Field Experience and Student Teaching Handbook

Transcription

Field Experience and
Student Teaching
Handbook
www.iuk.edu/education
Field Experience and Student Teaching Handbook
School of Education
Indiana University Kokomo
March 2012
Table of Contents
Welcome
4
I. School Policies
a. Policy Statements
6
b. Criminal History Background Checks
8
c. Confidentiality, Utilization of E-mail, Special Needs
Disclosure
9
d. Dress Code for Field Experience & Student Teaching
10
e. Completion Policy
11
f. Coursework Repetition Policy
12
g. Admission to Student Teaching
13
h. Grading Policy
14
i. Attendance & Absenteeism Policy
16
j. Extracurricular Activities
17
k. Extracurricular Activity Approval Form
18
l. CPR Policy
19
m. Universal Precautions Policy
20
n. TB Test Policy
21
o. Teacher Candidate Grievance/Appeal Policy
22
p. Student Teaching Removal Policy
23
II. Student Teaching Requirements
a. Student Teaching Application
26
b. Praxis II Exam Completion Date Policy
33
III. Responsibilities
a. Student Teacher Guidelines
35
b. Cooperating Teacher Guidelines
38
c. University Supervisor Guidelines
40
d. Director of Student Teaching Job Description
43
IV. Evaluation of the Student Teacher
a.
Metastandard Completion Instructions
47
b. Metastandard Evaluation
49
c.
81
Dispositions
V. Other Relevant Policies
a. IACTE Award Information
84
School of Education
Welcome to Field Experiences and Student Teaching!
Field experiences are very important and pervasive components of the Education program at IU
Kokomo. All students eventually complete a series of continuous and ongoing experiences in early
childhood settings, elementary classrooms and secondary classrooms--including observations, practicums
and student teaching.
The student teaching semester is the capstone of a student’s Teacher Education program. It is a full
day, school-based semester that affords the student an opportunity to demonstrate teaching competence
under the supervision of an experienced teacher (in cooperation with the School). It has been carefully
designed to be as realistic and as intensive as actual teaching.
We trust that all the field-based experiences the students participate in during their Teacher
Education program will be very meaningful ones for them.
School of Education
Section I
School Policies
PolicyStatements
Initial Teacher Education Program (TEP)
Benchmark Meeting Review, Evaluation and Notification Policies/Protocols
The purpose of initial TEP benchmark meetings is to review the performance and progress of all TEP
candidates, where relevant knowledge, skills, and dispositions are concerned. Benchmark meetings also
allow School of Education faculty to monitor candidate growth relative to the Indiana Teacher Education
Standards, NCATE program standards, and INTASC principles which guide the initial TEP. Benchmark
meetings also provide a vehicle for informing candidates of their program performance, progress and
status. Additionally, benchmark meetings allow faculty to monitor, aggregate and analyze candidate
performance data, to inform decisions regarding program level strengths, weaknesses, changes,
improvements, etc.
Benchmark meetings are convened and chaired by the School of Education’s Assistant Dean for
Assessment and Accreditation. Benchmark meetings are convened at least once per semester. However,
the Assistant Dean may convene as many additional benchmark meetings as faculty determine are needed
throughout the academic and calendar years.
It is the responsibility of the Assistant Dean to schedule and organize all initial TEP benchmark meetings.
The Assistant Dean is responsible for soliciting from TEP faculty and advisors data related to candidate
performance, and preparing that data (which will include, but is not limited to, Fitness for the Teaching
Profession reports, transcripts, course specific performance issues, field evaluations, advising
recommendations, PRAXIS exam scores and summaries, etc.) for discussion and action.
At least once each semester, the performance and progress of each active initial TEP candidate will be
reviewed during a benchmark meeting. As a result of that review, candidate program status is determined
to be either:

In Good Standing: The candidate has met all relevant TEP requirements, as outlined in the Meta
Standards Rubric, Dispositional Criteria checklist, Program Planning Guides, and other TEP
evaluation instruments. Candidates who remain in good standing may or may not be informed of their
status in writing. Candidates whose program status changes as a result of a benchmark review will be
informed of that change in writing.

Not in Good Standing: The candidate has failed to meet one or more program requirements.
Candidates judged not in good standing will be notified in writing of their status. This notification
will include the reasons or issues which explain or caused this status; actions, requirements, remedial
experiences, etc. which the candidate should undertake to address specific issues, weaknesses, etc.;
and a reasonable and specific date by which these issues, etc. must be satisfactorily resolved.
Candidates whose program status remains not in good standing for an extended period of time, or who
demonstrate continuous lack of progress or poor performance, risk dismissal from the TEP. (See also
TEP Coursework Repetition Policy.) Candidates who wish to appeal a benchmark review/decision may
do so by contacting the Dean of the School of Education in writing.
Approved November 2004; Revised July 2010
____________________________________________________________________________________
Criminal History Background Checks
Effective November 1, 2009, all students enrolled in any School of Education initial teacher education
program (TEP) course, or pre-TEP course, are required to have a valid expanded criminal history
background check on file, prior to participation in any field experience that includes direct or indirect
contact with P-12 students. See the School of Education Student Policy Manual for the complete policy
and instructions on how to obtain an expanded criminal history background check.
Approved November 2009
____________________________________________________________________________________
Background Check Letters for Student Teaching Applications
Effective August 1, 2012, a student teacher candidate who has details on an Expanded Criminal
Background Check (ECBC) must write and submit a letter explaining the circumstances that led to
his/her arrest and the results of that arrest. The letter will be submitted to the Director of Student
Teaching and will be kept in a student teacher’s official file in the School of Education Office. The
Director of Student Teaching and the School of Education Office will not submit a student teacher
candidate’s application to a school prior to the submission of this required letter.
Approved July 2012
Confidentiality
Under the Family Educational Right to Privacy Act (Buckley Amendment), P12 students have specific
rights associated with confidentiality. Schools are obligated to safeguard those rights. In permitting
practica students and student teachers entry into the classroom, host schools entrust the practica student
and student teacher with some of the responsibility for safeguarding those rights.
Therefore, it is imperative that all practica students and student teachers understand and appreciate the
importance of maintaining student confidentiality. For this reason and for ethical reasons, any
information which could be used to identify a student (including name, parent’s occupation, specific
characteristics, uncommon disabilities, birth date, Social Security Number, relationship to individuals
within the school or community, publicly known accomplishments or activities, etc.) must be carefully
omitted in any conversation with anyone other than the cooperating teacher or principal.
It is the responsibility of the practica student and student teacher to omit identifying information when
participating in group discussions in practica related classes or the student teaching seminar or in any
other conversational situations. Discussion of P12 students with friends and/or relatives is discouraged.
Practica experiences involving specific students should not be discussed in public places where they may
be overheard by someone who could glean information from the discussion (e.g., in restaurants, stores,
etc). Student records must always be maintained with strict adherence to confidentiality guidelines. If
access to student records is deemed appropriate by school representatives, student teachers must keep the
information therein absolutely confidential. Any practica student or student teacher notes, journals,
course work or other forms of documentation and data gathering must also maintain the confidentiality of
the P12 students. Photocopies of student work, individualized educational programs (IEPs), etc., to be
used by the practica student or student teacher for course related purposes must have all identifying
information blacked out with a permanent black marker.
Approved August 2006
____________________________________________________________________________________
Utilization of Email
The School of Education considers email to be an appropriate mechanism for official communication
with IU students unless otherwise prohibited by law. In accordance with IU Kokomo policy (Use of
Email as Official Correspondence with Students, dated 12 January 2004), School faculty and staff reserve
the right to send official communications to students by email with the full expectation that students will
receive, read, and respond to these email messages in a timely fashion.
____________________________________________________________________________________
Special Needs Disclosure
Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc) who
needs to arrange reasonable accommodations must contact (765-455-9390) and schedule an appointment
with the Coordinator of Disabilities Services and meet with the instructor regarding the necessary
accommodations. Verification of a disability under the Americans with Disabilities Act is required prior
to accommodations being granted. All discussions will remain confidential.
School of Education
Dress Code for Field Experience & Student Teaching
As a student and guest in a public school, you need to present a professional appearance in order to
reflect your transition from college student to educator. When attending field experiences and student
teaching, conservative dress helps you establish authority and professionalism. Your dress should
reflect modesty and should not draw attention to you or distract students. Considering comfort and ease
of movement is also important when choosing your clothes and shoes. To help you dress in your best
interest, the following dress code has been developed:
___You are responsible for knowing and following your school district’s dress code. In addition to your
district’s code, Indiana University Kokomo dress code requires professional dress. Our dress code is
based on good judgment about clean clothes, neat hairstyles, and acceptable hygiene. If a difference in
dress codes between your district’s code and the IU Kokomo School of Education code exists, follow
the more conservative guidelines. If you are not sure about the acceptability of a garment, check with
your instructor or university supervisor or don’t wear it.
___The following are prohibited for all students attending field experiences and student teaching: Jeans,
t-shirts, tight fitting clothes or clothes which fit poorly and/or draw attention, visible undergarments,
caps or hats indoors, tennis/athletic shoes, flip flops or sports sandals, piercings other than conservative
earrings. Unusually colored hair may not be worn and all tattoos must be covered.
___These additional guidelines apply for women: Skirt and dress length should allow you to bend and
move without undue exposure. Garments should not be so low, loose or tight that they are revealing.
Your midriff should not be exposed. Tops and/or hip huggers that expose the waist, back or chest when
bending or leaning are not allowed. You should not wear leggings, pantsuits of t-shirt material, nor
crisscross or spaghetti straps.
