Sed 478 f16 Syllabus

SED 478: Student Teaching in the Secondary School
Undergraduate SED Students

Schedule line #: 74574 and 83389
Credit Hours: 12
Instructor Information:
Dates of classes:
Instructor Name:
Office Location:
Email:
Work Phone:
Office Hours:
Office Location:
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Course Information:
Catalog Description
Supervised teaching for undergraduate students. Synthesized experience in classroom management,
curriculum, instruction and assessment.
Student teaching is the occasion for you to become an active member of the teaching profession. This is
a tremendous learning opportunity that requires commitment, reflection, time, and effort. You will be
challenged to develop your subject area knowledge, your ability to collaborate with colleagues and
parents, your understanding of preK-12 students as people with social, emotional, and intellectual
needs, your ability to plan and conduct learning experiences with students, your ability to assess
learning and program outcomes, and your ability to improve, through thoughtful questioning and
analysis, your teaching practice.
Course Format
This course is a lecture/discussion course, combining face-to-face meetings and classroom support via
school visits.
Required Course Texts, Materials and Resources

Required Text
Single Semester Teacher Candidate Handbook
Supplemental Text
None.
Additional required readings provided in Blackboard

Insert Supplemental text(s).
Required Materials
Mary Lou Fulton Teachers College Internet resource Tk20 via the web: Tk20 CampusTools is a
comprehensive online data management system that enables you to participate and manage
your academic activities in this class, throughout your college experience and beyond. There is a
EED 578 Fall 2016 Page 1

Division of Teacher Preparation. 06/15/16
one-time only, non-refundable subscription fee for Tk20. You can purchase the program online
at http://mytc.asu.edu/tk20-system.
You may also purchase a Tk20 Student Access Kit from the ASU Bookstore, which may have a
higher price, although purchasing there will allow you to receive requisite compensation from
financial aid, if eligible.
Provided Materials
ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All ASU students

have FREE access to this web resource)
Professional Resources developed by the Sanford Inspire Program aligned to the content of the
current term are available through the Professional Learning Library at
https://pll.asu.edu/p/content/made-you-collections

Student Learning Outcomes

Upon completion of this course the student should be able to:
InTASC Standard
Teacher Candidates will write, teach, and reflect on lesson

plans in order to:
Reach a score of 3 on each TAP rubric indicator
Use application and reflection to increase instructional
effectiveness
1a, 1b, 1d, 1e, 1h, 1i, 2a, 2c, 2e, 2f, 2g, 2l, 3d, 3e, 3j, 3p, 4d, 4f, 4g,
ISTE
Standards
2C
4i, 4l, 4n, 5f, 5r, 6a, 6b, 6c, 6d, 6e, 6g, 6h, 6j, 6k, 6l, 6m, 6n, 6o, 6p,
6q, 6r, 6s, 6t, 6u, 6v, 7a, 7b, 7d, 7e, 7f, 7g, 7j, 7k, 7l, 7m, 7n, 7p, 7q,
8a, 8b, 8d, 8e, 8f, 8g, 8h, 8i, 8l, 8n, 8o, 8p, 8s, 9c, 9g, 9h, 9k, 9l,
10b, 10r, 10t
Teacher Candidates will demonstrate proficiency in

professional responsibilities of educators as measured by
the Mary Lou Fulton Teachers College Professionalism
Rubric:
Build and maintain collaborative relationships will
colleagues
Uphold the rules, policies, and procedures of schools,
districts, university, and law
Engage in professional development and apply new
skills/knowledge
Seek and actively use feedback
Maintain accurate student records
Communicate program and performance information
with families
Gain awareness of resources to assist students
Part A1:
3q, 3r, 10c, 10f, 10i, 10j, 10k, 10o, 10p, 10r, 10t,
Part A2:
9n 9o, 10c, 10f, 10j, 10p, 10s, 10t
Part B1:
9a, 9b, 9c, 9d, 9k, 9n, 10a, 10b, 10c, 10f, 10i, 10j, 10k, 10p, 10r,
10s, 10t
Part B2:
9a, 9b, 9c, 9d, 9k, 9n, 10a, 10b, 10c, 10f, 10i, 10j, 10k, 10p, 10r,
10s, 10t
Part C1:
6t, 9o
Part C2:
6g, 6t, 9o
Part D1:
1c, 3a, 3n,10c, 10d, 10p, 10q
Part D2:

5C
PSA*
InTASC Standard
ISTE
Standards
1c, 3a, 3n,10d, 10p, 10q,

Part D3:
1c, 1k, 2f, 2h, 2i, 4g, 7m, 9d,10e1a, b, 1c, 2a, b, c, d; 3a, 3c, d, I, j, l,
k; 4a, b, d, e, g, h; 5b, c, d, f, l; 6a, 6g, 6j , 6t, 7a, b, c, d, e, f; 8a, b,
j;9o 3q, 3r, 9a, 9b, 9c, 9d, 9k, 9n, 9o, 10a, 10b, 10c, 10d, 10f, 10i,
10j, 10k, 10o, 10p, 10q, 10r, 10s,10t
Teacher Candidates will monitor their own professional
10r, 10t
5c
Opportunities for Observation and Practice of the
1a, b; 2a, b, c, d; 3c, d, I, j, l, k; 4a, b, d, e, g, h; 5b, c, d, f, l; 6a, j; 7a,
1 a-d
Standards: The Teacher Candidate is required to participate
b, c, d, e, f; 8a, b, j; 9e; 10o
development through the collection of feedback and work

products
in the assigned classroom full-time, 5 days per week

following their Mentor Teachers contract hours. Teacher
Candidates in the Elementary Education Certification
program student teach in an assigned 6-12th grade
classroom.
InTASC Standards: http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf

ISTE Standards: http://www.iste.org/standards/standards-for-teachers.
*PSA - Professional Standards Assessed may include (according to course content):
o Council for Exceptional Children (CEC): http://www.cec.sped.org/Standards/Special-Educator-Professional-Preparation.
o National Association for the Education of Young Children (NAEYC):
http://www.naeyc.org/caep/files/caep/NAEYC%20Initial%20and%20Advanced%20Standards%2010_2012.pdf.
o National Council for the Social Studies (NCSS): http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf
o National Council of Teachers of Mathematics (NCTM): http://www.nctm.org
o International Reading Association (IRA): http://www.reading.org/
o Next Generation Science Standards: http://www.nextgenscience.org/next-generation-science-standards

PSA*
Course Calendar:
Single Placement Course Calendar for SED and EED majors: This calendar lists the official first and last days of student
teaching that are required by ASU for the successful completion of student teaching. While this calendar is tentative and
subject to change, note the following: if you are student teaching at a school with a two-week break, your last day is
December 9, Performance Assessment dates are approximate and will be scheduled by the University Supervisor in
collaboration with the Teacher Candidate and Mentor Teacher, dates may vary due to school break schedules, and if there is a
week-long break a Progress Report and Reflection are NOT due that particular week.
Task Due/ Event to Attend
Online Training
Due Date
Prior to August 12
Mandatory Student Teaching Orientation & meeting with University Supervisor
August 12
First official day of student teaching
August 15
University Supervisor visits the school
August 15 - 19
Reflection
Progress Report
Reflection
Progress Report
Reflection
University Supervisor Seminar #1 completed
August 19
August 26
PERFORMANCE ASSESSMENT CYCLE #1

