secondary Language Professional Standards

1. Language, Linguistics, Comparisons. Candidates (a) demonstrate a high level of proficiency in the target language, and they seek opportunities to strengthen their; (b) know the linguistic elements of the target language system, recognize the changing nature of language, and accommodate for gaps in their own knowledge of the target language system by learning on their own; and (c) know the similarities and differences between the target language and other languages, identify the key differences in varieties of the target language, and seek opportunities to learn about varieties of the target language on their own. 2. Cultures, Literatures, Cross-Disciplinary Concepts. Candidates (a) demonstrate that they understand the connections among the perspectives of a culture and its practices and products, and they integrate the cultural framework for foreign language standards into their instructional practices; (b) recognize the value and role of literary and cultural texts and use them to interpret and reflect upon the perspectives of the target cultures over time; and (c) integrate knowledge of other disciplines into foreign language instruction and identify distinctive viewpoints accessible only through the target language. 3. Language Acquisition Theories and Instructional Practices. Candidates (a) demonstrate an understanding of language acquisition at various developmental levels and use this knowledge to create a supportive classroom learning environment that includes target language input and opportunities for negotiation of meaning and meaningful interaction and (b) develop a variety of instructional practices that reflect language outcomes and articulated program models and address the needs of diverse language learners. 4. Integration of Standards into Curriculum and Instruction. Candidates (a) demonstrate an understanding of the goal areas and standards of the Standards for Foreign Language Learning and their state standards, and they integrate these frameworks into curricular planning; (b) integrate the Standards for Foreign Language Learning and their state standards into language instruction; and (c) use standards and curricular goals to evaluate, select, design, and adapt instructional resources. 5. Assessment of Language and Cultures. Candidates (a) believe that assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and levelappropriate by implementing purposeful measures; (b) reflect on the results of student assessments, adjust instruction accordingly, analyze the results of assessments, and use success and failure to determine the direction of instruction; and (c) interpret and report the results of student performances to all stakeholders and provide opportunity for discussion. 6. Professionalism. Candidates (a) engage in professional development opportunities that strengthen their own linguistic and cultural competence and promote reflection on practice and (b) know the value of foreign language learning to the overall success of all students and understand that they will need to become advocates with students, colleagues, and members of the community to promote the field.

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TESOL Teacher of English to Speakers of Other Languages Standards

Standard Standard 1: Language Standard 1.a. Describing Language 1.a.1 1.a.2 1.a.3 1.a.4 1.a.5 Description Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students language and literacy development and content area achievement. Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading, and writing for social and academic purposes. Apply knowledge of phonology (the sound system) to help ESOL students develop oral, reading, and writing (including spelling) skills in English. Apply knowledge of morphology (the structure of words) to assist ESOL students development of oral and literacy skills in English. Apply knowledge of syntax (phrase and sentence structure) to assist ESOL students in developing written and spoken English. Apply understanding of semantics (word/sentence meaning) to assist ESOL students in acquiring and productively using a wide range of vocabulary in English. Apply knowledge of pragmatics (the effect of context on language) to help ESOL students communicate effectively and use English appropriately for a variety of purposes in spoken and written language, and in formal and informal settings. Demonstrate ability to help ESOL students develop social and academic language skills in English. Demonstrate ability to help ESOL students acquire a range of genres, rhetorical and discourse structures, and writing conventions in English. Demonstrate understanding of the nature and value of World Englishes and dialect variation, and build on the language that ESOL students bring in order to extend their linguistic repertoire. Locate and use linguistic resources to learn about the structure of English and of students home languages. Demonstrate proficiency in English and serve as a good language model for ESOL students. Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings. Provide rich exposure to English. Provide comprehensible input and scaffolding. Provide opportunities for meaningful interaction Create a secure, positive, and motivating learning environment. Understand and apply current theories and research in language and literacy development. Recognize and build on the processes and stages of English language and literacy development. Understand and apply knowledge of socio-cultural and political variables to facilitate the process of learning English. Understand and apply knowledge of socio-cultural and political variables to facilitate the process of learning English. Understand and apply knowledge of the role of individual learner variables in the process of learning English. Provide appropriate instruction and feedback. Help ESOL students to communicate in socially and culturally appropriate ways. Help ESOL students develop academic language proficiency. Help ESOL students develop effective language learning strategies.

1.a.6 1.a.7 1.a.8

1.a.9 1.a.10 Standard 1.b. Language Acquisition and Development 1.b.1 1.b.2 1.b.3 1.b.4 1.b.5 1.b.6 1.b.7 1.b.8 1.b.9 1.b.10 1.b.11 1.b.12 1.b.13

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Standard 2: Culture

Standard 2.a. Nature and Role of Culture 2.a.1 2.a.2 2.a.3 2.a.4 Standard 2.b. Cultural Groups and Identity 2.b.1 2.b.2 2.b.3 2.b.4 2.b.5 Standard 3: Planning, Implementing, and Managing Instruction Standard 3.a. Planning for Standards-Based ESL and Content Instruction 3.a.1 3.a.2 3.a.3 3.a.4 Standard 3.b. Managing and Implementing Standards-Based ESL and Content Instruction 3b.1