___These additional guidelines apply for men: Shirts and pants should cover the waist, back, and chest.
No tank tops will be allowed. Additional requirements, such as belt and/or tie, may be imposed at the
discretion of the instructor.
___Consequences of inappropriate dress are severe. Students will be asked to return home and change,
and the time missed will count as an absence from field experience or student teaching. A second
offense will lead to automatic dismissal from the field experience or student teaching.
___If the school has casual dress on Fridays or for field trips, students may wear appropriately fitted
school logo T-shirts (school of assignment or IU Kokomo T-shirts only) and casual clothes acceptable
for the public school casual days. The other dress code guidelines still apply.
___Some schools may have more informal or casual dress. However, IU Kokomo students must follow
the policy adopted by the IU Kokomo School of Education, as outlined in this policy.
Approved September 8, 2010
School of Education
Teacher Education Program (TEP) Completion Policy
Students are expected to complete their program of study within seven years of the date
of formal admission into the Teacher Education Program (TEP). Students who extend
their programs beyond seven years will have their coursework evaluated to ensure current
professional and university standards are being met.
Effective 1/1/05
School of Education
Course Repetition Policy: Teacher Education Program (TEP)
Students pursuing initial teacher education licensure—in elementary or secondary education—
at Indiana University Kokomo must complete a series of Education (EDUC) courses. Students
must successfully complete all EDUC courses with a grade of C+ or higher. In the event a
grade of C+ or higher is not received, students may be eligible to repeat the course. Students
may repeat the same EDUC course only once and may repeat a total of only two EDUC
courses throughout their program of study. Additionally, a student who withdraws from a
course after the automatic grade of “W” published date for the semester and has not
demonstrated satisfactory performance in that course is also subject to the course repetition
policy. This course repetition policy applies to all EDUC courses, even if a student chooses to
transfer to another program within the School of Education.
Please note that Student Teaching is separate from this repetition policy (see Student
Teaching Removal Policy in the Field Experience and Student Teaching Handbook).
Revised October 2010
Approved May 2007
Admission to Student Teaching
1.
Satisfactory completion of all previous Decision Points upon entry into Student Teaching
with a minimum grade point average (GPA) of 2.50.
2.
Letter of Good Standing entering Student Teaching.
3.
Pass certification exam(s) prior to student teaching semester (Elementary majors must
pass Elementary Exam(s); Secondary majors must pass exam(s)in content major(s); and
Special Education majors and minors must pass Special Education certification exam
prior to Student Teaching).
4. Completion of ALL Education classes with grade of C+ or better.
5. For Secondary majors, completion of all teaching major content courses prior to Student
Teaching with grades of C or better and a GPA of at least 2.50 in the teaching major
content area(s).
6. For Special Education majors, completion of all Core Academic Subject (CAS) courses
prior to Student Teaching with grades of C or better and a GPA of at least 2.50 in the
Core Academic Subject.
***Only exception to #5 is that Secondary majors must have all content courses completed
prior to Student Teaching, but can appeal to have no more than two completed after Student
Teaching.
Adopted March 2012
School of Education
GRADING POLICY FOR IU KOKOMO STUDENT TEACHING
The Director of Student Teaching is the instructor of record and as such determines the
final grade for student teaching. The grade for student teaching is either S (Satisfactory)
or F (Failure). That grade is based on the final evaluations of the Cooperating Teacher
and University Supervisor. Any discrepancies between the evaluations of the
Cooperating Teacher and University Supervisor are reconciled by the Director of Student
Teaching. It is our expectation that such discrepancies will be rare, given the
communication expected between the Student Teacher, Cooperating Teacher, and the
University Supervisor.
During the student teaching experience, students should demonstrate a sustained pattern
of Mastery Level performance (rating of 3) on the 7 meta-standards and rating of
Acceptable for all four Dispositions in order to earn an S (Satisfactory) grade in the
student teaching course. Failure to obtain this level of performance constitutes a Failure
in the student teaching course and will be graded as an F.
To assist in the developmental growth of Student Teachers, Cooperating Teachers,
Student Teachers, and University Supervisors are required to use the METASTANDARDS FOR COMPETENCY IN THE FIELD PROTOCOL.
The evaluation process is detailed as follows:
 Cooperating Teachers are required to complete the META-STANDARDS FOR
COMPETENCY IN THE FIELD PROTOCOL at both the mid-term and the
end of student teaching. It is our expectation that the Cooperating Teacher will
conference with the Student Teacher about the quality of performance at mid-term
and plan accordingly. Both forms will be submitted to the Director of Student
Teaching.
 Student Teachers are required to complete the META-STANDARS FOR
COMPETENCY IN THE FIELD PROTOCOL at both mid-term and the end
of student teaching.
 University Supervisors are required to complete the META-STANDARDS FOR
COMPETENCY IN THE FIELD PROTOCOL at the end of student teaching.
That form will be submitted to the Director of Student Teaching. In the event that
there are substantive discrepancies in the mid-term or final evaluations of the
Cooperating Teacher and Student Teacher, the University Supervisor will
mediate.
Your feedback on the META-STANDARDS FOR COMPETENCY IN THE FIELD
PROTOCOL is greatly appreciated. That feedback will be used to refine the protocol
for future use.
School of Education
Policy Regarding
Student Teaching Attendance & Absenteeism
All students enrolled in School of Education Teacher Education Programs (TEP) are required to
complete a minimum 16-week student teaching experience; i.e., the full IU Kokomo semester in which
the student teaching occurs. Where K-6 and 5-12 TEP students are concerned, this typically will involve
placement in one school, under the direct supervision of one licensed, full-time Cooperating Teacher.
Where Middle School TEP students are concerned, this typically will involve two 8-week placements,
one in each core content area in grades 5-9. Where Fine Arts: Visual Arts TEP students are concerned,
there typically will be two 8-week placements, one in an elementary school setting (K-5) and one in a
middle school or high school setting.
It generally is expected that Student Teachers will be at their respective assigned schools for the
full school day, each day that school is in session during the 8- or 16-week placement. The School
recognizes that circumstances may occasionally require students to be absent from their assigned
school/classroom, due to (e.g.,) illness, family emergencies, or other unforeseen events. It nonetheless is
the policy of the School that all absences must be made up before final grades are submitted and credit
hours awarded for the student teaching experience.
When absences occur, they must be reported in a timely manner to the Student Teacher’s
University Supervisor. Supervisors will maintain a record of Student Teacher absences, and forward that
information to the Director of Student Teaching for review. The Director will inform students of the
number of days (as well as any other requirements or expectations associated with those days) that must
be made up/addressed to fully satisfy the requirements and expectations of the student teaching
experience, and the timeframe in which those days and activities must be completed. In general, absences
will be made up by adding days to the end of the placement in which they occur; absences which occur
within the first of two 8-week placements may result in a delay or postponement of the second placement.
When absenteeism requires placements to extend beyond the regular IU Kokomo
semester, final grades for the student teaching experience will not be determined until all
absences/performance issues have been made up/resolved.
School of Education
Policy Regarding
Student Teaching & Extracurricular Activities
The student teaching experience is considered the capstone of the School of Education Teacher
Education Programs (TEP). The primary purpose of the student teaching experience is to provide TEP
students the opportunity to refine and demonstrate classroom competence, and other related professional
skills, under the direct supervision of experienced Cooperating Teachers and the School’s University
Supervisors. Student Teachers also are expected to participate with their Cooperating Teachers in all
related school-based, professional activities, such as faculty meetings, in-service sessions, parent
conferences, etc., that occur during the student teaching experience. Where feasible, Student Teachers
also are encouraged to participate in school-related extracurricular activities in which their Cooperating
Teachers are directly involved (e.g., coaching athletic teams, tutoring, or serving as a sponsor of student
clubs and organizations, etc.).
Student Teachers also may occasionally be invited to participate in school-related extracurricular
activities in which their Cooperating Teacher is not directly involved. It is the policy of the School that
Student Teachers will be permitted to engage in these extracurricular activities only if: a) it is determined
that the activity will not compromise the student’s ability to meet the primary purpose, expectations and
requirements of the student teaching experience, and b) students do not accept any monetary
compensation for their participation.
Student Teachers who wish to participate in these types of school-related extracurricular activities
must complete an Extracurricular Activity Approval form, which describes the activity they wish to
engage in, the duration of the activity, and the amount of hours per week they intend to devote to that
activity. The request form must be signed by both their Cooperating Teacher and the activity
director/coach involved, who will verify the details and circumstances of the extracurricular activity.
Student Teachers then must forward the signed request form to their University Supervisor for review and
approval. Supervisors will forward a signed copy of the request form to the Director of Student Teaching
when they have completed their review.
Adopted April 2009; revised October 2011
School of Education
Student Teaching Extracurricular Activity Approval Form
Student Teachers who wish to participate in school-based extracurricular activities must complete this
form and submit it to their Cooperating Teacher and University Supervisor for review and approval. Note
that: a) this form pertains only to extracurricular activities in which the Cooperating Teacher is not
involved, b) the activity must not interfere with or compromise the primary purpose, requirements and
expectations of the student teaching experience, and c) Student Teachers are to receive no monetary
compensation for their participation in the activity.
Student Teacher Name _______________________________ School____________________________
Fall _____ Spring
______ Year _______
Briefly describe in the space below the nature of the extracurricular activity, including the specific role
the Student Teacher will play, the duration of the activity, and the number of hours per week the Student
Teacher will be required to dedicate to the activity. (To be completed by the activity director/coach.)
_______________________________________
Activity Director Signature
_____________
Date
Approval by the Coordinating Teacher and University Supervisor indicates that the requested activity has
been discussed and reviewed with the Student Teacher, and that both the teacher and supervisor have
concluded that participation will not compromise the primary expectations and requirements of the
student teaching experience.