Progress Report
Reflection
Progress Report
Reflection
September 5 - 16
September 9
Progress Report
Reflection
September 23
Academic Status Report #1 due
September 26 - October 3
Progress Report
Reflection
Deadline to apply for graduation, https://students.asu.edu/graduation
September 30
October 3 - 14
Progress Report
Reflection
October 7
Progress Report
Reflection
Academic Status Report #2 due
October 14
Progress Report
Reflection
October 21
Progress Report
Reflection
October 28
Progress Report
Reflection
Progress Report
Reflection
November 4
Progress Report
Reflection
University Supervisor Seminar #2 completed
Progress Report
Reflection
November 18
Teacher Candidate completes Tk20 evaluations of University Supervisor and Mentor Teacher
Mentor Teacher completes Tk20 evaluation of University Supervisor
November 28
University Supervisors final visit to the school
November 28 December 2
September 2
September 16
October 3
October 20 - 27
October 31 November 18
November 11
November 25

Progress Report
Reflection
December 2
LAST DAY OF STUDENT TEACHING

Teacher Candidate turns in completed Timecard to University Supervisor
University Supervisor verifies all Tk20 evaluations are completed and submits the Tk20 binder
December 2
Final grades are due/posted
December 5 - 12
Commencement for MAC/graduate students and Undergraduate students
December 12
Convocation
TBD
NOTE: Districts may ask Teacher Candidates to begin early and/or stay later, and as a teacher-in-training you are free to do
so. However, this calendar lists the official first and last days of student teaching required for successful completion of
student teaching.

Course Assignments
Assignment and Description
Due Date
Indicators
Score/Points
Introducing and Reinforcing Standards

Online Training
August 12
InTASC 9a, 9b, 9e, 10r, 10t
25 points
August 12
InTASC 9a, 10r, 10t
25 points
Varies
InTASC 9a, 10r, 10t
40 points: 20 points per seminar
Every Friday during the semester

beginning in week 1 of student teaching
InTASC
160 points: 16 reflections at 10 points

each
All Teacher Candidates will

complete the online training on
student teaching requirements
prior to attending Student Teaching
Orientation. Submission of
Certificate of Completion for online
training is required.
Student Teaching Orientation
All Teacher Candidates are required
to attend Student Teaching
Orientation to review course
requirements and Performance
Assessment criteria.
Seminars: Two Seminars
All Teacher Candidates are required
to attend two University Supervisor
Seminars to discuss the scoring
process of the rubrics and the job
search process.
Weekly Reflections
Teacher Candidates submit Weekly
Reflections to the University
Supervisor. The Reflections should
focus on topics outlined in ASUs
3q, 3r, 9a, 9b, 9c, 9d, 9f, 9i, 9k, 9n, 9o,
10a, 10b, 10r, 10t
ISTe 4c

Due Date
Indicators
Score/Points
Professionalism Rubric and/or the

TAP Rubric instructional indicators.
Teacher Candidate
Notebook/Lesson Plan
Varies schedule with University

Supervisor
InTASC 10r, 10
100 points: 4 checks at 25 points each
End of Semester
InTASC
100 points: 4 checks at 25 points each
Each PA Lesson Plan is submitted in

Blackboard using the Notebook
Check Dropbox 72 hours in advance
of scheduled observation.
Teacher Candidates organize
Notebooks that are checked during
Performance Assessments and at
the final visit.
Clinical Experience Timecard
Teacher Candidates and Mentor
Teachers review and initial the
Timecard weekly. Timecards are
checked at each Performance
Assessment and at the final visit.
3q, 3r, 9a, 9b, 9c, 9d, 9f, 9i, 9k, 9n, 9o,
10a, 10b, 10r, 10t
ISTe 4c
Signature Assignment Assessing Mastery of Standards


Signature Assignment #1 Final TAP
Assessment
Due Date
By Final Performance Assessment
Indicators
Score/Points
InTASC
280 points (final assessment)
1a, 1b, 1d, 1e, 1h, 1i, 2a, 2c, 2e, 2f, 2g, 2l,
3d, 3e, 3j, 3p, 4d, 4f, 4g, 4l, 4n, 5f, 5r, 6a,
6b, 6c, 6d, 6e, 6g, 6h, 6j, 6k, 6l, 6m, 6n,
6o, 6p, 6q, 6r, 6s, 6t, 6u, 6v, 7a, 7b, 7d,
7e, 7f, 7g, 7j, 7k, 7l, 7m, 7n, 7p, 7q, 8a,
8b, 8d, 8e, 8f, 8g, 8h, 8i, 8l, 8n, 8o, 8p, 8s,
9c, 9g, 9h, 9k, 9l, 10b, 10r, 10t,
To pass this course, students must

earn a 3 on each of the eight TAP
indicators by the last Performance
Assessment. Successful completion
and passing of the signature
assignment is required to pass this
course.
ISTE 2a, 2c, 2d
Signature Assignment #2 Final

Professional Assessment
By Final Performance Assessment
InTASC Part A1: 3q, 3r, 10c, 10f, 10i, 10j,

10k, 10o, 10p, 10r, 10t, Part A2: 9n 9o,
10c, 10f, 10j, 10p, 10s, 10t
Part B1: 9a, 9b, 9c, 9d, 9k, 9n, 10a, 10b,
10c, 10f, 10i, 10j, 10k, 10p, 10r, 10s, 10t
Part B2: 9a, 9b, 9c, 9d, 9k, 9n, 10a, 10b,
10c, 10f, 10i, 10j, 10k, 10p, 10r, 10s, 10t
Part C1:6t, 9o
Part C2: 6g, 6t, 9o
Part D1: 1c, 3a, 3n,10c, 10d, 10p, 10q
Part D2: 1c, 3a, 3n,10d, 10p, 10q,
Part D3: 1c, 1k, 2f, 2h, 2i, 4g, 7m, 9d, 10e
ISTE 5c
270 points (final assessment)

To pass this course, students must
receive and maintain proficiency at
the Applying (3) level on Rows A-C
and Emerging (2) on Row D of the
Professionalism rubric at the end of
each Performance Assessment.
Total Points Possible: 1000

Assignment Directions
Online Training: Teacher Candidates are required to complete an online training on student teaching requirements prior to attending Student Teaching
Orientation. Certificates of Completion are due at Student Teaching Orientation. A late certificate will be accepted for points up to 72 hours after the due date
with a 10 point deduction; certificates submitted after 72 hours will receive 0 points. A certificate must be turned into the University Supervisor before visits are
scheduled to the student teaching placement. Registration link: https://sites.google.com/a/asu.edu/sst-online-training-tc-registration/
32T
32T
Rubric for scoring Online Training: 25 points

25 points
Certificate presented at Student Teaching
Orientation on August 12
44T
15 points
Certificate emailed to University Supervisor or
uploaded in Blackboard by 9 AM, August 15 (72
hours of due date)
44T
0 points
Certificate emailed to University Supervisor or
uploaded in Blackboard after 9 AM, August 15
44T
Student Teaching Orientation: Teacher Candidates are required to attend Student Teaching Orientation to discuss student teaching requirements and review
course requirements and Performance Assessment criteria. Students not in attendance will receive 0 points and will attend a make-up Orientation with the
University Supervisor.
Rubric for scoring Student Teaching Orientation attendance: 25 points
25 points
44T
Attended the entire Orientation
15 points
44T
Arrived late or left early