3.b.2 3.b.3 3.b.4

Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students cultural identities, language and literacy development, and content area achievement. Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students learning. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning ESL. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination to ESL teaching and learning. Understand and apply knowledge about home/school communication to enhance ESL teaching and build partnerships with ESOL families. Understand and apply concepts about the interrelationship between language and culture. Candidates know, understand, and use knowledge of how cultural groups and students cultural identities affect language learning and school achievement. Use a range of resources, including the Internet, to learn about world cultures and cultures of students in their classrooms and apply that learning to instruction. Understand and apply knowledge about how an individuals cultural identity affects their ESL learning and how levels of cultural identity will vary widely among students. Understand and apply knowledge about cultural conflicts and home-area events that can have an impact on ESOL students learning. Understand and apply knowledge about the impact of students socioeconomic status, race, religion, class, national origin, disability, and gender on learning and teaching ESL. Understand and apply knowledge of U.S. immigration history and patterns in teaching ESL. Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective English language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum. Plan standards-based ESL and content instruction. Create environments that promote standards-based language learning in supportive, accepting classrooms and schools. Plan students learning experiences based on assessment of language proficiency and prior knowledge. Provide for particular needs of students with limited formal schooling (LFS) in their L1. Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together. Organize learning around standards-based subject matter and language learning objectives. Candidates are familiar with standards relevant to ESL and content instruction at the national, state, and local levels. Candidates provide standards-based ESL and content instruction from relevant national, state, and local frameworks. Candidates aid their colleagues in teaching from a standards-based perspective that meets national, state, and local objectives. Incorporate activities, tasks, and assignments that develop authentic uses of language, as students learn about content-area material. Provide activities and materials that integrate listening, speaking, reading, and writing. Develop students listening skills for a variety of academic and social purposes.

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3.b.5 3.b.6 3.b.7 3.b.8 Standard 3.c Using Resources Effectively in ESL and Content Instruction 3.c.1 3.2.2 3.c.3 3.c.4 3.c.5 Standard 4: Assessment Standard 4.a Issues of Assessment for ESL

Develop students speaking skills for a variety of academic and social purposes. Provide standards-based instruction that builds upon students oral English to support. Provide standards-based reading instruction adapted to ESOL learners. Provide standards-based writing instruction adapted to ESOL learners. Develop students writing through a range of activities, from sentence formation to expository writing. Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.

4.a.1 4.a.2 4.a.3 4.a.4 Standard 4.b Language Proficiency Assessment 4.b.1 4.b.2 4.b.3 4.b.4 4.b.5 Standard 4.c Classroom-Based Assessment for ESL 4.c.1 4.c.2 4.c.3

Select, adapt, and use culturally responsive, age appropriate, and linguistically accessible materials. Select materials and other resources that are appropriate to students developing language and content area abilities, including appropriate use of L1. Employ an appropriate variety of materials for language learning, including books, visual aids, props, and regalia. Use appropriate technological resources to enhance language and content-area instruction for ESOL students (e.g., Web, software, computers, and related devices). Use software and Internet resources effectively in ESL and content instruction. Candidates understand issues of assessment and use standards-based assessment measures with ESOL students. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning. Demonstrate an understanding of the purposes of assessment as they relate to ESOL learners and use results appropriately. Demonstrate an understanding of the quality indicators of assessment instruments. Demonstrate understanding of the limitations of assessment situations and make accommodations for ESOL students. Distinguish between a language difference, gifted and talented, and special education needs for ESOL students. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students Understand and implement national and state requirements for identification, reclassification, and exit of ESOL students from language support programs. Understand, develop, and use norm referenced assessments appropriately with ESOL learners. Understand, develop, and use criterion-referenced assessments appropriately with ESOL learners. Understand, construct, and use assessment measures for a variety of purposes for ESOL students. Assess ESOL learners language skills and communicative competence using multiple sources of information. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction. Use performance-based assessment tools and tasks that measure ESOL learners progress toward state and national standards. Use various instruments and techniques to assess content-area learning (e.g., math, science, social studies) for ESOL learners at varying levels of language and literacy development. Prepare ESOL students to use self- and peer-assessment techniques when appropriate.

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Standard 5: Professionalism

Standard 5.a. ESL Research and History 5.a.1 5.a.2 Standard 5.b. Partnerships and Advocacy 5.b.1 5.b.2 5.b.3 Standard 5.c. Professional Development and Collaboration 5.c.1 5.c.2 5.c.3 5.c.4

Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaboratively to improve the learning environment. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning. Demonstrate knowledge of language teaching methods in their historical contexts. Demonstrate knowledge of the evolution of laws and policy in the ESL profession. Candidates serve as professional resources, advocate for ESOL students, and build partnerships with students families. Advocate and serve as language and education resources for students and families in their schools and communities. Serve as professional resource personnel in their educational communities. Advocate for ESOL students access to all available academic resources, including instructional technology. Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students.

Establish professional goals and pursue opportunities to grow in the field of ESL. Work with other teachers and staff to provide comprehensive, challenging educational opportunities for ESOL students in the school. Engage in collaborative teaching in general education and content-area classrooms. Model academic proficiency in the English language.