_____ Approved
_____ Not approved
_____ Approved
_____ Not approved
Comments:
_______________________________________
Cooperating Teacher Signature
_____________
Date
_______________________________________
University Supervisor Signature
_____________
Date
School of Education
CPR‐HeimlichManeuver‐AEDCertificationRequirement
In accordance with Indiana Code 20-28-5-3(c), the School of Education requires all
teacher candidates in each of the baccalaureate degree programs and other initial
licensure programs to complete CPR-Heimlich Maneuver-AED training.
________________________________________________________________________
Indiana Code 20-28-5(c)
http://www.doe.in.gov/educatorlicensing/cpr.html
Per IC 20-28-5-3(c), applicants applying for an initial teaching license must have successfully
completed training in:
 Cardiopulmonary resuscitation that includes a test demonstration on a mannequin,
 removing a foreign body causing an obstruction in an airway, and the Heimlich
Maneuver; and
 beginning July 1, 2011, the use of an automated external defibrillator (AED);
 and hold a valid certification in each of these procedures from either the American Red
Cross or the American Heart Association or other providers as approved by the
department.
An initial teaching license is the first license issued to an applicant, regardless of content area or
setting. Beginning July 1, 2012, the requirements above must be met for all license and permit
renewals.
Substitute teacher permits and educational interpreter permits are exempt.
CPR-Heimlich Maneuver training may be delivered primarily on-line, but it must include a
“hands-on” training/demonstration component with a mannequin.
Approved Providers
American Heart Association
American Red Cross
American Safety & Health Institute
MEDIC First Aid
Emergency Care and Safety Institute
CPR Solutions, Inc.
School of Education
Universal Precautions
Universal Precautions/Bloodborne Pathogens Training will be required prior to beginning the Teacher
Education Program (TEP). During the Teacher Education Program Orientation, you will receive
instruction from a qualified medical practitioner on specific Universal Precautions procedures you must
follow to protect yourself and the students you will interact with. Evidence of successfully completing
the Universal Precautions training will be logged into the School of Education database. If you fail to
attend the TEP Orientation, you must make your own arrangements for such training and then provide
evidence of completing Universal Precautions Training before beginning any field experience. You will
not be permitted to undertake any field experiences without such documentation being provided to
the School of Education Office.
School of Education
TB Test Policy
Elementary Education Majors and K-12 Fine Arts: Visual Arts Majors
The School of Education requires all students in the Elementary Education program to maintain a negative TB test
on file in the School of Education (SoE) Office prior to E335 (Benchmark 4) through the completion of E336
(Benchmark 5). (After fall semester 2012, the Elementary Education program will not require E336.) If a report is
not on file or if a report is allowed to expire,* a teacher candidate will not be allowed entry into a childcare facility
(birth-preschool age children) under the SoE’s auspices, and thus the candidate will not be able to satisfactorily
complete the practicum requirement portion of an education course. Fine Arts: Visual Arts (K-12) students taking
E335 must also comply with this policy. (After fall semester 2012, the Fine Arts: Visual Arts program will not
require E335.)
To meet this requirement, Elementary (K-6) students and Fine Arts (K-12) students taking E335 must provide a TB
test report to the SoE Office according to the following guidelines:
SEMESTER
DEADLINE
NOT PRIOR TO
Fall (entering Benchmark 4)
August 1
July 15
Spring (entering Benchmark 4)
December 1
November 15
*The TB test is valid for a period of time not to exceed 12 months; therefore if E335 and E336 are completed within
a 12-month period, only one TB test report is required when entering Benchmark 4. If E335 and E336 are not able to
be completed within a 12-month period, however, an additional TB test is required at the start of Benchmark 5, in
accordance with the respective semester deadlines above.
Additional TB Testing
In conjunction with Board of Health regulations, the following occurrences increase risk of TB. Therefore, any
education student subject to the TB Testing Policy (as stated above) must resubmit a TB Test if the following
applies within a 12-month period of the last TB Test placed on file with the SoE:
* If you or a household member has worked or been present in a jail/prison
* If you have traveled outside the United States
* If you or someone you are living with has lived in a community shelter
* If a member of your household, a guest to your home, babysitter, extended family member, or friend has
tested positive for TB
* If a member of your family has been born outside the US (e.g., international adoption)
* If you or a member of your household has tested positive for HIV/AIDS
* If you are a foster parent
Students who have not complied with TB Testing Policy are not allowed to begin a field/practicum assignment or
enter a childcare facility (birth-preschool) and therefore will not be able to satisfactorily complete the practicum
requirement portion of an education course.
Approved February 11, 2008; Revised November 2011
Effective May 1, 2008
School of Education
TeacherCandidateGrievance/AppealPolicy
If a teacher candidate in any of the initial teacher education programs in the School of Education
believes his/her Benchmark evaluation is biased, inaccurate, or has been unfairly reviewed,
he/she may request an appeal, in writing, with the Office of the Dean of Education within 30
days of receiving the Benchmark Letter. The Dean of Education will conduct a review and
address the problem as the situation warrants.
Students should also be aware that there is an Indiana University Code of Student Rights,
Responsibilities, and Conduct [The Code: Code of Student Rights, Responsibilities, and
Conduct: Indiana University]. Procedures for administering the Code at Indiana University
Kokomo can be found at www.indiana.edu/~code/kokomo/index.shtml.
Approved 12/03/07
School of Education
Student Teaching Removal Policy
Student teaching is the culminating learning experience in the professional education sequence required
for teacher certification. The purpose of student teaching is to provide guided opportunities for students
to practice in a clinical setting those theories learned and studied in the university classroom.
Student Teachers must have opportunities to move with deliberate speed from passive observers of the
instructional process to productive participants under the leadership of highly qualified Cooperating
Teachers and University Supervisors.
Since student teaching is a learning experience, Student Teachers must have opportunities to succeed
without failure. As a safeguard for all parties involved in student teaching, especially the Student
Teachers, the Teacher Education Admission and Retention (TEAR) Committee has been organized. The
TEAR Committee makes recommendation to the Dean of Education on problem cases involving Student
Teachers.
1. Teacher education students will be admitted to student teaching only if they have met the
published admission criteria. (Benchmark VI)
2. Student Teachers will be assigned to Cooperating Teachers who meet the selection
standards as determined by Indiana University Kokomo and cooperating school
corporations.
3. Student Teachers will be supervised by qualified university faculty
members/instructors/adjuncts.
a. Approximately one visit every two weeks will be made by the University Supervisors
for the purpose of working with each of the Student Teachers and the Cooperating
Teachers to improve the Student Teachers’ opportunities to succeed.
b. Topical seminars may be scheduled by the University Supervisor on a regular basis.
Mandatory seminars are also scheduled by the Student Teaching Office. The schedule for
those meetings will be distributed at the opening student teaching meeting.
4. If the placement is deemed inadequate, a student can be reassigned from a placement by
the University Supervisor and Director of Student Teaching. If any party objects to this
reassignment, no action will be taken without a TEAR Committee hearing.
5.
Students who are removed from student teaching during the first three (3) weeks of the
student teaching experience may apply for readmission to student teaching the next
semester only after a TEAR Committee meeting and approved by the Dean of Education.
Students can also be reassigned at this time if the Director of Student Teaching determines
that a TEAR meeting is not needed.
6.
After the first three (3) weeks when evidence exists which indicates interference with a
student’s ability to complete student teaching successfully, the following procedures will
be followed:
a. The three primary parties (Student Teacher, Cooperating Teacher, and University
Supervisor) will meet to identify the problem and to determine a solution. Since student
teaching is a learning experience for the student, every effort should be made to develop a
written plan which will encourage the student to attempt to improve and successfully
complete student teaching. The written plan will be filed immediately with the Director of
Student Teaching.
b. If the problem cannot be solved or a solution determined, the Director of Student
Teaching or his/her appointee will work cooperatively with any or all of the primary parties
to verify the problem and/or reach a decision concerning the solution. Any such meeting
will be documented and filed by the Director of Field Placement and the Associate Dean.
c. If the problem cannot be resolved or if the Cooperating Teacher(s) and University
Supervisor agree on termination or the school district terminates the experience, the
Director of Student Teaching will have the option to refer the case to the Teacher
Education Admission and Retention (TEAR) Committee.
All parties involved in a case must provide written documentation of the case to the Teacher
Education Admission and Retention Committee before committee members will act.
(a) If the recommendation of the TEAR Committee and decision by the Dean of Education
are to withdraw the Student Teacher, or not reassign the Student Teacher to another
placement during the present semester, then a written set of conditions will be developed
by the TEAR Committee immediately following the student’s withdrawal. The student
must meet these conditions and the Director of Student Teaching must verify that these
conditions were met prior to the reapplication for admission to student teaching.
7. Students who receive a grade of non-satisfactory for student teaching must show evidence
that the problem which caused the grade of non-credit has been solved prior to
reapplication for admission to student teaching. The TEAR Committee or appropriate
University personnel will work with the student to develop a growth plan for improvement.
Conditions set by the TEAR Committee must be met prior to the reapplication for student
teaching.
8. A student removed from a student teaching location will not be reassigned to that location
when redoing his/her student teaching.
9. A student can also be removed from the student teaching site by the cooperating school
corporation for various reasons. Any further action concerning this student will not be
made without the approval of the TEAR Committee.
10. A STUDENT WHO IS REMOVED OR RECEIVES NON-SATIFACTORY IN
STUDENT TEACHING A SECOND TIME WILL NOT BE ABLE TO REAPPLY
FOR STUDENT TEACHING AT INDIANA UNIVERSITY KOKOMO WITHOUT
THE RECOMMENDATION OF THE TEAR COMMITTEE AND APPROVAL OF
THE DEAN OF EDUCATION.