0 points
44T
Did not attend
Seminars: Teacher Candidates are required to attend two University Supervisor Seminars to discuss the scoring process of the rubrics and the job search
process. Students not in attendance will receive 0 points.
Rubric for scoring Seminars: 2 seminars x 20 points each
20 points
44T
10 points
Attended and actively participated
44T
0 points
Arrived late or left early or limited participation
44T
Did not attend
Weekly Reflections: Teacher Candidates submit Weekly Reflections to the University Supervisor. The Reflections should focus on topics outlined in ASUs
Professionalism Rubric and/or the TAP Rubric instructional indicators. Reflections should be written in a professional voice and be free of grammatical errors. All
Reflections should be typed, double-spaced in 12-point font. Weekly Reflections are due Friday by 11:59 PM. Late Reflections will be accepted up to 72 hours
with a 50% point deduction. Reflections submitted after 72 hours of the due date will receive 0 points.
Reflections might address:
Thoughts/questions about development of lesson plans, objectives or assessments
Thoughts/questions about providing academic feedback
Thoughts/questions about classroom management
Thoughts/questions about instructional materials and activities that support student learning
Thoughts/questions about differentiating instruction
Thoughts/questions about SEI strategies
Thoughts/questions about using data to inform instruction
Thoughts/questions about school/district policies
Thoughts/questions about organization and time management for teachers
Thoughts/questions about areas of refinement as identified in your evaluations and three-way conferences
Thoughts/questions about interacting with colleagues, families, administrators
Rubric for scoring Reflections: 16 weeks x 10 pts each

10 points
5 points
2 points

0 points
Especially thoughtful, focused response to

topic with specific examples from your
teaching.
44T
Focused response to topic with specific

examples from your teaching.
44T
1-2 pages double-spaced, in professional

voice, no grammatical/ spelling errors.
Received on time (Friday, 11:59 pm Arizona
Time).
Response to topic.
1 page double-spaced, 4 or more

grammatical / spelling errors. Received
on time (Friday, 11:59 pm Arizona
Time).
44T
1-2 pages double-spaced, in professional

voice, 1-3 minor grammatical/spelling
errors. Received on time (Friday, 11:59 pm
Arizona Time).
44T
44T
44T
Not received by 72
hours after the due
date
Note: Late Reflections will be accepted up to 72 hours with a 50% point deduction from the rubric score.
Teacher Candidate Notebook/Lesson Plan: Notebook checks are completed during Performance Assessments and at the final visit. Lesson plans for each
Performance Assessment must be submitted in Blackboard 72 hours in advance of the Performance Assessment. In the event that the submitted lesson plan
does not meet requirements, faculty may require revisions and resubmission of the lesson plan prior to the Performance Assessment.
TAB 1 District, School, Class Information
School Calendar
Daily teaching schedule following Mentor Teachers contract hours
District policy or procedure statements
Classroom policies or procedures, organization or management plan
Mentor Teacher contact information
Supervisor contact information
TAB 2 Lesson Planning
Curriculum Map or Pacing Charts

Grade-level standards
Weekly/daily lesson plans following ASU lesson plan format Lesson Plans should be routinely submitted to Mentor Teacher 48 hours in
advance for review
TAB 3 Rubrics/Weekly Feedback/Evaluations
ASU Professionalism Rubric

TAP Rubric
Dated notes from weekly coaching meetings with Mentor Teacher
Any additional feedback provided by others
Performance Assessment Summary completed by University Supervisor
TAB 4 General Information
Correspondence from ASU advisor, Supervisor, or Office of Clinical Experiences

Timecard with up-to-date MT and TC initials/signatures
Teacher Candidate Handbook and Syllabus
Rubric for Notebook Checks: 4 checks at 25 points for a total of 100 points
25 points
Notebook contains all
required documentation
at each visit and is well
organized.
20 points
15 points
Notebook missing 1-2
required documents and is required documents and
well organized.
is somewhat organized.
10 points
required documents and is
somewhat organized.
5 points
Notebook missing
more than 4
required
documents.
0 Points
Notebook is not
present at the
PA.
Note: A Performance Assessment lesson plan not submitted in Blackboard 72 hours in advance of the scheduled supervisor visit will result in an automatic 1
point deduction in addition to points already deducted from the notebook check due to rubric scoring. Up to 5 points can also be deducted per faculty
discretion for lack of quality or missing components of the submitted lesson plan (refer to Direct Instruction or Inquiry Based Lesson Plan Templates for the
required components).
Clinical Experience Timecard: Teacher Candidates and Mentor Teachers review and initial the Timecard weekly. The University Supervisor reviews the Timecard
at each school visit (Performance Assessments and final conference). On the last day of student teaching Teacher Candidates upload the completed Timecard in
Blackboard (see Appendix in Teacher Candidate Handbook for timecard). Missing Timecards will result in a delay in posting of final grade.
Rubric for Timecard Checks in Blackboard: 4 checks x 25 pts each for a total of 100 points
25 points
20 points
10 points
0 points
All fields completed accurately, up-todate, including MT and TC initials.
All fields completed accurately, up-todate, including MT and TC initials. 1-2

omissions/errors.
3 or more omissions/ errors.
Timecard not in Notebook and not

submitted in Blackboard.
Note: 5 points will be deducted for each Timecard that is not scanned and submitted in Blackboard.

Signature Assignment #1 Final TAP Assessment: To pass this course, students must earn a score of 3 on each of the eight TAP indicators by the last
Performance Assessment. Successful completion and passing of the signature assignment is required to pass this course.
Signature Assignment #2 Final Professionalism Assessment: To pass this course, students must receive and maintain proficiency at the Applying (3) level on
Rows A-C and Emerging (2) on Row D of the Professionalism rubric at the end of each Performance Assessment. Successful completion and passing of the
signature assignment is required to pass this course.
Grade Scale:
A 100-93%
1000-925
B 92-83%
924-825
C 82-73%
824-725
D 72-63%
724-625
E 62% and below
624 and below
The Grading Scale does not include pluses or minuses.
SIGNATURE ASSIGNMENT
The signature assignment is an assignment that is submitted electronically in Tk20 providing direct evidence of student achievement and progress towards a
specific outcome, or group of outcomes. The electronic submission of the signature assignment in Tk20 serves two purposes. First, the signature assignment is
intended to assess important skills and abilities and identify areas of strength and challenge which instructors use to evaluate student progress. Second, the
signature assignment also serves as a college data collection and storage site that is required by the Department of Education. All students seeking certification
are REQUIRED to upload and submit their signature assignment in Tk20 for evaluation. Students must pass the signature assignment to pass the course. For
information, please see https://education.asu.edu/tk20-user-guides.
Assignment Titles and Descriptions:
Final TAP Assessment: To pass this course, students must earn a score of 3 on each of the eight TAP indicators by the last Performance Assessment. Successful
completion and passing of the signature assignment is required to pass this course.
Final Professionalism Assessment: To pass this course, students must receive and maintain proficiency at the Applying (3) level on Rows A-C and Emerging (2)
on Row D of the Professionalism rubric at the end of each Performance Assessment. Successful completion and passing of the signature assignment is required
to pass this course.
Clinical Experience Implementation Description
Refer to the Teacher Candidate Handbook for specific policies and procedures.
Signature Assignment Rubric: Final TAP Assessment:

Mary Lou Fulton Teachers College has adopted 8 indicators from the System for Teacher and Student Advancement program Instructional Rubric to assess
instructional performance. Performance definitions are provided at levels 1, 3, and 5, but raters can also score performance at levels 2 or 4 based on their
professional judgment. Teachers earn a score of 1, 2, 3, 4, or 5 for each indicator. Faculty evaluating teaching performance are trained and certified on the use of
the TAP Instructional Rubric. Recertification occurs on an annual basis.
Indicator
(5) Exemplary
(35 points per indicator)
(4) Highly
Proficient
(3) Proficient
(35 points per indicator)
(35 points per

indicator)
Instructional
Plans
SCORE:
InTASC:
1b, 1e, 1g, 1h,
2a, 2b, 2c, 2e, 2f,
2g, 2h, 2i, 2k,
2m, 2o, 4f, 4h,
4m, 6b, 6h, 6o,
6p, 6r, 6u, 7a,
7b, 7c, 7d, 7e, 7f,
7g, 7h, 7i, 7j, 7k,
7l, 7n, 8a, 8b, 8c,
8h, 8l, 9h
NETS-T:
2a
Instructional plans include:

measurable and explicit
goals aligned to state content
standards;
activities, materials, and
assessments that:
are aligned to state

standards.
- are sequenced from
basic to complex.
- build on prior student
knowledge, are relevant
to students lives, and
integrate other
disciplines.
- provide appropriate
time for student work,
student reflection, and
lesson and unit closure;
evidence that plan is
appropriate for the age,
knowledge, and interests of all
learners and;
Evidence in
both columns
3 and 5
(2)
Approaching
Proficient
(1) Unsatisfactory
(0 points)
(0 points)
goals aligned to state content
standards;
assessments that:
are aligned to state

standards.
- are sequenced from basic to
complex.
- build on prior student
knowledge.
- provide appropriate time for
student work, and lesson
and unit closure;
evidence that plan is appropriate
for the age, knowledge, and
interests of most learners and;
evidence that the plan provides
some opportunities to
accommodate individual student
needs.

Evidence in
both columns 1
and 3
few goals aligned to state

content standards;
assessments that:
are rarely aligned to state

standards.
- are rarely logically
sequenced.
- rarely build on prior student
knowledge
- inconsistently provide time
for student work, and lesson
and unit closure;
little evidence that the plan is
appropriate for the age,
knowledge, or interests of the
learners and;
little evidence that the plan
provides some opportunities to
accommodate individual student
needs.
evidence that the plan

provides regular opportunities
to accommodate individual
student needs.
Standards and
Objectives
SCORE:
InTASC:
1b, 1c, 1f, 2c, 2d,
2j, 2k, 2l, 4d, 6b,
7a, 7c, 7d, 7g
NETS-T:
1a, 1b, 1c
All learning objectives and

state content standards are
explicitly communicated.
Evidence in
both columns
3 and 5
Most learning objectives and

communicated.
Evidence in
both columns 1
and 3
Few learning objectives and

communicated.
Sub-objectives are aligned

and logically sequenced to the
lessons major objective.
Sub-objectives are mostly

aligned to the lessons major
objective.
Sub-objectives are inconsistently

aligned to the lessons major
objective.
Learning objectives are: (a)

consistently connected to
what students have previously
learned, (b) know from life
experiences, and (c)
integrated with other
disciplines.
Learning objectives are

connected to what students have
previously learned.
Expectations for student
performance are clear.
Learning objectives are rarely

connected to what students have
previously learned.
performance are vague.
State standards are displayed.

performance are clear,
demanding, and high.
State standards are displayed.

There is evidence that most
students demonstrate mastery of
the objective.
State standards are

displayed and referenced
throughout the lesson.
There is evidence that few

students demonstrate mastery of
the objective.
There is evidence that most

students demonstrate
mastery of the objective.
Presenting
Instructional
Content
SCORE:
InTASC:
Presentation of content
always includes:
visuals that establish the
purpose of the lesson, preview
the organization of the lesson,
and include internal
summaries of the lesson;
Evidence in
both columns
3 and 5
Presentation of content most of

the time includes:
purpose of the lesson, preview the
organization of the lesson, and
include internal summaries of the
lesson;

Evidence in
both columns 1
and 3
Presentation of content rarely

includes:
purpose
of the lesson, preview the
organization of the lesson, and
4a, 7c, 7k, 8e,

8m
examples, illustrations,
analogies, and labels for new
concepts and ideas;
NETS-T:
4b
modeling by the teacher to

demonstrate his or her
performance expectations;
logical sequencing and

segmenting;

concise communication;
segmenting;
all essential information and;
all essential information and;
no irrelevant, confusing, or
nonessential information.
Evidence in
both columns
3 and 5
Activities and materials include

most of the following:
support the lesson objectives;
Evidence in
both columns 1
and 3
Activities and materials include

few of the following:
support the lesson objectives;
are challenging;
are challenging;
sustain students attention;
elicit a variety of thinking;
provide time for reflection;
are relevant to students

lives;
are relevant to students lives;
are relevant to students lives;
provide opportunities for

student-to-student interaction;

student-to-student interaction;
induce student curiosity and

suspense;

suspense;
provide students with choices;
provide students with choices;
SCORE:
are challenging;
InTASC:
1b, 2a, 2g, 3b,
3d, 3g, 3h, 3i, 3j,
3o, 3p, 4b, 4d,
4f, 4g, 4i, 4m,
4p, 5a, 5b, 5c, 5l,
5p, 6e, 6f, 7a,
7b, 7k, 8a, 8c, 8f,
8g, 8n, 8o
NETS-T:
1c, 2a,
analogies, and labels for new
concepts and ideas;

segmenting;
support the lesson

objectives;
and labels for new concepts and

ideas;
all essential information

and;
Activities and materials

include all of the following:
include internal summaries of the

lesson;

Activities and
Materials
analogies,

student-to-student
interaction;
suspense;

provide students with

choices;
incorporate multimedia and

technology and;

technology and;

technology and;
incorporate resources beyond

the school curriculum texts (e.g.,
teacher-made materials,
manipulatives, resources from
museums, cultural centers, etc.).
incorporate resources beyond

the school curriculum texts (e.g.,
teacher-made materials,
manipulatives, resources from
museums, etc.)
incorporate resources
beyond the school curriculum
texts (e.g., teacher-made
materials, manipulatives,
resources from museums,
cultural centers, etc.).
In addition, sometimes
activities are game-like,
involve simulations, require
creating products, and
demand self-direction and
self-monitoring.
Academic
Feedback
SCORE:
InTASC:
1a, 3o, 3p, 4e,
6a, 6d, 6f, 6l, 6n,
6s, 7l, 7q, 8a, 8b,
8d, 9h
NETS-T:
1c
Oral and written feedback is

consistently academically
focused, frequent, and high
quality.
Feedback is frequently given
during guided practice and
homework review.
The teacher circulates to
prompt student thinking,
assess each students
progress, and provide
individual feedback.
Feedback from students is
regularly used to monitor and
adjust instruction.
Evidence in
both columns
3 and 5
Oral and written feedback is

mostly academically focused,
frequent, and mostly high quality.
Feedback is sometimes given
during guided practice and
homework review.
The teacher circulates during
instructional activities to support
engagement and monitor student
work.
Feedback from students is
sometimes used to monitor and
adjust instruction.
Teacher engages students in

giving specific and high-quality
feedback to one another.

Evidence in
both columns 1
and 3
The quality and timeliness of

feedback is inconsistent.
Feedback is rarely given during
guided practice and homework
review.
The teacher circulates during
instructional activities, but
monitors mostly behavior.
Feedback from students is rarely
used to monitor or adjust
instruction.
Managing
Student
Behavior
SCORE:
InTASC:
3a, 3c, 3i, 3k
Students are consistently wellbehaved and on task.