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AAHE American Association for Health Education Professional Standards

1A 1B 1C 1D 1E 1F 2A 2B 2C 3A 3B 3C 3D 3E 3F 4A 4B 4C 4D 5A 5B 5C 5D 5E 6A 6B 6C 7A 7B 7C 7D 8A 8B 8C 8D 1. Content Knowledge: Candidates demonstrate the knowledge and skills of a health literate educator. Candidates describe the theoretical foundations of health behavior and principles of learning. Candidates describe the National Health Education Standards. Candidates describe practices that promote health or safety. Candidates describe behaviors that might compromise health or safety. Candidates describe disease etiology and prevention practices. Candidates demonstrate the health literacy skills of an informed consumer of health products and services. 2. Needs Assessment: Candidates assess needs to determine priorities for school health education. Candidates access a variety of reliable data sources related to health. Candidates collect health-related data. Candidates infer needs for health education from data obtained. 3. Planning: Candidates plan effective comprehensive school health education curricula and programs. Candidates design strategies for involving key individuals and organizations in program planning for School Health Education. Candidates design a logical scope and sequence of learning experiences that accommodate all students. Candidates create appropriate and measure-able learning objectives that align with assessments and scoring guides. Candidates select developmentally appropriate strategies to meet learning objectives. Candidates align health education curricula with needs assessment data and the National Health Education Standards. Candidates analyze the feasibility of implementing selected strategies. 4. Implementation: Candidates implement health education instruction. Candidates demonstrate multiple instructional strategies that reflect effective pedagogy, and health education theories and models that facilitate learning for all students. Candidates utilize technology and resources that provide instruction in challenging, clear, and compelling ways and engage diverse learners. Candidates exhibit competence in classroom management. Candidates reflect on their implementation practices, adjusting objectives, instructional strategies and assessments as necessary to enhance student learning. 5. Assessment: Candidates assess student learning. Candidates develop assessment plans. Candidates analyze available assessment instruments. Candidates develop instruments to access student learning. Candidates implement plans to assess student learning. Candidates utilize assessment results to guide future instruction. 6. Administration and Coordination: Candidates plan and coordinate a school health education program. Candidates develop a plan for comprehensive school health education (CSHE) within a coordinated school health program (CSHP). Candidates explain how a health education program fits the culture of a school and contributes to the schools mission. Candidates design a plan to collaborate with others such as school personnel, community health educators, and students families in planning and implementing health education programs. 7. Being a Resource: Candidates serve as a resource person in health education. Candidates use health information resources. Candidates respond to requests for health information. Candidates select educational resource materials for dissemination. Candidates describe ways to establish effective consultative relationships with others involved in Coordinated School Health Programs. 8. Communication and Advocacy: Candidates communicate and advocate for health and school health education. Candidates analyze and respond to factors that impact current and future needs in comprehensive school health education. Candidates apply a variety of communication methods and techniques. Candidates advocate for school health education. Candidates demonstrate professionalism.

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NASPE National Association for Sports and Physical Education Standards

Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.

1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness. 1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness. 1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness. 1.4 Identify historical, philosophical, and social perspectives of physical education issues and legislation. 1.5 Analyze and correct critical elements of motor skills and performance concepts. Standard 2: Skill and Fitness Based Competence 2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns. 2.2 Achieve and maintain a health-enhancing level of fitness throughout the program. 2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities. Standard 3: Planning and Implementation 3.1

Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K-12 Standards.

Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.

Design and implement short and long term plans that are linked to program and instructional goals as well as a variety of student needs. 3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance based) goals and objectives aligned with local, state, and/or national standards. 3.3 Design and implement content that is aligned with lesson objectives. 3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences. 3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities. 3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all students. 3.7 Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives. Standard 4: Instructional Delivery and Management 4.1 4.2 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats. Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences. 4.3 Provide effective instructional feedback for skill acquisition, student learning, and motivation. 4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses. 4.5 Utilize managerial rules, routines, and transitions to create and maintain a safe and effective learning environment. 4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment. Standard 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.

Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.

5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives. 5.2 Use appropriate assessments to evaluate student learning before, during, and after instruction. 5.3 Utilize the reflective cycle to implement change in teacher performance, student learning, and/or instructional goals and decisions. Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.

6.1 6.2 6.3 6.4

Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals. Participate in activities that enhance collaboration and lead to professional growth and development. Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers. Communicate in ways that convey respect and sensitivity.