Adopted September 2010
SCHOOL OF EDUCATION
Section II
Student Teaching
Requirements
STUDENT TEACHING APPLICATION INFORMATION AND INSTRUCTIONS
ALL APPLICATIONS ARE DUE:
NOVEMBER 15 Elementary Education and Secondary Education for the following Fall Semester
MARCH 15 Elementary Education and Secondary Education for the following Spring Semester
(Note: If the 15th falls on a Saturday or Sunday, the application is due the very next Monday.)
APPLICATION DOCUMENTS
You must provide a complete application packet of error-free materials. All materials must be in MS Word
document (doc.) form. Applications are available on the IU Kokomo School of Education Web site at
http://www.iuk.edu/academics/majors/education/resources/student_teaching.shtml. Your application will be
considered incomplete without the following items:
______ Application - typed (completed and signed)
______ *Resume (2 copies)
______ *Reflections on Teaching Document (2 copies)
*It is highly recommend that you consult with the Career Services Office to assist in resume preparation.
Please update the School of Education Office with any changes such as name, address,
phone, or email address.
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September 19, 2012
INDIANA UNIVERSITY KOKOMO — REFLECTIONS ON TEACHING DOCUMENT
Guidelines
Create a MS Word document (.doc) which will serve as an introduction to a school official who will be
processing your Student Teaching Packet of materials for placement. This document will be sent to the
appropriate school official in the form you submit. No editing from the School of Education will be provided.
However, we do encourage all candidates to use the Student Success Center for assistance. Therefore, this
document must be error-free (i.e., contain proper grammar and correct spelling) and printed on plain paper. All
applications received that are not complete and/or copy-ready will be returned.
Sample
Bold and center the heading.
INDIANA UNIVERSITY KOKOMO
SCHOOL OF EDUCATION
REFLECTIONS ON TEACHING
Type each of the following, left aligned, and bold the categories. Add your personal information in regular font
(Times New Roman, 12 pt.).
Full Name:
Phone:
IU Kokomo Email Address:
Type the first writing prompt. On the next line begin your response. Leave a space and then type in the second
prompt. Enter your response and continue in this manner until your response to the fifth prompt is completed.
Most students complete this document within two to three pages.
1. Describe one of your experiences in working with children or youth and discuss its impact on your decision
to become a teacher.
2. Describe an experience you had with an inspirational teacher and discuss the qualities that person possessed
which you believe are essential for effective P - 12 teaching and student learning.
3. What specific strengths do you possess that will help you become a highly qualified and effective classroom
teacher?
4. List personal skills, talents, special interests, or hobbies that might facilitate your contribution to the
instructional or extra-curricular programs of a school.
5. Identify your favorite subject area and discuss why this subject is of interest to you. Be sure to include how
your interest in this subject will translate into your teaching in the classroom and impact student learning.
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September 19, 2012
INDIANA UNIVERSITY KOKOMO — STUDENT TEACHING APPLICATION FORM
Last Name:
First Name:
Please check one:
Miss:
Mrs.:
Address:
Ms.:
M.I.
Mr.
City:
Home Phone:
State:
Zip:
IU Kokomo
E-Mail Address:
Cell Phone:
Indicate the semester and year in which you plan to student teach:
☐ Fall Semester 2013
☐ Spring Semester 2014
Please check the program below in which you will be student teaching:
=======================================================================================
☐ ELEMENTARY K - 6 PROGRAM
EDUC-M 425 Student Teaching: Elementary
(Grades K - 6, depending on the organization of the school in which student teaching is completed
☐ ELEMENTARY K – 6 PROGRAM with SPECIAL EDUCATION MINOR
EDUC-M 425 Student Teaching: Elementary (half term)
EDUC-K 488 Supervised Teaching in Special Education (half term)
=======================================================================================
☐ SECONDARY 5 - 12 PROGRAM
EDUC-M 480 Student Teaching: Secondary
(Grades 5 - 12, depending on the organization of the school in which student teaching is completed)
Check the teaching areas that apply to your program:
English/Language Arts
Mathematics
☐
☐
Science (Check all that apply):
Chemistry
Earth/Space
Life Science
Physics
Social Studies (Check all that apply) :
Economics
Government & Citizenship
☐
☐
☐
☐
Historical Perspectives
Psychology
Sociology
☐
☐
☐
☐
☐
================================================================================
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September 19, 2012
☐ SECONDARY 5 – 9 PROGRAM Early Adolescence (Middle School) Generalist
EDUC-M 470 Student Teaching: Middle School (half-term - Content Area 1)
EDUC-M 470 Student Teaching: Middle School (half-term - Content Area 2)
Check the two teaching areas that apply to your program:
☐ English/Language Arts
☐ Social Studies
☐ Mathematics
☐ Science
==============================================================================
☐ SECONDARY P - 12 PROGRAM Fine Arts: Visual Arts
You are required to student teach in an elementary setting and in a secondary setting.
EDUC-M 425 Student Teaching: Elementary (half term)
(Grades P - 6, depending on the organization of the school in which student teaching is completed)
EDUC-M 480 Student Teaching Secondary (half term)
(Grades 5 - 12, depending on the organization of the school in which student teaching is completed)
INDIANA UNIVERSITY KOKOMO — STUDENT TEACHING POLICY STATEMENTS
PLACEMENT OF STUDENT TEACHERS
Students are placed in a public school within the State of Indiana selected by the School of Education with the
cooperation of local school corporations. In addition, student teaching is permitted in private or parochial schools
which are accredited by the State of Indiana. However, such placement is not automatic and must be justified by the
student and agreed to by the Director of Student Teaching. Evidence of private/parochial school accreditation must be
provided. Students must not contact classroom teachers or school corporations to which they may be assigned. Such
contacts are the sole responsibility of the University. The final decision of student teaching placement will be
made by the IU Kokomo School of Education. Teachers selected to supervise student teachers must meet the
requirements specified in the agreement between Indiana University and participating school corporations.
OBLIGATION TO MEET STUDENT TEACHING TIME COMMITMENT
Student teachers are expected to become immersed in the culture of their school. That means student teachers must be
able to meet all the obligations of their cooperating teacher and school community. Student teaching requires a fulltime commitment on the part of every student teacher. As a result, normally no other courses are taken during this
period of time. In addition, student teachers are discouraged from holding full-time or part-time, evening or weekend
jobs, as these added demands will cut into time that should be spent planning and preparing lessons and materials and
will diminish opportunities for involvement in after-school meetings and extra-curricular activities. Participation in
education activities of the school in which a student teacher is assigned is regarded as an integral part of the student
teaching experience and not as either optional or supplemental.
Conflicts between work, family, and student teaching must be resolved so that all of your student teaching obligations
are met. Conflicts that cannot be resolved may result in unsatisfactory student teaching performance.
CONFIDENTIALITY
Under the Family Educational Right to Privacy Act (Buckley Amendment), P-12 students have specific rights
associated with confidentiality. Schools are obligated to safeguard those rights. In permitting student teachers entry
into the classroom, cooperating schools entrust the student teacher with some of the responsibility for safeguarding
those rights. Therefore, it is imperative that all student teachers understand and appreciate the importance of
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September 19, 2012
maintaining student confidentiality. For this reason and for ethical reasons, any information which could be used to
identify a student (including name, parent’s occupation, specific characteristics, uncommon disabilities, birth date,
Social Security Number, relationship to individuals within the school or community, publicly known
accomplishments or activities, etc.) must be carefully omitted in any conversation with anyone other than the
cooperating teacher or principal.
It is the responsibility of the student teacher to omit identifying information when participating in group discussions in
the student teaching seminar or in any other conversational situations. Discussion of P-12 students with friends and/or
relatives is discouraged. Student teaching experiences involving specific P-12 students should not be discussed in
public places where they may be overheard by someone who could glean information from the discussion (e.g., in
restaurants, stores, etc.). Student records must always be maintained with strict adherence to confidentiality
guidelines. If access to student records is deemed appropriate by school representatives, student teachers must keep
the information therein absolutely confidential.
Any student teacher notes, journals, course work or other forms of documentation and data gathering must also
maintain the confidentiality of the P-12 students. Photocopies of student work, individualized educational programs
(IEPs), etc., to be used by the student teacher for course related purposes must have all identifying information
blacked out with a permanent black marker.
CONFLICT OF INTEREST
An effective evaluation of your student teaching performance requires objectivity and neutrality. A Conflict of
Interest arises from a personal connection with an individual Cooperating School, Cooperating Teacher or
Cooperating School Corporation which can adversely affect objectivity and neutrality. A Conflict of Interest
exists between you and a Cooperating Teacher if he or she is a relative, a former teacher, or if you know him or
her personally before the inception of your Student Teaching experience. A Conflict of Interest exists between
you and an individual Cooperating School if you have attended that school within the past ten (10) years or if
you have a close relative who is an administrator or faculty member in that particular school. It is also a
Conflict of Interest if you have children, siblings or other close family members attending the individual
Cooperating School you are assigned to. You are required to list all schools in all school corporations in
Indiana University Kokomo’s Center for Educational Partnership in which a potential Conflict of Interest may
exist.
========================================================================================
Please list all corporations where a potential conflict of interest exists:
Corporation
Nature of Conflict
Corporation
Nature of Conflict
Corporation
Nature of Conflict
Corporation
Nature of Conflict
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September 19, 2012
CRIMINAL HISTORY BACKGROUND CHECK
All school corporations require student teachers to provide evidence of an expanded criminal history check. The student
must comply with whatever process the school corporation requires for its student teachers. However, if a student has
obtained an expanded criminal background check within five years of student teaching, the student might want to ask the
assigned school corporation if a copy of that expanded criminal background check is sufficient.