Teacher and students establish
clear rules for learning and
behavior.
Evidence in
both columns
3 and 5
The teacher uses several

techniques, such as social
approval, contingent activities,
and consequences to maintain
appropriate student behavior.
The teacher uses some

techniques, such as social
approval, contingent activities,
and consequences to maintain
appropriate student behavior.
The teacher overlooks

inconsequential behavior.
The teacher overlooks some

inconsequential behavior, but
other times addresses it, stopping
the lesson.
Teacher displays extensive

content knowledge of all the
subjects she or he teaches.
SCORE:
Teacher regularly implements

a variety of subject specific
instructional strategies to
enhance student content
knowledge.
The teacher regularly
highlights key concepts and
ideas and uses them as bases to
connect other powerful ideas.
Students are not well-behaved

and are often off task.
Teacher establishes few rules for
learning and behavior.
The teacher uses few techniques
to maintain appropriate student
behavior.
The teacher cannot distinguish
between inconsequential behavior
and inappropriate behavior.
Disruptions frequently interrupt
instruction
The teacher deals with students

who have caused disruptions, yet
sometimes he or she addresses
the entire class.
The teacher attends to

disruptions quickly and firmly.
Teacher
Content
Knowledge
Evidence in
both columns 1
and 3
Teacher establishes rules for

learning and behavior.
The teacher deals with

students who have caused
disruptions rather than the
entire class.
InTASC:
1a, 1g, 2d, 3b,
4a, 4b, 4c, 4d,
4e, 4f, 4h, 4j,
4k, 4l, 4m, 4n,
5a, 5b, 5i, 5j,
7a, 7g, 7h, 8d
NETS-T:
2a
Students are mostly wellbehaved and on task, some minor

learning disruptions may occur.
Evidence in
both columns
3 and 5
Teacher displays accurate

content knowledge of all the
subjects he or she teaches.
Evidence in
both columns 1
and 3
Teacher displays underdeveloped content knowledge in

several subject areas.
Teacher sometimes implements

subject-specific instructional
strategies to enhance student
content knowledge.
Teacher rarely implements

subject specific instructional
strategies to enhance student
content knowledge.
The teacher sometimes

highlights key concepts and ideas
and uses them as bases to connect
other powerful ideas.
Teacher does not understand

key concepts and ideas in the
discipline and therefore presents
content in an unconnected way.
Limited content is taught in

sufficient depth to allow for the
development of understanding.
Teacher
Knowledge
of Students
Teacher practices display

understanding of each students
anticipated learning difficulties.
SCORE:
Teacher practices regularly

incorporate student interests
and cultural heritage.
Teacher practices sometimes

incorporate student interests and
cultural heritage.
Teacher practices rarely

incorporate student interests or
cultural heritage.
Teacher regularly provides

differentiated instructional
methods and content to ensure
children have the opportunity to
master what is being taught.
Teacher sometimes provides

differentiated instructional
methods and content to ensure
children have the opportunity to
master what is being taught.
Teacher practices demonstrate

little differentiation of
instructional methods or content.
InTASC:
1a, 1b, 1e, 1f,
1g, 1h, 1j, 2a,
2b, 2c, 2d, 2e,
2f, 2g, 2h, 2i,
2j, 2k, 2m, 2o,
3f, 3l, 4a, 4e,
4f, 4g, 4k, 4l,
4m, 6e, 6g, 6h,
6i, 6k, 6p, 6t,
6u, 7a, 7b, 7d,
7e, 7j, 7k, 7l,
7m, 7n, 8a, 8b,
8c, 8h, 8k, 8l,
8m, 8p
NETS-T:
1c
*Total Points
Possible
280
Evidence in
both columns
3 and 5
280
Teacher practices display

understanding of some students
280
Evidence in
both columns 1
and 3
Teacher practices demonstrate

minimal knowledge of students
*Grade
*Note: To pass this course, students must earn a score of 3 on each of the eight TAP indicators by the last Performance Assessment.

Signature Assignment Rubric: Final Professionalism Assessment

Mary Lou Fulton Teachers College measures Teacher Candidates professional dispositions via the Teachers College Professionalism Rubric. The rubric is based on
the work of Charlotte Danielson.
A: Showing Professionalism
ELEMENT
APPLYING BY LEADING
AND SUPPORTING
(5)
A 1: Relationships with
Others in Schools and
the Profession
(university instructors,
school leaders,
colleagues, etc.)
APPLYING ROUTINELY
(4)
9n 9o, 10c, 10f, 10j,

10p, 10s, 10t
UNSATISFACTORY
(1)
0 points
Takes initiative in
assuming
responsibilities that
contribute to team
goals.
Relationships with
colleagues are
characterized by
collaboration and
cooperation. Presumes
positive intent when
addressing issues of
concern and
demonstrates
willingness to learn
from others.
Maintains cordial
relationship with
colleagues using
appropriate means and
respectful language
when addressing issues
of concern.
Relationships with
colleagues are negative,
divisive or self-serving.
Addresses concerns
inappropriately (person,
issues, format), or uses
disrespectful language,
inappropriate emotions.
and is proactively
engaged in creating
positive change in rules,
policy, and procedures
through appropriate
established channels.
Understands the
rationales behind the
rules, policies, and
procedures.
Actively acquires
knowledge of and
adheres to the rules,
policies, and
procedures established
by the school, the
District, the university
and/or the law.
Requires some
guidance regarding the
rules, policies, and
procedures established
by the school, the
district, the university
and/or the law.
Violates the rules,

policies, or procedures
established by the
school, the district, the
university and/or the
law.
3q, 3r, 10c, 10f, 10i,

10j, 10k, 10o, 10p, 10r,
10t
InTASC:
EMERGING
(2)
0 points
Initiates and facilitates

collaboration to further
school goals and
improve school climate.
InTASC:
A 2: Fulfilling
Professional
Responsibilities
APPLYING
(3)
30 points

B : Growing and Developing Professionally

ELEMENT
APPLYING BY LEADING
AND SUPPORTING
(5)
B 1: Content
Knowledge and
Pedagogical Skill
InTASC:
9a, 9b, 9c, 9d, 9k, 9n,
10a, 10b, 10c, 10f, 10i,
10j, 10k, 10p, 10r, 10s,
10t
B 2: Continued
Professional Growth
InTASC:
9a, 9b, 9c, 9d, 9k, 9n,
10a, 10b, 10c, 10f, 10i,
10j, 10k, 10p, 10r, 10s,
10t
APPLYING ROUTINELY
(4)
APPLYING
(3)
30 points
EMERGING
UNSATISFACTORY
(2)
(1)
0 points
0 points
. . . and provides
leadership in the
professional
development of
colleagues to support
school goals and
Seeks out
opportunities for
professional
development, applies
new skills in the
classroom, and refines
skills using cycles of
inquiry.
Participates in
school/district
opportunities for
professional
development and
applies new skills in the
classroom.
Participates in
professional activities to
a limited extent when
they are convenient;
application of new skills
attempted but may not
be consistent.
Engages in few or no
professional
development activities
to enhance knowledge
or skill; does not apply
new skills in classroom.
Consistently engages in
improvement of practice
and in the professional
development of
colleagues to support
school goals and
Demonstrates
engagement in
continuous cycles of
inquiry and
incorporates practices
based on research and
theory.
Seeks feedback and

actively works to
improve practice by
participating in
professional
development.
Responds to feedback
indicating the need for
continued professional
growth.
Fails to recognize or
respond to feedback
indicating the need for
continued professional
growth.
APPLYING
(3)
30 points
EMERGING
UNSATISFACTORY
(2)
(1)
0 points
0 points
Keeps accurate records

in an organized manner
and meets deadlines
appropriately.
Keeps records with

adequate organization,
but requires frequent
monitoring to avoid
Has no system for

maintaining records,
keeps records in disarray
and/or does not meet
C : Maintaining Accurate Records

ELEMENT
APPLYING BY LEADING
AND SUPPORTING
(5)
C 1: General Record
Keeping
InTASC:
and assists colleagues

to improve record
keeping systems to
further school goals and
APPLYING ROUTINELY
(4)
Keeps comprehensive,
accurate records in an
organized system that
supports timely
reporting.