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THE CLINICAL FACULTY

The clinical faculty is responsible for the on-site mentoring/supervision of teacher candidates assigned to the public and private schools or agencies of New Jersey. Their primary responsibility is to guide the student and ensure that this rigorous, full-time experience is based on educational research and linked to local, state, and national standards. As an official representative of Monmouth University, the clinical faculty acts as a liaison between the university and the participants in the host school - the teacher candidate, the cooperating teacher, and the school administration - and serves as a resource person for these individuals. The clinical faculty looks for observable growth in the teacher candidates instructional competence, confidence, disposition, comprehension of the teaching-learning process, and effect on P-12 student learning. The School of Education wants our teacher candidates to view their relationship with the clinical faculty as one in which they can discuss problems openly and frankly. Mutual analysis and collaboration should result in procedures for solving problems. The clinical faculty visits the teacher candidate throughout the semester. Although most clinical faculty inform the teacher candidate of an impending visit in advance, notification is not required. Each clinical faculty completes a minimum of six visits (see Appendix B). The clinical faculty provides professional guidance and feedback. The clinical faculty completes: A total of five (5) Clinical Faculty Observation Reports (one for each formal observation based on the scoring guide found in the syllabus) A review and discussion on required weekly reflection topics A Midterm Student Teaching Progress Report (with input from the cooperating teacher) A Student Teaching Final Evaluation (with input from the cooperating teacher) A Teacher Work Sample Evaluation based on the scoring guides found in the syllabus (form found in Appendix G) A review of the teacher candidates notebook during each visit

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Responsibilities of the Clinical Faculty

1. Meet with the teacher candidate at the start of the semester to discuss requirements and procedures. 2. Make sure the teacher candidate has the necessary information to make contact with you. 3. Have each student complete a Schedule for Clinical Faculty form for your convenience. 4. Visit a minimum of six (6) times, five (5) times to observe the teacher candidate in accordance with N.J.A.C. 6A:9-10.3 (b) and one (1) visit to review the TWS. It may be necessary to visit a teacher candidate more frequently if they are having difficulty in their situation. Two (2) observations need to be completed during the presentation of the TWS. It is required that student teachers be observed throughout the entire semester (see Appendix B). 5. Arrange visits to the school so the same subjects/classes are not observed each time. 6. Notify the principals office of your presence in the school on each visit; try to confer with the principal at least once. Give the principal a copy of the Student Teaching Handbook. In accordance with N.J.A.C. 6A:9-10.2, it is required that student teachers be under the direct and continuous personal supervision of an appropriately certified cooperating teacher (see Appendix B). 7. Review and discuss the weekly reflections that the teacher candidate is required to submit electronically. 8. Review the teacher candidates notebook at each formal observation. Check lesson plans, Teacher Work Sample, instructional materials, assessments, attendance sheet, etc. and provide guidance and comments as appropriate. The TWS must be included in the notebook. 9. Confer with the teacher candidate and cooperating teacher during visits. 10. When appropriate and possible, plan a conference with the teacher candidate, cooperating teacher and clinical faculty. 11. Complete a Clinical Faculty Observation Report that is shared with the teacher candidate after each observation. Give guidance to the

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prospective educator so she/he can reflect and self-evaluate. Submit the original report to the Office of Certification, Field Placements, and School Partnerships after each observation. They must be emailed to teaching@monmouth.edu. Suggestions should be offered and areas needing improvement noted. Please contact the Director of Field Placements if there are any concerns or problems. 12. Develop the Midterm Student Teaching Progress Report with input from the cooperating teacher. Discuss the evaluation with the teacher candidate. The written identification of strengths and needs should help the student direct his/her efforts during the remainder of the student teaching assignment. Please document (in writing) any weaknesses and issues that have been identified and immediately contact the Director of Field Placements. Submit the report to the Office of Certification, Field Placements, and School Partnerships. 13. After consultation with the cooperating teacher, develop a final evaluation and meet with the teacher candidate to discuss this report. Submit the Student Teacher Final Evaluation Report to the Office of Certification, Field Placements, and School Partnerships. 14. Consult with the cooperating teacher in developing appropriate suggestions for the teacher candidate to improve performance. 15. As soon as a clinical faculty becomes aware of any serious problem that may necessitate altering or changing a teacher candidates placement, the Director of Field Placements must be informed immediately. The clinical faculty should initiate an on-site conference with the student and cooperating teacher. The problem(s) should be defined and an immediate plan drafted to resolve the issue(s). The plan should describe expected teacher candidate activities and establish performance evaluation criteria for the remainder of the student teaching experience. 16. Teacher candidates are required to upload their eight core program assessments to their electronic portfolios (Foliotek). Some of these core assessments take place during student teaching (Praxis II, Student Teaching Final Evaluation, Teacher Work Sample). Please discuss the portfolio with your students.

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Observing Teacher Candidates in Special Education Placements

Are the lessons linked to the New Jersey Core Curriculum Content Standards, the Common Core State Standards, the NJPST, and the CEC standards? Is the lesson based on learner outcomes and linked to assessment according to students Individualized Education Program (IEP)? Is the teacher candidate familiar with students IEPs? Is there evidence of modeling, scaffolding, multi-sensory instruction and the use of varied appropriate strategies? Is the assessment linked to instruction in a continuous, seamless manner? Are appropriate modifications and adaptations made as needed? Are the students engaged and motivated? Are the instructional materials age and grade appropriate? Is there evidence of guided and cooperative practice? Are the expectations realistic (age, grade, interest, learner characteristics)? Does the teacher candidate focus on establishing a community of learners? Does the teacher candidate monitor behavior and use appropriate techniques such as social problem solving and conflict resolution?