Students with a criminal record are advised that many school corporations, who will have access to all relevant criminal
history information prior to placement, may not accept them for student teaching with such a record. The Director of
Student Teaching will discuss the seriousness of any criminal charge(s) or other details on a student’s record with
him/her. A student who cannot be placed in student teaching due to the seriousness of the charge(s) or conviction(s)
listed on his/her background check will be unable to complete the program and will be advised to consider other degree
programs and options.
========================================================================================
Have you ever been investigated for, charged with, or pleaded guilty or “no contest” to any crime involving the sexual
misconduct or abuse of any person or indecency with a minor? ☐ Yes ☐ No
Have you ever been convicted of a felony? ☐ Yes ☐ No
Have you ever been charged with a crime, other than a minor traffic offense, where the court has deferred further
proceedings without entering a finding of guilt and instead placed you on probation or in a public service or education
program or assessed a fine or fee? ☐ Yes ☐ No
Have you ever pleaded guilty, been convicted of, or otherwise been found in violation of the law by a court for any
matter other than a minor traffic violation? ☐ Yes ☐ No
If you are now working, is your conduct as an employee or the quality of your work the focus of any investigation by
your current employer? ☐ Yes ☐ No
Effective August 1, 2012, a student teacher candidate who has details on an Expanded Criminal Background Check
(ECBC) must write and submit a letter explaining the circumstances that led to his/her arrest and the results of that arrest.
The letter will be submitted to the Director of Student Teaching and will be kept in a student teacher’s official file in the
School of Education Office. The Director of Student Teaching and the School of Education Office will not submit a
student teacher candidate’s application to a school prior to the submission of this required letter.
After reviewing current requirements and policy for student teaching at IU Kokomo, I hereby certify that the above
information is, to the best of my knowledge, true, accurate, and complete, and will be updated as needed. All updates to
the information provided on this application must be submitted to the Director of Student Teaching immediately.
Any falsification of this information or failure to provide updated information about potential conflicts of interest or
changes in criminal history may be sufficient cause for disqualification or administrative withdrawal from student
teaching and dismissal from the Teacher Education Program.
I am requesting permission to complete student teaching, based upon my belief that I will have met all such requirements
prior to the student teaching semester requested, and based upon my willingness and commitment to adhere to all School
of Education Student Teaching Policy Statements during my student teaching semester. I give permission for IU Kokomo
to disclose information concerning my academic preparation (to include transcripts and criminal history records) and
eligibility for student teaching to officials in prospective schools in which I may be assigned for student teaching.
Applicant’s Signature
Date
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September 19, 2012
Indiana University Kokomo
Center for Educational Partnership
Clusters of School Corporations
Cluster #1
Cluster #2
Cluster #3
Cluster #4
Cluster #5
Cluster #6
Cluster #7
Cluster #8
Cluster #9
Cluster #10
Sheridan; Tipton; Westfield Washington
Clinton Central; Tri-Central; Western
Clinton Prairie; Frankfort; Tippecanoe County
Carroll; Rossville
Logansport; Pioneer; Southeastern (Lewis Cass)
Caston; North Miami; Rochester
Peru; Wabash City
Kokomo; Maconaquah; Northwestern
Eastern Howard; Oak Hill; Taylor
Overseas/American Indian Reservation
SCHOOL PREFERENCES
List three clusters where you prefer to student teach, and in which you do not have any potential conflict of
interest. Although there is no guarantee that you will be placed in one of the clusters you identify, every effort
will be made to place you within a 50-mile radius of your home, in a school corporation that participates in the
IU Kokomo Center for Education Partnership. (See list of clusters on last page.)
NOTE: Due to increased applications and competition from other campuses and universities, you will be
expected to student teach where placements are available, regardless of your preferences.
Cluster #
Cluster #
Cluster #
Student Name (type)
Student IU ID Number
============================================================================
Education Office Use Only
Received by: ___________________________________________
Date: ____________September 19, 2012
5
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September 19, 2012
School of Education
Student Teaching Eligibility – Praxis II
Policy Statement
Note: After September 1, 2013, TEP candidates will take the Pearson Content and Pedagogy exams
for licensure. Candidates may take Praxis II until August 31, 2013.
A passing score on the relevant Praxis II test(s) is one of the requirements for a student to be eligible for
student teaching.
Teacher candidates planning to student teach must have passed Praxis II and have score(s) verified by
December 15 for the Spring Semester and by July 20 for Fall Semester. The School of Education at IU
Kokomo does not receive official score reports until 3 to 4 weeks after the testing date.
Please check the Praxis Web site (www.ets.org/praxis) for exam dates/locations and all other information
pertaining to Praxis exams.
Approved 12-3-07; Revised 10-14-10; 11-18-11; 06-25-12
SCHOOL OF EDUCATION
Section III
Responsibilities
School of Education
STUDENT TEACHER GUIDELINES
Student Teaching is the capstone experience for all teacher certification candidates in the
Teacher Education Program (TEP). It gives the pre-service intern an opportunity to demonstrate
teaching competence under the guidance of an experienced Cooperating Teacher(s) and an IU
Kokomo University Supervisor.
The following information is meant to assist you, our Student Teachers, in this endeavor.
Please become very familiar with the content of this handout:
1. Prior to the start of Student Teaching, you need to contact your Cooperating Teacher(s). It is
expected that you will maintain regular contact with your Cooperating Teacher(s), so that you
receive pertinent and detailed information about teaching responsibilities, rules and
procedures. This information should include expectations regarding: content and pedagogical
requirements, classroom management, lesson planning, grading policies, technology resources,
school meeting schedules and extra-curricular opportunities. A Student Teacher Initial
Meeting Checklist has been included in your Student Teaching Packet and is also available in
the Field Experience and Student Teaching Handbook at the School of Education website.
2. During the first week, you will work out a schedule with your Cooperating Teacher (in
consultation with the University Supervisor) indicating when classes/subjects will be turned
over to you. Lesson planning needs to be reviewed by the Cooperating Teacher prior to
implementation and instruction, making sure appropriate objectives, assessments and
standards are included and will be covered. Student Teaching will begin with Stage 1--a twoweek phase-in process involving school orientation and observation. Next is Stage 2--a twelveweek phase devoted to classroom instruction, full participation and observation. Finally, you
will conclude with Stage 3--a two-week transition phase devoted to more observation and
reflection on your professional development. This, of course, is modified for the Middle School
and K-12 Fine Arts eight-week placements.
3. Make sure that outside time constraints do not interfere with student teaching, which needs to
be your top priority. These constraints include working part-time paid positions, taking other
classes (permission is needed in order for a student teacher to take a class during student
teaching), and personal matters.
4. The key to successful teaching is organization, time management, flexibility and
professionalism. Be prepared for class every period, knowing how you are going to help
students learn the material and how you are going to encourage that process. Never be late for
school, class, bus duty or any other assignment. Be ready to adjust your plans due to class
interruptions, bad weather and other unforeseen circumstances. Always be professional in
dress, speech and the way you present yourself to your students, other faculty members, the
administration and the public. This may open doors for future job opportunities.
Revised November 2011 5. Your primary contact with the School of Education during the student teaching semester is the
University Supervisor. You will meet your assigned University Supervisor during the Student
Teaching Orientation meeting (early to mid-August for fall student teachers and midDecember to early January for spring Student Teachers).
6. The University Supervisor will have an introductory meeting with the Cooperating Teacher
and you early in the semester. After this meeting, he/she will make a number of
visits/observations/evaluations (announced or un-announced). You need to inform your
University Supervisor promptly of your teaching schedules, prep times, testing dates, when
school is not in session and the like. You need to maintain regular contact with your University
Supervisor, especially if an issue(s) arises during the semester.
7. You are expected by the conclusion of your experience to perform at a level of Mastery (rating
of 3 or higher) on all seven metastandards in the “Metastandards for Competency in the Field”
rubric on the final evaluation. Also, acceptable ratings on the four Disposition areas are
needed, too, at the end of the semester. Satisfactory completion of these two areas normally
will result in a Student Teaching grade of “S” (grading in Student Teaching is either “S” or
“F”). Please familiarize yourself with the online metastandard rubric.
8. Student Teachers, Cooperating Teachers and University Supervisors will all submit a midsemester evaluation. Student Teachers, Cooperating Teachers and University Supervisors will
all submit a final evaluation. The evaluations will be submitted electronically and can be found
on the School of Education’s website: for elementary (K-6) and for secondary (5-12). Please
familiarize yourself with the rubric.
9. When you complete Stage 2 and are phasing out, you should observe other teachers and
classrooms (within the school corporation to which you are assigned) and continue to help your
Cooperating Teacher(s) in any way you can. The last day of the student teaching semester is
the last day of the IU Kokomo semester unless time has been added to your student teaching
assignment due to absences.
10. If you want to provide copies of your evaluations to anyone outside of the School of Education,
you will need to make copies of those evaluations. The School of Education office and the
Director of Student Teaching will not provide those to anyone outside of the program.
11. You are expected to meet all the requirements and professional dispositions in the Student
Teaching Seminar (a C+ or better is needed in the M440 seminar).
12. Application information for the IACTE Outstanding Future Educator Award is available in the
Field Experience and Student Teaching Handbook. The deadline for fall Student Teachers is
the 3rd Monday in October and the 1st Monday in March for spring Student Teachers. You are
encouraged to apply for this award upon recommendation of the Cooperating Teacher and
University Supervisor if you have demonstrated exemplary work.