6t, 9o
C 2: Student Progress
in Learning
InTASC:
6g, 6t, 9o
Supports colleagues in
developing efficient,
effective systems for
reporting student
progress to further
school goals and
System for
maintaining
information about
student progress on
the AZ Standards is
efficient and
effectively organized
for recording and
reporting timely
information on
student progress.
System for maintaining

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

misses deadlines.
System for maintaining
information on student
progress on the AZ
Standards is
rudimentary and
partially effective.
deadlines, resulting in
errors and confusion.
Has no system for
maintaining information
on student progress on
the AZ Standards, or the
system is in disarray, or is
inaccurate.
D: Home-School Communication
ELEMENT
APPLYING BY LEADING
AND SUPPORTING
(5)
D 1: Communicates
Instructional Program
Information to Parents
(i.e. academic
standards, grade level
expectations,
curriculum)
InTASC:
1c, 3a, 3n,10c, 10d,
10p, 10q
facilitating
comprehensive,
frequent, two-way
communication with
parents about the
instructional program
to further school goals
and improve school
climate.
APPLYING ROUTINELY
(4)
Provides accurate,
comprehensive and
frequent instructional
program information to
parents.
APPLYING
(3)
30 points
EMERGING
UNSATISFACTORY
(2)
(1)
30 points
0 points
Provides accurate and

complete instructional
program information as
required.
Under direction of
mentor or ASU Lead
Teacher provides
accurate but limited
information to parents.
Fails to communicate,
provides inaccurate
information to parent,
or communicates
without knowledge and
approval of mentor or
ASU Lead Teacher.

D 2: Communicates
Individual Student
Performance to Parents
InTASC:
1c, 3a, 3n, 10d, 10p,
10q,
D 3: Advocacy/
Resources for Students
InTASC:
1c, 1k, 2f, 2h, 2i, 4g,
7m, 9d,10e
developing effective,
two-way
communication with
parents about
individual student
progress to further
school goals and
. . . and initiates and

facilitates development
of resources to further
school goals and
Facilitates frequent
two-way
communication with
parents on both
positive and negative
aspects of student
academic performance
and social
competencies.
Response to parent
concerns is handled
with great sensitivity
and timeliness.
. . . and is aware of
additional resources
available through the
community and assists
students in gaining
access.
Provides individual
student performance
information to parents
on a regular basis and
responds to parent
requests/concerns in a
timely manner.
Under direction of
mentor or ASU Lead
Teacher provides
limited individual
student performance
information to parents
under direction of
mentor teacher.
Provides little or no
individual student
performance
information to parents,
fails to respond to
parent requests or
concerns, or
communicates without
knowledge and
approval of mentor or
ASU Lead Teacher.
Is fully aware of
resources available
through the school or
district and works to
gain access for
students.
Displays some
awareness or use of
resources available to
assist students.
Is unaware of or
demonstrates disregard
for resources available
to assist students.
*Note: To pass this course, students must receive and maintain proficiency at the Applying (3) level on Rows A-C and Emerging (2) on Row D of the
Professionalism rubric at the end of each Performance Assessment.
*Passing the Signature Assignment is a requirement to pass this course.

COURSE/INSTRUCTOR EVALUATION
The course/instructor evaluation for this course will be conducted online 7-10 days before the last
official day of classes of each semester or summer session. Response(s) to the course/instructor are
anonymous and will not be returned to your instructor until after grades have been submitted. The use
of a course/instructor evaluation is an important process that allows our college to (1) help faculty
improve their instruction, (2) help administrators evaluate instructional quality, (3) ensure high
standards of teaching, and (4) ultimately improve instruction and student learning over time.
Completion of the evaluation is not required for you to pass this class and will not affect your grade, but
your cooperation and participation in this process is critical. About two weeks before the class finishes,
watch for an e-mail with "ASU Course/Instructor Evaluation" in the subject heading. The email will be
sent to your official ASU e-mail address, so make sure ASU has your current email address on file. You
can check this online at the following URL: http://www.asu.edu/emailsignup.
UNIVERSITY/MARY LOU FULTON TEACHERS COLLEGE POLICIES

ACADEMIC INTEGRITY/PLAGIARISM
The ASU Student Handbook contains the following information: The highest standards of
academic integrity are expected of all students. The failure of any student to meet these
standards may result in suspension or expulsion from the university and/or other sanctions as
specified in the academic integrity policies of the individual academic unit. Violations of
academic integrity include, but are not limited to, cheating, fabricating, tampering, plagiarizing,
or facilitating such activities. The university and unit academic integrity policies are available
from the Office of the Executive Vice President and Provost of the University and from the
Deans of the individual academic units.
The rest of the code, which consists of several pages, is available at the following URL:
http://students.asu.edu/srr/code.
Dependent upon instructors discretion, penalties for plagiarism range from loss of points on
plagiarized assignment to student receiving an E for the course.
ACCOMMODATION FOR RELIGIOUS PRACTICES

Students who need to be absent from class due to the observance of a religious holiday or
participate in required religious functions must notify the faculty member in writing as far in
advance of the holiday/obligation as possible. Students will need to identify the specific holiday
or obligatory function to the faculty member. Students will not be penalized for missing class
due to religious obligations/holiday observance. The student should contact the class instructor
to make arrangements for making up tests/assignments within a reasonable time.
http://www.asu.edu/aad/manuals/acd/acd304-04.html
SED 478 Fall 2016 Page 25