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THE COOPERATING TEACHER

The faculty, administrators, and staff of the School of Education at Monmouth University appreciate your willingness to assume one of the most important and meaningful roles in the preparation of future teachers. You are a major force in your teacher candidates professional preparation. It is a wonderful and exciting mentoring responsibility. Student teaching is one of the most important activities a pre-service student will experience before assuming the responsibilities of a classroom. The teacher candidate is a novice who will look to you for help, guidance, suggestions, support and an opportunity to work with students in a supervised setting. It is imperative that you nurture and support the teacher candidates efforts in a positive manner. This is not to suggest that you place a stamp of approval on behaviors that are unsuccessful and/or inappropriate. Rather, it is a reminder that this student is a novice, not an experienced teacher. Constructive criticism is welcomed and appropriate. Praise, encouragement and positive reinforcement are also beneficial. Please be as clear and direct as possible in your expectations. As you model teaching behaviors, assessment, and instructional strategies explain to the teacher candidate what you did and why you made certain decisions. The results of your own effective teaching practices need to be clear to this beginning professional. As the teacher candidate begins to accept instructional assignments, offer to act as a sounding board as the candidate examines and evaluates his/her own teaching decisions and performance. Please discuss and collaborate with your teacher candidate as he/she develops and implements the Teacher Work Sample. We at Monmouth University owe you a great debt for your commitment to the profession and for the service and guidance that you will provide your teacher candidate. Your knowledge, experiences, and skills, utilized in your role as mentor and model in accordance with the NJ Professional Standards for Teachers, N.J.A.C. #6A:9-10.3 (d), are crucial to the professional development of your teacher candidate. The very fact that youve been selected as a mentor teacher is a testament to your professionalism, commitment, and teaching skills. NJ Administrative Code 6A:9-10.3 Supervision of practicum students (see Appendix B). To view orientation and pertinent information, please refer to the Monmouth University eCampus site: https://ecampus.monmouth.edu/login.html Log in. User Name: cooperating.teacher Password: teaching13 Select course: Student Teaching (this is a view only site)

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Cooperating Teachers Roles and Responsibilities

The cooperating teacher, an experienced classroom professional with exceptional skills and qualities, is selected to supervise the initial teaching efforts of a teacher candidate. The cooperating teacher demonstrates sound teaching practices, is willing to accept responsibility for the guidance of a teacher candidate, and serves as a role model. The cooperating teacher shares responsibility with the clinical faculty for helping the teacher candidate acquire and demonstrate the knowledge, skills, and dispositions necessary to function as a successful classroom teacher who has a positive effect on student learning. In accordance with N.J.A.C. 6A:9-10.2, it is required that student teachers be under the direct and continuous personal supervision of an appropriately certified cooperating teacher (see Appendix B). Prepare the class for the teacher candidate. Be clear and consistent about the teacher candidates duties and authority within the classroom. Familiarize the teacher candidate with the school. Identify those areas of the building that are for staff use only. Point out rest room facilities, cafeteria, library, parking areas, etc. Introduce the teacher candidate to staff members, administration, and other support personnel. Find a location where the teacher candidate can work and keep personal and professional materials in the classroom. Explain record keeping procedures: attendance reports, report cards, grade books, cumulative folders, and the schools policies and procedures. Allow the teacher candidate to assume some or all of your duties, including homeroom, hall duty, cafeteria, clubs, playgrounds, faculty meetings, and PTA all to the degree permitted by your school administrator. Orient the teacher candidate to the New Jersey Core Curriculum Content Standards, the Common Core State Standards and the New Jersey Professional Standards for Teaching. Discuss how the standards are applied in the program or curriculum for your subject/grade and the resources that are available. Specify what units of work are to be covered during the time the teacher candidate is in charge of your class/classes. Reach a clear understanding of what you would like your class/classes to accomplish during the teacher candidates experience. Collaborate with the teacher candidate on topic selection and preparation of the Teacher Work Sample Unit.

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 Have a set of textbooks available for the teacher candidate. Include helpful materials such as schedules, class rolls, school handbooks, curriculum guides, pertinent district/school policies, etc. Explain how you assess the students in your classroom and how you determine the effect of your teaching on student learning. Explain the modification and adaptations you make for students with special needs Make pupil data available to the teacher candidate as appropriate and according to district/school policy. Explain how this data is analyzed to determine student growth. Encourage and assist the teacher candidate in observing other classes and attending faculty meetings, PTA meetings, and other appropriate professional meetings or school events. Explain how you inform and involve families to promote effective home/school partnerships. Establish an understanding with the teacher candidate concerning the form and due dates for lesson plans and unit plans. (While the school may only require that condensed lesson plans be completed for each subject/class, the university requires that the teacher candidate keep detailed unit and lesson plans.) Discuss with your teacher candidate which subjects/classes will be their responsibility and in which order. By the second or third week, the teacher candidate should be responsible for at least one or two subjects/classes. Plan how the teacher candidate will take responsibility for the remaining subjects/classes. The clinical faculty should have input in these decisions. After the teacher candidate presents a lesson, discuss the strengths of the lesson, its presentation and areas needing improvement. Be straightforward, detailed, and clear in the evaluation. Encourage reflection by the student. Assist in the selection of materials, use of instructional teaching techniques and the development of a classroom environment that promotes student engagement and time on task. Provide information on procedures and practices (criteria for grading and testing, discipline, etc.). Discuss the progress of the classroom students with the teacher candidate often during semester. As confidence grows and as school policy permits, allow the teacher candidate greater control of the classroom, but be present and available for assistance if the need arises.