Finally, the School of Education’s faculty and staff trust that the Student Teaching Semester
will be a very rewarding experience preparing you for a professional career in education.
Revised November 2011
School of Education
STUDENT TEACHER INITIAL MEETING CHECKLIST
This is the basic information a Student Teacher should obtain from their Cooperating Teacher(s) in their first
meeting prior to the start of Student Teaching. Much of this may be covered in the Cooperating School’s
Faculty and/or Student Handbooks. Remember once you start your student teaching experience, you are a
member of the Cooperating School’s faculty and are required to follow all of their guidelines and policies,
unless exempted by the IUK School of Education or the Cooperating School’s administration.
_____ School Calendar
_____ Class Curriculum Including the Textbooks for the Courses You will be Teaching
_____ Student Discipline Code
_____ Faculty Dress Code
_____ Available Technology for Class Use
_____ Extra Duties that are Required (bus duty, faculty meetings, etc.)
_____ Faculty Parking
_____ Student Health Guidelines (School Nurse)
_____ Guidance Policies
_____ Photocopying Process and Policies
_____ Class and Bell Schedule
_____ Grading Policy and Recording System
_____ Policy for Student Teacher Communication with Parents
_____ Internet and Email Policies
_____ Emergency Policies (Fire, Tornado, Weather “Snow” Emergency, etc.)
_____ Lesson Plan Submission Policy (some schools require posting on a school website or submitting lesson
plans to an administrator)
_____ Teacher Illness Policy (whom do you contact, when and where your lesson plans should be located)
_____ Extra-Curricular Opportunities
_____ Other Faculty Rules, Responsibilities and Regulations
Revised November 2011
School of Education
COOPERATING TEACHER GUIDELINES
The COOPERATING TEACHER assumes an important set of responsibilities in creating and
sustaining a professional setting for student teachers. S/he plays an important role in making the
student teaching experience a successful and satisfying one for the teacher candidate. To that end,
the COOPERATING TEACHER gives instruction and guidance to move our teacher candidates
from novice to skillful-level beginning teachers.
By modeling effective practice, overseeing student teacher activities, and creating a collegial
environment for candid assessment of progress, the Student Teacher can meet program
requirements.
The COOPERATING TEACHER is responsible for the following:
1. Prepare the classroom for the Student Teacher’s arrival with a designated space, introduce the
Student Teacher to the class in such a way that her/his importance is established, introduce the
Student Teacher to all personnel, and orient the Student Teacher to school and/or corporation
policies, facilities, equipment, activities, etc.
2. Provide the Student Teacher with copies of all student and teacher handbooks, manuals,
guidelines, relevant written documents, textbooks, cooperating materials, and schedules. Invite
the Student Teacher to attend all meetings related to classroom duties, including faculty
meetings, parent conferences, in-service workshops, etc.
3. Approach the first week as one of observation and participation. Assist the Student Teacher in
her/his focus on instruction (techniques, questions, presentation styles, wait-time, etc.) and
classroom management policies and practices. Discuss the Student Teacher’s observations in
relation to goals and objectives. Activities appropriate for this period are working with
individual students, small group activities, teaching the whole class with a pre-planned
curriculum, preparing lesson plans, and assisting in team teaching with the cooperating
teacher. This process may be shortened for Student Teachers who have been previously
observed in the classroom. IU Kokomo students have considerable field experience prior to
student teaching and should be prepared to move expeditiously into full-time teaching.
4. Arrange a schedule for the Student Teacher’s assumption of teaching responsibilities at the end
of the first week. Often a single class subject or single activity is assigned for the morning and
another for the afternoon. Develop the teaching sequence from single responsibilities to full
instruction. Prior to teaching the first two lessons in each subject area, the Student Teacher
should submit a detailed lesson plan for your review and critique. Lesson plans should include
objectives, standards, materials, procedures, assessments, and other components required by
the Cooperating Teacher. After receiving those initial, formal written lesson plans, determine
the detail required for future instruction.
continued on reverse side
5. Regularly review and critique the Student Teacher to ensure continued professional
development (minimum of once a week). Time should be set aside to ensure continued dialogue
between the COOPERATING TEACHER and Student Teacher about the quality of
instruction, classroom management, interpersonal interactions between student teacher and
students, and other professional requirements and expectations.
6. Monitor the Student Teacher’s progress in completing M440 Student Teaching Seminar
requirements and make arrangements for attendance at the campus sessions. Seminar
materials will be provided. Normally, there are four of these per semester (full-day sessions,
held on Fridays).
7. Ensure that Indiana licensing requirements for full-time instructional responsibility are met.
Student Teachers must complete a minimum of 35 days of full-time teaching (18 days of fulltime teaching for eight-week placements).
8. Contact the IU Kokomo University Supervisor for any issues that arise that may impact the
quality of performance expected.
9. Make arrangements for the Student Teacher to continue working in your classroom, visit other
classrooms, or engage in educational activities once their full-time teaching is completed. The
Student Teacher is required to be in the classroom/school until the end of the placement (the
last day of IU Kokomo’s fall or spring semester).
10. Complete mid-term and final evaluations utilizing the online “Metastandards for Competency
in the Field” rubric. They must be submitted electronically. A rating of 3 (Mastery Level) on
all seven metastandards in the “Metastandards for Competency in the Field” rubric—coupled
with a rating of Acceptable for all four Professional Dispositions—is expected for students to
successfully complete student teaching. Please meet deadlines, so grades can be finalized
(information will be provided in regards to dates, etc.).
11. Encourage any Student Teacher who is performing at the exemplary level (ratings of 4) to
apply for the Indiana Association of Colleges for Teacher Education (IACTE) Outstanding
Future Educator Award. Guidelines and due date will be provided.
We are available to assist you in making student teaching a successful and satisfying
professional experience for all participants. Do not hesitate to contact us, at the following,
should you require such assistance. Contact information is provided below:
D. Andrew Robertson
Director of Student and Field Experience
[email protected]
765-455-9260
Fax 765-455-9503
Barbara Amos
Secretary/Data Manager
[email protected]
765-455-9286
Fax 765-455-9503
Revised: October 2011
School of Education
UNIVERSITY SUPERVISOR GUIDELINES
The UNIVERSITY SUPERVISOR is a member of the School of Education who assumes
responsibility for the supervision of student teaching activities. You work as a liaison
between the Director of Student Teaching and the schools. Your responsibilities are as
follows:
1. Visit cooperating schools frequently enough to provide assistance as needed, keeping
abreast of any problems that may develop. Be sure to let the Student Teacher and
Cooperating Teacher know how to reach you. The Student Teacher should provide
you with a schedule of when he/she will be teaching, including days when the school
is testing or not in session.
2. The initial pre-formal visit, to introduce yourself to the Cooperating Teacher and
principal should be made within the first two weeks of the placement. The
expectation is that the University Supervisor will make four to six formal visits
(observing, conferencing, etc.) over the course of a sixteen-week placement (more, if
need be). The Cooperating Teacher could be invited to participate in any of the
Student Teacher/University Supervisor conferences. Set time aside to meet with the
Cooperating Teacher to discuss teaching progress.
3. Evaluate observed lessons and provide the Student Teacher with 1) feedback and 2)
a copy of the observation form. The “Metastandards for Competency in the Field”
rubric is used for mid-term and final evaluations. Complete that form for each
placement and submit it to the Director of Student Teaching by the deadline
provided. Keep the Director of Student Teaching informed of the progress made by
individual students and report any problems that occur. Student Teachers are
expected to achieve the level of Mastery with ratings of 3 in all seven Metastandards
(by the end of the assignment).
4. Make sure Student Teachers are in charge of their Coordinating Teachers’ full class
schedule for at least 35 days (but should have well over 40 days of being in charge).
After completion of the full-time teaching phase, student teachers are expected to
remain in the classroom assisting and learning. Opportunities to observe other
programs within the corporation are encouraged. Student Teachers should not be
taking time off for other professional activities.
5. Create opportunities for communication from each Student Teacher for each full
week of student teaching (by visits and e-mails); other arrangements may be made.
Additionally, you may schedule cohort sessions with your Student Teachers, so that
they may come together and discuss their experiences.
continued on reverse side
6. Encourage Student Teachers who are demonstrating exemplary performance with
ratings of 4 on the rubric to apply for the IACTE Outstanding Future Educator
Award. Guidelines are appended.
7. Remind student teachers to meet all Student Teaching Seminar deadlines and
requirements. You are invited to attend those sessions.
8. Submit your final evaluation(s), mileage records, and supervisory log to the Director
of Student Teaching by the deadline required. Be sure to sign off on the
“Documentation of Student Teaching” form that each Cooperating Teacher has.
9. Attend University Supervisor meetings prior to and during the semester.
D. Andrew Robertson
Director of Student Teaching and Field Experience
[email protected]
765-455-9260
Fax: 765-455-9503
Revised: October 2011
Additional Information Pertaining to the
Mid-Semester and End-of-the Semester Evaluations
(and miscellaneous items)
It is obvious that communication (with the Cooperating Teachers and Student Teachers) is a key during
the student teaching semester. Listed here are a few thoughts and ideas as reminders (I am sure
University Supervisors are already doing most of these):
1.
Conference with the Student Teacher after an observation (if at all possible).
2.
Conference with the Cooperating Teacher (on a regular basis) regarding progress and/or
concerns.
3.
Some Cooperating Teachers may not be forthcoming with information in the meetings with
the University Supervisors. If, after asking some questions and not receiving fairly solid
answers, the response might need to be, “Then I will assume that everything is going well for
______ in all of his/her areas and will note this in my report.”
4.