ATTENDANCE AND PARTICIPATION

Teacher Candidates are allowed no more than 3 absences per semester during student teaching.
Excessive absenteeism will result in an assignment of a grade of E for student teaching.
Students with excessive absences due to illness or other extreme circumstances may be eligible
for a medical or compassionate withdrawal from student teaching. In these cases, the student
should contact his/her academic advisor within the Office of Student Services to develop an
appropriate course of action. The Office of Student Services and the Office of Clinical
Experiences will work cooperatively with the student to determine eligibility for a medical
withdrawal. If the student is granted a medical withdrawal, he/she must complete a new
Student Teaching Application/ Placement Request in Tk20 upon return to the program.
Prioritizing student learning: When Teacher Candidates are absent for any reason, they are expected to
take whatever steps are possible to ensure that student learning is not interrupted. This includes
sending the Mentor Teacher lesson plans and preparing materials in advance when possible.
Documentation of absences: Teacher Candidates must complete the Absence Request/Verification
Form when they are absent for a day or any part of a day. Once completed, this form should be signed
by the Mentor Teacher and submitted to the Site Coordinator/University Supervisor. The expected
timeline is 5 days in advance of a planned absence or within 24 hours of return from an unplanned
absence. Absences should be documented when Mentors complete the Progress Reports and when
Teacher Candidates update their Timecards.
Planned absences: Teacher Candidates are expected to notify their Mentor Teacher and Site
Coordinator/University Supervisor five school days prior to a planned absence. University Supervisors
may excuse absences for the following events given that the Teacher Candidate is in good academic
standing and provides verification of attendance at the event: Taking the AEPA/NES exam or attending
an employment interview and/or ASUs Career Fair/Interview Day. These excused absences do not
count towards the three allowed absences per semester. The Teacher Candidate must complete the
Absence Request/Verification Form and notify the Mentor and Site Coordinator/University Supervisor
according to the absence policy.
Unplanned absences: Teacher Candidates should call their Mentor Teacher at school prior to the start
of the contract day and call the Site Coordinator/University Supervisor as early as possible in the case of
an unplanned absence (ex: illness, emergency). If Teacher Candidates are paired, they should also call
their partner Teacher Candidate. The Teacher Candidate must complete the Absence
Request/Verification Form within 24 hours of return to school.
Arriving late/Leaving early: Arriving late or leaving early will count as a half-day absence. Teacher
Candidates should provide advance notification and document partial day absences using the Absence
Request/Verification Form.
Pregnancy Leave Policy for the Mary Lou Fulton Teachers College: Please refer to
https://education.asu.edu/sites/default/files/Satisfactory-Academic-Progress-and-ProfessionalConduct%20Policy%2011-6-14.pdf
Bereavement Policy: Teacher Candidates receive one day excused absence for bereavement purposes
when they notify the Mentor Teacher and ASU Site Coordinator/University Supervisor and submit
appropriate documentation (ie: obituary, death certificate, funeral program, etc.) to the ASU Site
Coordinator/University Supervisor along with the Absence Request/Verification Form, according to
the Teachers College absence policy.
Children attending ASU Classes: As per the Mary Lou Fulton Teachers College policy, no
individuals under the age of 12 are permitted to attend ASU classes.
Required meetings and seminars: Report all absences to your instructor prior to the start of class.
Please arrange to have a classmate take notes and collect any handouts provided during the class
meeting.
Use of Recording Devices in clinical experiences (internship and student teaching): ASU students are
prohibited from using any recording device to capture any activity in the classroom without the prior
written permission of the Mentor Teacher which describes the pedagogical reason for making the
recording. The use of any such recording must be in conformance with the pedagogical reason and with
the provisions of the Family Educational Rights and Privacy Act (FERPA). Any failure to adhere to this
standard constitutes unprofessional conduct.
Fall and Spring Breaks: Teacher Candidates follow the Fall and Spring Breaks of the district to which
they are assigned. It is the Teacher Candidates responsibility to pay attention to district Fall and Spring
Breaks and holidays to make sure he/she completes the required weeks of student teaching before the
end of the ASU semester.
Dismissal from Clinical Experiences: Student Teaching and/or internship:
In the event a school district requests that a student be dismissed from an internship or student
teaching placement for unprofessional or inappropriate behavior, the intern or Teacher Candidate will
be required to attend a meeting with the Division Director or designee, the Sr. Director of Student
Services and other college representatives as determined by the Division Director to discuss the reasons
for request for dismissal from the internship or student teaching placement.
If it is determined that the allegations of a violation of unprofessional behavior resulting in the request
for dismissal from the school/district are warranted, one or all of the following actions may result. The
intern or Teacher Candidate:
Will be dismissed from the internship or student teaching placement.

Will receive a failing grade (E) for the internship or student teaching course*.
Will not be assigned another internship or student teaching placement during the same
semester in which the Teacher Candidate was assigned a failing grade.
May not withdraw from the internship/clinical experience course or student teaching course. If
a withdrawal is processed by the Office of the Registrar, the grade will be administratively
changed to an (E).
Must withdraw from all courses that require concurrent enrollment with internship or student
teaching.

*If an intern or Teacher Candidate wishes to appeal the (E) grade, s/he can follow the grade appeal
process as outlined on the Teachers College website. The first step in the grade appeal process is to
meet with the course instructor. Students have 10 business days to appeal a grade.
If a Teacher Candidate wishes to repeat the internship or student teaching and concurrent coursework
for the semester following the dismissal, the Teacher Candidate must show evidence of how he/she
plans to resolve the situation or circumstances which resulted in the removal from the internship or
student teaching. The Teacher Candidate will be required to meet with the Division Director or designee
and the Sr. Director of Student Services to develop a Professional Improvement Plan (PIP) outlining
expectations for continued professional growth and academic development.
In the event that the Teacher Candidate violates the rules, policies, or procedures for conduct
established by the school, district, local education agency, ASU, Teachers College, and/or the law while
on a PIP for unprofessional behavior, the Teacher Candidate will be dismissed from the initial teacher
certification program. Teacher Candidates who are dismissed may not petition to continue in their
current academic plan, but may be eligible to pursue other non-certification degree options within
Teachers College (i.e., Educational Studies, Masters degree without certification) or within other
colleges at ASU.
See academic performance requirements: https://catalog.asu.edu/policies/mlftc
32T
32T
CELL PHONE POLICY

Turn off cell phones during class and clinical placement. Use or presence of cell phones during
clinical experiences may result in a deficiency and/or Professional Improvement Plan.
ELECTRONIC COMMUNICATION
Acceptable use of university computers, internet and electronic communications can be found
in the Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi104-01.html ) and in
the Universitys Computer, Internet, and Electronic Communications Policy
(http://www.asu.edu/aad/manuals/acd/acd125.html).
GRADE APPEALS
The professional responsibility for assigning grades is vested in the instructor of the course, and
requires the careful application of professional judgment. A student wishing to appeal a grade
must first meet with the instructor who assigned the grade to try to resolve the dispute. The
process for grade appeals is set forth for the undergraduate and graduate programs are
available at https://education.asu.edu/student-forms-policies
HANDLING DISRUPTIVE, THREATENING, OR VIOLENT INDIVIDUALS ON CAMPUS

Students, faculty, staff, and other individuals do not have an unqualified right of access to
university grounds, property, or services. Interfering with the peaceful conduct of universityrelated business or activities or remaining on campus grounds after a request to leave may be
considered a crime.
All incidents and allegations of violent or threatening conduct by an ASU student (whether onor off-campus) must be reported to the ASU Police Department (ASU PD) and the Office of the
Dean of Students. If either office determines that the behavior poses or has posed a serious
threat to personal safety or to the welfare of the campus, the student will not be permitted to
return to campus or reside in any ASU residence hall until an appropriate threat assessment has
been completed and, if necessary, conditions for return are imposed. ASU PD, the Office of the
Dean of Students, and other appropriate offices will coordinate the assessment in light of the
relevant circumstances. http://www.asu.edu/aad/manuals/ssm/ssm104-02.html.
HARASSMENT PROHIBITED
ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national
origin, disability, sexual orientation, Vietnam era veteran status and other protected veteran
status. Violations of this policy may result in disciplinary action, including termination of
employees or expulsion of students. Contact Student Life (Downtown campus- 522 N. Central
Ave., Post Office Room 247, 480-496-4111; Polytechnic campus- Administration building suite
102, 480-727-1060; Tempe campus- Student Services Building room 263, 480-965-6547; or the
West campus- UCB 301, 602-543-8152) if you feel another student is harassing you based on any
of the factors above. Contact Equal Opportunity/Affirmative Action (EO/AA) at 480-965-5057 if
you feel an ASU employee is harassing you based on any of the factors above.
http://www.asu.edu/aad/manuals/acd/acd401.html.
LATE AND MISSING ASSIGNMENTS

A late Weekly Reflection and/or Certificate of Completion for the online training will lose 50% of
the rubric score if it is received within 72 hours of the due date. Weekly Reflections and/or a
Certificate of Completion for the online training will receive 0 points if received after 72 hours of
the due date. All other assignments submitted after the due date will receive 0 points (See
Student Teaching Orientation, Seminar, Notebook Check, and Timecard Check rubrics). Failure
to complete assignments may result in a score of 1 or 2 on the Professionalism Rubric (C:
Maintaining Accurate Records).
MILITARY PERSONNEL STATEMENT

A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch
and is unable to complete classes because of military activation may request a complete or
partial administrative unrestricted withdrawal or incomplete depending on the timing of the
activation. For information, please see http://www.asu.edu/aad/manuals/usi/usi201-18.html.
MISSED CLASSES DUE TO UNIVERSITY-SANCTIONED ACTIVITIES