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 Discuss the importance of professional development and explain your professional development activities. When a clinical faculty visits, please consult with him/her and share your evaluation of the student. Be candid in your assessment of the strengths and weaknesses and report problems to the clinical faculty. Please do not withhold criticisms or problems until the end. Communicate with the clinical faculty concerning the teacher candidates progress and play an active role in the midterm and final evaluation process. Complete progress assessments based on your observation of the teacher candidate at Week 5 (Appendix K) and Week 12 (Appendix L). Inform the clinical faculty and building principal immediately if the teacher candidate encounters serious difficulties. Please also feel free to contact the Monmouth University Director of Field Placements. Suggested Schedule for Student Teaching The following is a guideline and is subject to local conditions and student readiness. Please note that the teacher candidate schedule shown below is a SUGGESTION, and in actual practice, some candidates take on full teaching loads much earlier than suggested. You are the best judge as to when the teacher candidate is prepared to increase his/her teaching load. Students should be assuming the full teaching load by week nine. The following weekly sequence is the Monmouth University guide for teacher candidates and should be discussed with you, the cooperating teacher. It should be modified based on the needs of the students, classroom, and school. WEEK 1: Observation: Some of the time spent in the classroom the first week will be in observation and getting acclimated to the classroom environment. Learn the names of students, school personnel, and classroom management techniques. Participation: Begin to assume routine classroom duties, e.g., homeroom supervision, opening activities, attendance, lunch count; assist teacher in gathering instructional materials, work with students in small groups, large groups, or individually. Planning: Review and discuss lesson plans developed by the cooperating teacher. Decide on a topic for your TWS and set dates for beginning to teach. Your TWS topic must be posted in the discussion area on eCampus no later than, Friday, February 8, 2013.

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Reflection & Discussion: Discuss daily instructional program and particular happenings during each day. Submit: The Schedule for Clinical Faculty form (Appendix A) to your clinical faculty. This enables your clinical faculty to schedule visits to observe you. Submit week one reflection topic: Personal Vision Statement. WEEK 2-3: Participation: Continue to increase instructional, routine and supplemental non-teaching activities as well as small group, large group and individual instruction. Planning: Continue preparation of TWS. Teaching: Assume teaching responsibilities for the first subject area or class, as agreed upon by your cooperating teacher and clinical faculty. Create a lesson plan template using Appendix C Lesson Plan (form can be downloaded from eCampus). Always use this template to develop appropriate lesson plans. Have copies available for the clinical faculty and cooperating teacher. Review the lesson plan with the cooperating teacher. Reflection & Discussion: Discuss the instructional program, specific assigned teaching responsibilities and particular daily happenings. Anticipate a visit by the clinical faculty. Think about the context of the class, school, and community. Identify a student with a particular need or challenge. Submit: Week two reflection topic: Community/school context. Week three reflection topic: Case study WEEK 4-8: Participation: Plan for instruction, with approval of cooperating teacher, for one half or more of the daily teaching schedule. Planning: Continue planning lessons. Teaching: Gradually continue to assume responsibilities until you take charge of the entire teaching schedule by week nine. Implement TWS. Schedule two observations with your Monmouth Clinical Faculty to observe your two week implementation of the TWS. Reflection & Discussion: Reflect on best practices observed. Think about your initial teaching experiences what has worked and what needs to work. Reflect on how the classroom environment you have created supports student engagement and learning. Think

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about how you used formative assessments to inform instruction and develop your future lessons. Discuss what specific technology you used and how effective it was for student engagement and learning. Submit: Week four reflection topic: Best practices observed. Week five reflection topic: Initial teaching experiences. Week six reflection topic: Impact of classroom environment on learning. Week seven reflection topic: Multiple assessment modes used during your student teaching. Week eight reflection topic: Use of technology to support teaching and learning. *WEEK 9-15 Participation: Assume full participation in all areas of teaching responsibility. Collaborative teaching schedule during your final week will be determined via consultation with the cooperating teacher and Monmouth Clinical Faculty and is concluded by the end of week 15. Planning: By week 15 tie up all loose ends (e.g., teaching of units, recording of grades and other record keeping, returning of textbooks, library books and other instructional materials). Reflection & Discussion: Reflect on planning with the end in mind as it refers to establishing clear objectives and learner outcomes. Think about the importance of collaboration and its impact on classroom practices. Reflect on parent interactions and opportunities you may have had to interact with parents. Discuss classroom environment issues. Reflect on what instructional plans and or interventions have you implanted to help your case study student. Think about your professional growth needs: areas of strength and areas that need additional development. Revisit your vision statement were your expectations realistic? Submit: Week 9 reflection topic: Planning with end in mind. Week 10 reflection topic: The importance of collaboration. Week 11 reflection topic: Reflect on parent interactions. Week 12 reflection topic: Classroom environment. Week 13 reflection topic: Your case study and his/her progress. Week 14 reflection topic: Your professional growth needs. Week 15 reflection topic: Revisit your vision statement. * Students assigned for split placements will begin their second placements on Monday, March 18, 2013. Students with split placements should discuss their teaching responsibilities with the cooperating teachers and the clinical faculty.