The mid-semester evaluation is a collaborative effort between the Cooperating Teacher and
the University Supervisor (which should basically eliminate any surprises at evaluation
times).
5.
The Cooperating Teacher and the University Supervisor, together, decide when they feel the
Student Teacher should go ‘solo’ in the classroom, and they can also discuss the ‘
Cooperating Teacher out of the room’ area as well.
Director of Student Teaching and Field Experience
(Director of Clinical Experiences)
The Director of Student Teaching and Field Experience will be responsible for all aspects of clinical
experiences for teacher candidates (student teaching, practicum placements, and field experiences). The
individual will work with public schools to develop internship sites; recruit, interview, supervise and
support university supervisors; aggregate/disaggregate and report clinical experience data; work closely
with School of Education Dean, faculty, and Center for Educational Partnership to develop the highest
quality clinical experiences for teacher candidates.
Responsibilities (include but not limited to)
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Coordinate and/or conduct all aspects of the student teaching placement process, including
development of placements, assignment of university supervisors. and orientation of both
students and supervisors. Counsel and mediate with student teachers, university supervisors,
cooperating teachers regarding problems that arise during student teaching.
Design, develop, attend, and supervise student teaching seminars. Update all student teaching
information (including Field Experience and Student Teaching Handbook) and forms related to
student teaching in compliance with the Department of Education Teacher Licensure Programs.
Supervise university supervisors, students, and administrative assistant.
Recruit, interview, and recommend university supervisors for hire to the Dean.
Work with faculty to develop and coordinate field experience placements in concert with the
Center for Educational Partnership.
Prepare, conduct, and aggregate evaluations of the following: cooperating teachers, placement
sites, and university supervisors.
Verify teacher supervision of student teachers and field experience interns at the conclusion of
each semester for the awarding of Professional Growth Points (PGP’s) in accordance with
Indiana Department of Education policy.
Conduct follow-up surveys of program completers and graduates.
Assist in all phases of the School of Education re-accreditation processes related to clinical
practice and be directly responsible for writing and follow-up on NCATE Standard 3 and its
requirements during the accreditation approval site visit.
Coordinate placement of students and oversee all clinical field experiences (pre-student teaching)
each semester.
Perform often related duties (i.e., teaching, supervision, etc.) as Dean of the School of Education
may assign.
Teach pre-professional undergraduate classes, courses/supervision (20-25% load per semester).
Other duties assigned at the discretion of the Dean of Education.
Revised January 2012
Coordination of Student Teaching
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Establish deadlines with School approval for application to student teaching.
Review applications with School advisors to ensure application requirements and standards are
met. This process is completed each semester.
Organize and send out applications to school corporations for fall and spring semesters of the
student teaching academic year.
Continue to send out applications until all placements are approved by school corporations.
Notify students of their placements, in a timely fashion, so that contacts with classroom teachers
can be made.
Make adjustments in placements when academic standards are not met, students withdraw from
student teaching, or placements change in the corporation.
Visit classrooms and/or assign an individual to observe and evaluate student teachers whose
performance is below standards.
Meet with the supervisor, cooperating teacher, student teacher, and building principal to resolve
student teaching problems, make adjustments in the placement, and or refer unresolved issue to
TEAR Committee.
Schedule a student teacher orientation each semester to review assessment expectations, Student
Teaching Seminar expectations, and student teaching policies and practices. Arrange for
supervisors to meet with their student teachers during the orientation session.
Assist in maintaining the student teaching database with the School staff to ensure accuracy in
student teaching placements and to efficiently communicate placement requests.
Maintain online contact with student teachers and student teacher applicants across the semesters
from application to completion of student teaching.
Oversee Student Teaching Performance
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Review mid-term evaluations from cooperating teachers, student teachers, and feedback from
supervisors to determine status of student teacher performance.
Contact supervisors when performance is not at the level of mastery expected in the Competency
in the Field Rubric.
Chair the selection process for the IACTE Future Educator Award for each semester and present
the Committee recommendation to the School for their approval.
Attend Benchmark meetings
Review the final evaluations of supervisors, student teachers, and cooperating teachers to
determine the final grade for each placement.
Submit final grades for student teachers to the registrar.
Supervise Indiana University Kokomo Student Teaching University Supervisors
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Recruit, interview, and recommend student teaching supervisors to the Dean based on materials
to include: résumé, three letters of recommendation, official transcripts, and letter of interest.
Schedule an orientation for supervisors at the start of each semester to review policies and
practices, solicit input for program changes, and to discuss supervision issues and concerns.
Schedule follow-up sessions as needed.
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Collaborate with staff to maintain a student teaching database on participating teachers to ensure
accurate documentation of placements and compensation for supervision.
Provide Leadership in the Development of the Student Teaching Component of the Teacher
Education Programs
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Collect, analyze, and present assessment data from student teaching from classroom teachers,
student teacher competency in the field outcomes as judged by student teachers, cooperating
teachers, and supervisors for the School.
Submit recommendations to improve student teaching to the School Dean to guide improvement,
such as development of the Student Teaching Seminar, competency in the field protocols,
guidelines for selecting outstanding student teachers for the IACTE Future Educator Award, and
development of school/university partnerships.
Develop, implement, and review policies and practices in student teaching for School Dean
approval.
Attend meetings of the Field Directors Forum of state-wide directors of student teachers and
field placements to guide campus policies and practices.
Maintain student teaching files of director activities.
SCHOOL OF EDUCATION
Section IV
Evaluation of
Student Teacher
Instructions for Accessing and Completing the Metastandard Rubric Evaluation
Online Submission Forms
Elementary (K-6) Metastandards
Online submission form is located on the Elementary Education Web page at
http://www.iuk.edu/academics/majors/education/majors-minors-programs/elementaryeducation/index.shtml
Secondary (5-12) Metastandards
Online submission form is located on the Secondary Education Web page at
http://www.iuk.edu/academics/majors/education/majors-minors-programs/secondaryeducation/index.shtml

Scroll down the page to Student Teacher and Practicum Evaluation Forms. Click on
Online Submission Form. You will be asked for a User name and Password. The User
name is teacher. The Password is rubric.

It is important that you DO NOT select either the “enter” key or the “back” button when
completing this form. If this does occur, it may render the form invalid and will require
that you start over. However, the “tab” button may be used with no problem. As you tab
or scroll through the document, the window should continue to move down the form.

Please fill out all the information for the Course Instructor or University Supervisor you
are working with at IU Kokomo. If you are working directly with a Student Teacher (as
opposed to a student doing a practicum or field experience for a course), you will need to
have the name and e-mail address of the University Supervisor with whom you are
working. If you are the University Supervisor, leave that section blank and fill in your
name under “Please identify yourself.”
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Coorperating Classroom Teachers: When you complete the form, make sure your e-mail
address is complete in order to receive a copy of this transcript via the e-mail address you
submit here.
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Course Instructors should give Cooperating Classroom Teachers the information about
the course number and benchmark number for the students in the class.
1
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The benchmark for Student Teachers is 6. The course number for elementary student
teachers is M425. The course number for secondary student teachers is M480. The
course number for middle school (secondary) teachers is M470.
The Professional Dispositions Rubric on this form may be ignored because the rubric has
changed. A separate form for the Dispositions Rubric will be given to you to complete.
There is a section at the end for written comments you may wish to make about the student.
When you have completed this form, you must click the Submit button. When you receive a
confirmation page, your form is complete. It may take a few minutes to receive your e-mail
message.