Students who participate in university-sanctioned activities that require classes to be missed,
should be given opportunities to make up examinations and other graded in-class work.
However, absence from class or examinations due to university-sanctioned activities does not
relieve students from responsibility for any part of the course work required during the period
of the absence. The student should contact the class instructor to make arrangements for
making up tests/assignments within a reasonable time.
The specific activity program coordinator (e.g., assistant athletics director for academic services,
director of forensics, director of bands) should, as early as possible, provide the collegedesignated individual with the class schedule of any student who may be required to miss class
because of a university-sanctioned activity.
Students should inform their instructors early in the semester of required class absences.
Instructors should attempt to provide opportunities for equivalent work, either before or after
the class absence, in accordance with any academic unit or college requirements, which may
apply. http://www.asu.edu/aad/manuals/acd/acd304-02.html
PROFESSIONAL BEHAVIOR (THIS SECTION IS ONLY NECESSARY FOR INITIAL CERTIFICATION

STUDENTS)
It is expected that students exhibit professional behavior inside the classroom, during intern
placements, and working with other students outside of the class on assignments related to this
class in addition to behavior in the classroom on ASUs campus. If at any time your behavior is
unprofessional, the instructor may refer the student to the Director of the Office of Student
Services (OSS) for the development of a Professional Improvement Plan (PIP).

https://education.asu.edu/student-forms-policies.
TITLE IX
Title IX is a federal law that provides that no person be excluded on the basis of sex from
participation in, be denied benefits of, or be subjected to discrimination under any education
program or activity. Both Title IX and university policy make clear that sexual violence and
harassment based on sex is prohibited. An individual who believes they have been subjected to
sexual violence or harassed on the basis of sex can seek support, including counseling and
academic support, from the university. If you or someone you know has been harassed on the
basis of sex or sexually assaulted, you can find information and resources at
http://sexualviolenceprevention.asu.edu/faqs/students
UNIVERSITY SERVICES
DISABILITY ACCOMMODATIONS FOR STUDENTS
Mary Lou Fulton Teachers College is committed to student success and ensures an inclusive
learning environment for all students. Students with disabilities or disabling health conditions
who need accommodations are required to document their condition with the Disability
Resource Center https://eoss.asu.edu/drc. The Mary Lou Fulton Teachers College encourages
admitted students with disabilities or disabling health conditions who believe that they may
need an accommodation to register with the DRC prior to enrolling in the program. That way,
all reasonable accommodations can be in place at the beginning of the program. Students who
are registered with DRC will be key participants in establishing reasonable and appropriate
accommodations with course instructors.
SI (SUPPLEMENTAL INSTRUCTION)
SI seeks to help students process material presented in class through group facilitated discussion
led by a trained peer (SI Leader) who has already successfully completed the course. More
information will be available on Blackboard under the SI Study Group. Students can receive
tutoring for various courses through University Academic Success Programs (UASP). Refer to
our website: https://tutoring.asu.edu.
TECHNOLOGICAL SERVICES AND SUPPORT

The Mary Lou Fulton Teachers College encourages students to make use of technological
services available through ASU to make their learning experience more efficient. Students with
personal laptop computers or netbooks can connect wirelessly to the Internet and to printing
services on all four campuses and some school sites. The following support services are available
to support student computing needs.
Student Purchases:
Discounted pricing for students purchasing laptop or desktop computers is available at through
the ASU bookstore or online. (http://www.bkstr.com/arizonastatestore/shop/technology)
ASU Campus Classroom Connectivity:
In-class use of laptops is encouraged by the Mary Lou Fulton Teachers College. In cases where
students need to make presentations during class, most classrooms have the capability of
allowing laptops to connect to classroom projectors. Mac laptops may require an adaptor. For
collaborative work, social networking tools are provided to ASU students through a Google
partnership, including Google docs, spreadsheets, presentations, forms, and sites.
(https://docs.google.com/a/asu.edu/#all)

Hardware and Software Support:

ASU 1:1 Technology Studios provide support to students on all four campuses for hardware,
software, operating systems, security, networking, etc. (https://ucc.asu.edu/techstudio/)
MyApps provides free software tools including free virus scan software, online applications, and
information about discounted software for purchase. (https://webapp3.asu.edu/myapps/)
TUTORING
Tutoring is available on all ASU campuses and Online for a variety of courses in small groups on a
walk-in/drop-in basis. Appointments are not taken. For a full list of sites and courses, visit
https://tutoring.asu.edu.
WRITING CENTERS
One Center, Many Places: The Writing Center, located on all four ASU campuses and online,
offers free tutoring for all enrolled students. All writersall ASU undergraduate or graduate
studentscan benefit from visiting the Writing Center to:
explore, plan, and develop ideas;
organize and structure a paper;
integrate and cite sources; and
write, revise, edit, and proofread.
For more information about ASUs Writing Centers, including how to make an appointment,
please visit our website at https://tutoring.asu.edu/writing-centers.


Sed 478 f16 Syllabus

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SED 478: Student Teaching in the Secondary School

Undergraduate SED Students

Click here to enter a date. - Click here to enter a date.

Required Course Texts, Materials and Resources

Additional required readings provided in Blackboard

EED 578 Fall 2016 Page 1

ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All ASU students

EED 578 Fall 2016 Page 2

Student Learning Outcomes

Student Learning Outcomes

Teacher Candidates will write, teach, and reflect on lesson

Teacher Candidates will demonstrate proficiency in

EED 578 Fall 2016 Page 3

Student Learning Outcomes

1c, 3a, 3n,10d, 10p, 10q,

Opportunities for Observation and Practice of the

1a, b; 2a, b, c, d; 3c, d, I, j, l, k; 4a, b, d, e, g, h; 5b, c, d, f, l; 6a, j; 7a,

Standards: The Teacher Candidate is required to participate

b, c, d, e, f; 8a, b, j; 9e; 10o

development through the collection of feedback and work

in the assigned classroom full-time, 5 days per week

InTASC Standards: http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf

EED 578 Fall 2016 Page 4

Mandatory Student Teaching Orientation & meeting with University Supervisor

First official day of student teaching

University Supervisor visits the school

PERFORMANCE ASSESSMENT CYCLE #1

Academic Status Report #1 due

PERFORMANCE ASSESSMENT CYCLE #2

University Supervisors final visit to the school

EED 578 Fall 2016 Page 5

LAST DAY OF STUDENT TEACHING

Final grades are due/posted

Commencement for MAC/graduate students and Undergraduate students

EED 578 Fall 2016 Page 6

Introducing and Reinforcing Standards

InTASC 9a, 9b, 9e, 10r, 10t

InTASC 9a, 10r, 10t

InTASC 9a, 10r, 10t

40 points: 20 points per seminar

Every Friday during the semester

160 points: 16 reflections at 10 points

All Teacher Candidates will

EED 578 Fall 2016 Page 7

Assignment and Description

Professionalism Rubric and/or the

Varies schedule with University

100 points: 4 checks at 25 points each

100 points: 4 checks at 25 points each

Each PA Lesson Plan is submitted in

Signature Assignment Assessing Mastery of Standards

EED 578 Fall 2016 Page 8

Assignment and Description

280 points (final assessment)

To pass this course, students must

ISTE 2a, 2c, 2d

Signature Assignment #2 Final

By Final Performance Assessment

InTASC Part A1: 3q, 3r, 10c, 10f, 10i, 10j,

270 points (final assessment)

Total Points Possible: 1000

EED 578 Fall 2016 Page 9

Rubric for scoring Online Training: 25 points