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Professional Development Hours

In order to meet the Required Professional Development for Teachers regulations (N.J.A.C. 6A:9-15), all professional development opportunities must be delineated in an educators Professional Improvement Plant (PIP) and must be consistent with the preamble and standards developed by the New Jersey Professional Teaching Standards Board (PTSB) and approved by the Commissioner of Education. Only professional development activities that conform to the professional development standards and the PTSB mission, and that are clearly outlined in the educators PIP, will be credited toward required hours of professional development. A mentor or cooperating teacher will accrue one hour of professional development credit for each week of supervision. Cooperating teachers are eligible for fifteen professional development hours, provided the teachers PIP, as determined by the teacher and the clinical faculty, and specifies this activity as part of the teachers professional development. Monmouth University will issue a certificate to the cooperating teacher, at the end of the semester, for professional development documentation. Please understand that the decision regarding professional development hours rest with your administration.

Honorarium for Cooperating Teachers

An honorarium will be paid to the cooperating teacher by Monmouth University upon fulfillment of all cooperating teacher duties at the end of the semester. The fee will be divided if more than one teacher shares this responsibility. Cooperating teachers are asked to complete the Request for Honorarium and Professional Development Hours for Student Teacher Cooperating form (Appendix I) and the Payment For Contracted And Professional Services form (Appendix J) and return it to the Office of Certification, Field Placements, and School Partnerships by November 1 for the Fall semester or March 14 for the Spring semester in order to receive the honorarium as well as the certificate for professional development documentation. Honorariums and certificates are mailed separately at the end of the semester. Please mail to: Monmouth University School of Education ~ Office of Certification, Field Placements, and School Partnerships 400 Cedar Ave. West Long Branch, NJ 07764-1898 Or fax to: 732-263-5277

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What Teacher Candidates Appreciate

A COOPERATING TEACHER WHO makes the teacher candidate feel welcome and comfortable in the school. is available and willing to respond to questions and concerns of the teacher candidate. gives formal and informal feedback to the teacher candidate on planning, lessons, assessment, instruction, classroom environment, and reflection. identifies topics or items on which the teacher candidate should focus on during the day. encourages the teacher candidate to try his/her own ideas and not to be a carbon copy of the cooperating teacher. demonstrates a variety of teaching and assessment strategies. models directing and using support personnel including para-professionals in the classroom. takes the teacher candidate to faculty meetings, committee meetings, and professional development sessions. helps the teacher candidate think about personal management style and its effectiveness with students. familiarizes the teacher candidate with informal and diagnostic screening tests and discusses how to use test results to determine the effect on student learning and as a link to future instruction. shares grading procedures and practices, school and/or district grading policies.

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IMPORTANT INFORMATION

Graduation
An APPLICATION FOR GRADUATION should be filed with the Office of Registration and Records when a student has earned at least 80 credits. It is the students responsibility to see that all requirements for graduation are met. Graduation applications are available online through Web Advisor. Go to: eForms Document Library (Book Shelf) MU Group 3 Application for Graduation.Diploma.Certificate The deadline to apply for May 2013 graduation is Friday, March 1, 2013.

You MUST APPLY FOR GRADUATION, regardless of whether or not you plan to participate in Commencement. If you do not apply, you will not to graduate, and your application for certification to the New Jersey Department of Education cannot be processed.

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New Jersey Certification Process

All procedures for certification will be explained at the Spring 2013 Certification Meeting on Wednesday, May 8, 2013. Attendance is mandatory. See the eCampus calendar for details. Monmouth University recommends certification to the New Jersey Department of Education (NJDOE) Office of Licensing and Credentials on behalf of students who: 1. Complete all required coursework for their area of certification. You must possess a major, or its equivalent, in a special area in order to qualify for certification in that specialty area. Simply attaining a passing score on a Praxis Series II test does not make you eligible for certification in that area. 2. Apply for graduation through the Office of Registration and Records. 3. Pass all required Praxis II test(s) for their area(s) of certification. Monmouth University must receive an official notice of your Praxis II test results directly from Educational Testing Service (ETS) prior to student teaching. Spanish and ESL students must also provide documented proof of a passing score on the ACTFL - OPI and WPT (as applicable) prior to student teaching. 4. Meet the NJ Physiology and Hygiene requirement. 5. Meet the GPA requirements: Undergraduate 2.75 Graduate 3.0 6. Attend the Spring 2013 ng to complete an Application for Certification. The application will be notarized and you will be required to provide payment of the state certification fee to Monmouth University (there is no University fee for this service). See eCampus for an updated listing of licensing fees or the New Jersey State Department Office of Licensure and Credentials Fee Schedule: N.J.A.C. 6A:9-5.4. 7. Expediting the certification process is possible if you have a definite offer of employment. A copy of a letter of intent to hire or a copy of your contract must be submitted prior to certification. Then: 1. The Credential Officer will request official transcripts for evaluation. Applicants who successfully meet all requirements will be recommended to the NJDOE for licensing. 2. The NJDOE matches the social security number on your certification application materials with the social security number you provided to ETS when you took and passed the Praxis II. The

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state sends certificates directly to applicants. This process takes approximately six to eight weeks. 3. You will receive a Certificate of Eligibility with Advanced Standing (CEAS) in your designated area of teacher preparation. A CEAS is the initial New Jersey teaching certificate which provides an applicant with the opportunity to seek employment. If you plan to teach in New Jersey: 1. You will be eligible to officially accept a teaching position in a NJ public school or an approved private school. 2. The employing school/district notifies the state and agrees to provide support of the beginning teacher; a Provisional Certificate is issued. The beginning teacher is mentored and supervised according to state and district policies. At the end of the provisional year, an evaluation report includes one of three recommendations: Approved: NJDOE issues a Standard Certificate (valid for life). Insufficient: The CEAS remains in effect for a maximum of one more year. Disapproved: The CEAS is invalidated. The beginning teacher may appeal this decision to the State Board of Examiners. 3. The beginning teacher who has successfully completed the provisional period during the first year of employment will be issued a Standard Certificate which is valid for life. If you plan to teach in another state: 1. You must first determine what reciprocity agreement exists between that state and New Jersey 2. Contact the department of education in the new state for information regarding requirements. 3. Use the following site www.certificationmap.com. It is a free resource for current or potential teachers that outline teacher certification guidelines on a state-by-state basis.

Frequently Asked Questions Regarding Teacher Certification

How and when will I receive my NJ certificate? How: Attend the mandatory Spring 2013 Certification Meeting on Wednesday, May 3, 2013 to complete the required paperwork. When: Your certification application will be processed after the degree is conferred (January, May, July and August) and your official transcript is released by the Office of Registration and Records. Monmouth University submits documents to the NJDOE Office of Licensing and Credentials, where they are linked by the social security number to your passing Praxis II test scores. The certificates are issued, printed and mailed to

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the candidates to the address entered on the (pink) Certification Application form. It can take the NJDOE up to two months to process your certification application. What should I tell interviewers regarding my certificate? School district personnel usually know that certificates cannot be issued before program completion: final grades and degrees appear on the transcript and certification fees must be processed. You can provide interviewers with a copy of your Praxis II test score(s). A copy of your most recent academic audit may help even if it does not show final grades or degree issued. Will Monmouth University expedite my certification with the state? Expediting the certification process is possible if you have a definite offer of employment. A copy of a letter of intent to hire or a copy of your contract from the employing school district must be submitted to the Certification, Field Placements and School Partnerships office. Upon receipt of this letter or contract we will provide you with a letter indicating that you are expected to complete a state-approved program at the end of the current semester and that the certificate will be processed soon afterwards. What is the NJ Physiology and Hygiene requirement? NJ requires new teachers to have a general knowledge of physiology and hygiene for certification. Currently, the requirement can by completion of a course in biology, human ecology, nutrition, nursing, sexuality, zoology, drugs and alcohol, anatomy or health and physiology. You will be notified via your Monmouth University email to schedule an appointment to take the P&H test if you DO NOT have a course that meets the requirement. How can I obtain an additional NJ certificate based upon college credits and additional Praxis II test(s)? Candidates who hold initial certificates through a MU teacher education program can apply directly to the state for additional endorsements in other teaching areas. Applications can be submitted online:

http://www.nj.gov/education/educators/license/tcis/
or by contacting the County Office of Education in the county where you live or teach. How can I check on the status of my license? The New Jersey State Department of Education (http://www.state.nj.us/education/) has established a link applicants can use to check the status of their license. Under Additional DOE Links, click on Certification Application Status check. Can I apply for a NJ license if I am not a US citizen? You must complete a Non-Citizen Oath of Allegiance form and a Non-Citizen Affidavit of Intent to Become a Citizen form indicating your intention to become a naturalized citizen of the United States (forms are available in the Certification, Field Placements and School Partnerships Office). Students who are in the US on a student visa are not eligible.

For more information please refer to the NJDOE Licensing and Credentials website: www.nj.gov/njded/educators/license

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APPENDICES
Appendix A: Schedule for Clinical Faculty Appendix B: NJ Administrative Code 6A:9-10.2 and 6A:9-10.3 Appendix C: Lesson Plan Appendix D: Clinical Faculty Observation Report Appendix D1: Clinical Faulty Effectiveness Guidelines Appendix E: Student Teaching Midterm Evaluation Appendix F: Student Teaching Final Evaluation Appendix G: Teacher Work Sample Evaluation Appendix H: Student Teaching Attendance Record Appendix I: Request for Honorarium and Professional Development Hours Appendix J: Payment for Contracted and Professional Services Appendix K: Cooperating Teacher Progress Assessment Week #5 Appendix L: Cooperating Teacher Progress Assessment Week #12 Appendix S: Signature Page

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