2
Division of Education – Indiana University Kokomo Metastandards Rubric Early Childhood (P3) Initial Teacher Education Program
Metastandard #1 Child Development and Learning Basic (Knowledge and Comprehension) Proficient (Application) Proficiency Candidate know and understand how children learn and develop and also that children differ in their development and approaches to learning. Candidate demonstrates and practice theoretically based teaching and learning strategies to promote cognitive growth and development of all children. Objective Candidate will be able to recognize and discuss the major concepts, principles, theories, and research related to the development of children Candidate will be able to practice theoretically grounded and researchbased teaching and learning strategies with their peers Mastery (Analysis and Synthesis) Exemplary (Evaluation) Candidate use educational learning theories to plan developmentally appropriate curricula and create learning environments that promote positive social engagement and selfmotivation. Candidate will be able to create developmentally appropriate curricula and implement with all children sound theorybased instructional strategies Candidate determines the effectiveness of various theoretically based teaching and learning strategies for all children. Candidate will be able to evaluate the effectiveness of theoretically based teaching and learning strategies through action research. Components 1.1 Knowledge of major development theories and theorists across all domains (physical, cognitive, social, emotional, language, aesthetic) 1.2 Knowledge of developmental behaviors and needs across the early childhood lifespan. Candidate identifies the core domain developmental theories and theorists in the field Candidate shows adequate understanding of the major domain development theories and theorists in the field Candidate classifies major domain development theories and theorists in the field Candidate critiques major domain development theories and theorists and their contribution to the field Candidate identifies typical developmental behaviors and the needs of children Candidate compares and contrasts developmental behaviors and needs across the early childhood and middle childhood lifespan Candidate evaluates child development behaviors and needs across the early childhood age span 1.3 Knowledge of the multiple influences on children’s development and behavior (e.g., culture, language, economic Candidate defines the myriad influences on children’s development and behavior Candidate employs appropriate knowledge of developmental behaviors and needs across the early childhood and middle childhood lifespan Candidate demonstrates adequate familiarity with the various influences on children’s development and behavior Candidate analyzes the various influences on children’s development and behavior. Candidate debates the myriad influences that interact to affect child development and behavior. conditions, disabilities, health) 1.4 Knowledge of early intervention and related programs that support and improve children’s development 1.5 Ability to apply child development knowledge to create healthy learning environments for all children Candidate explains and describes how early intervention can affect a child’s social, emotional, cognitive, physical and linguistic development Candidate identifies the importance of healthy learning environments in promoting a child’s social, emotional, cognitive, physical and linguistic development Candidate shows knowledge of particular intervention programs and their purposes Candidate differentiates between specific intervention programs and their purposes Candidate critiques the various intervention programs and their typical outcomes Candidate employs planning and application to reflect appropriate knowledge of how child development principles and knowledge should be incorporated into the child’s program Candidate designs and plans environments to reflect child development principles for all children Candidate evaluates child development theory to create healthy learning environments for all children
Metastandard #2 Diversity Basic (Knowledge and Comprehension) Proficiency Candidate knows and understands how children differ in their development and approaches to learning. Objective Candidate will be able to recall developmental stages and a variety of approaches to learning 2.1. Knowledge of the multiple influences on children’s development and behavior (e.g., culture, language, economic conditions, disabilities, health) 2.2 Knowledge of Students’ Cultural Identities Candidate begins to understand the myriad influences on children’s development and behavior 2.3 Valuing Cultural Diversity Candidate understands the importance of values, virtues, and ethical traits shared by Candidate understands the importance of the recognition of diverse identities of groups of students within the school and the classroom. Proficient (Application) Mastery (Analysis and Synthesis) Candidate demonstrates an understanding of diverse learning styles and impact of a supportive learning environment Candidate creates instructional opportunities that are adapted to diverse learners in an environment that encourages emotional, social, and moral development. Candidate understands the importance of the recognition of diverse identities of individual students within the school and the classroom. Candidate incorporates into the curriculum the values, virtues, and ethical codes Candidate understands the differences and tensions between ascribed and asserted identities, especially in light of unequal power relations between groups. Candidate utilizes best practice to incorporate into the curriculum the values, virtues, Exemplary (Evaluation) Candidate understand the complexity of learners, nurturing and supporting the spectrum of learners in the environment including physical, emotional, social, cognitive, moral, aesthetic, cognitive, and language growth Candidate will develop Candidate will integrate Candidate will create an learning experiences which diverse instructional environment which supports address a variety of learning opportunities into a supportive and incorporates all learning approaches, exploring environment styles by appropriate aspects of diverse learning developmental means. environments Components Candidate demonstrates Candidate demonstrates Candidate demonstrates adequate familiarity with acceptable to advanced thorough knowledge of how the various influences on familiarity with the various the myriad influences interact children’s development and influences on children’s to affect and child behavior development and behavior. development and behavior. Candidate understands diverse identities of groups and individual students and incorporates diverse identities into the curriculum. Candidate creates new a curriculum in order to help students understand that no
various cultural groups and individuals. shared by various cultural groups and individuals. and ethical codes shared by various cultural groups and individuals. 2.4 Complex Nature of Diversity Candidate understands the diversity of cultures and groups within the U.S. Candidate understands the complex characteristics of cultures and groups and attempts to work with all students to meet their education needs. 2.5 Culturally Sensitive Techniques Candidate is familiar with culturally sensitive techniques to assess complex cognitive and social skills. Candidate understands the complex characteristics of cultures and groups and the ways in which race, ethnicity, language, and social class interact to influence behavior. Candidate uses culturally sensitive techniques to assess complex cognitive and social skills. 2.6 Multiple Perspectives Candidate understands the limitations of having only one perspective on issues and the benefit of multiple perspectives. 2.7 Understanding Exceptionality Candidate understands that children with exceptionalities should integrate within the regular education classroom and are familiar with the state and federal statutes that guide that practice. Candidate applies multiple culturally sensitive techniques to assess complex cognitive and social skills. perspective is “value neutral” and that knowledge reflects the interests, cultural biases, power, positions, and histories of individuals or group involved. Candidate understands the complex characteristics of cultures and groups and effectively works with all students to meet their education needs. Candidate effectively integrates multiple culturally sensitive techniques to assess complex cognitive and social skills. Candidate provides a range Candidate provides multiple Candidate creates a new of multiple perspectives on perspectives to help students curriculum presenting various various issues within the develop strategies and skills to issues in a way that begins in classroom. engage with those who are not the voices of less powerful like themselves. groups without presenting their perspectives in an overly deterministic or stereotyped manner. Candidate understands that Candidate creates curriculum Candidate creates universally children with that affords children with designed curriculum that exceptionalities should be exceptionalities the affords children with included in the regular opportunity to participate in exceptionalities the education curriculum is able the overall community of life opportunity to participate in to develop curriculum that within the regular classroom. the overall community of life will reflect an inclusive Candidate work within the regular classroom. environment. collaboratively with special Candidate develops education teachers and staff. collaborative relationships with special education teachers and staff.
Metastandard #3 Curriculum Basic (Knowledge and Comprehension) Proficiency Objective Candidate knows and understands ageappropriate curriculum for children and has central knowledge of content in Mathematics, English/Language Arts, Science, Social Studies, Fine Arts, Health Education, Physical Education and Technology. Candidate will be able to recall and master age appropriate information central to content areas expected to teach in addition to core knowledge Proficient (Application) Mastery (Analysis and Synthesis) Exemplary (Evaluation) Candidate understands the role of curriculum and develop competence in strategies and tools for various development levels Candidate creates and modifies meaningful curriculum based upon knowledge of subject material, tools of inquiry and structures of each discipline, and age appropriate curriculum. Candidate incorporates and vary strategies and concepts in developing integrated curriculum based upon students, subject matter, community, and curriculum goals Candidate will be able to explain the role of curriculum and explore a variety of strategies and tools Candidate will be able to develop and adapt quality, ageappropriate curriculum utilizing content area information and specific key strategies for each. Candidate will be able to plan and create integrated curriculum encompassing student, school, and community goals Components 3.1 Knowledge of the myriad factors that influence curriculum choices (e.g., children’s individual needs, standards, professional values) 3.2 Ability to plan appropriate learning engagements that teach the necessary content, skills, and attitudinal outcomes for all children 3.3 Recognize the role of assessment in curriculum development Candidate identifies factors that influence curriculum choices Candidate demonstrates an understanding of the many factors that influence curriculum choices Candidate specifies factors that influence curriculum choices Candidate evaluates factors that influence curriculum choices Candidate identifies components necessary to plan for integrating content, skills, and attitudinal outcomes for all children Candidate demonstrates an ability to plan for integrating content, skills, and attitudinal outcomes for all children Candidate ability to plan for integrating content, skills, and attitudinal outcomes for all children Candidate evaluates and critiques their ability by planning for integration of content, skills, and attitudinal outcomes for all children Candidate identifies and describes various roles of assessment in the curriculum Candidate employs the various roles of assessment in the curriculum building Candidate differentiates and classifies the various roles of assessment in the curriculum Candidate justifies the various roles of assessment in the curriculum building process
building process is slight or inadequate 3.4 Organize curriculum for Candidate identifies and instruction that builds upon explains components of spiraled curriculum children’s foundational knowledge and skills Candidate identifies 3.5 Ability to critique professional organizations’ organizations’ learning standards in terms of their standards and their applicability to young children applicability to young children’s learning needs 3.6 Ability to plan and teach from personally prepared lesson plans 3.7 Demonstrate commitment to providing all children with meaningful, relevant, and purposeful learning engagements Candidate identifies key components in their own lesson plans Candidate describes and reviews their commitment to providing individually appropriate and relevant learning experiences for all children process building process. Candidate applies and Candidate creates and demonstrates ability to organizes appropriate spiraled organize spiraled curriculum curriculum Candidate evaluates and assesses a spiraled curriculum Candidate demonstrates skills and strategies for critiquing organizations’ learning standards and their applicability to young children Candidate demonstrates an ability to plan and teach from their own lesson plans Candidate demonstrates commitment to providing individually appropriate and relevant learning experiences for all children Candidate analyzes organizations’ learning standards and their applicability to young children Candidate evaluates organizations’ learning standards and their applicability to young children Candidates design, plan and teach from their own lesson plans. Candidate outlines a commitment to providing individually appropriate and relevant learning experiences for all children Candidate designs, teaches and evaluates their own lesson plans Candidate critiques their commitment to providing individually appropriate and relevant learning experiences for all children
Metastandard #4 Instruction Proficiency Objective Basic (Knowledge and Comprehension) Proficient (Application) Mastery (Analysis and Synthesis) Exemplary (Evaluation) Candidate knows and understand a variety of teaching strategies using verbal, nonverbal and media communication techniques to encourage critical thinking, problem solving and performance skills. Candidate will be able to recall and explain a variety of instructional strategy through verbal, nonverbal and media communication techniques Candidate will understand the principles of instruction based on pedagogical principles, while developing their classroom performance skills. Candidate understands the principles of instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community. Candidate obtains and understand multiple instructional strategies including technology to encourage critical thinking, problem solving and performance skills Candidate will be able to develop and deliver instruction based on sound pedagogical principles. Candidate will be able to implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community Candidate will be able to integrate multiple instructional strategies, including technology, to encourage critical thinking, problem solving and performance skills Components 4.1Knowledge of core teaching approaches supported by research Candidate reviews the core researchbased teaching strategies 4.2 Knowledge of how children’s needs, characteristics, and interests affect choice of instructional approaches 4.3 Knowledge of how to plan for and support play in ECE, and challenging curricula in early childhood Candidate identifies and describes various factors affecting instructional approach choices. Candidate identifies importance of play to development and the importance of planning and developing a challenging curriculum for all children Candidate applies core researchbased teaching approaches Candidate shows professional understanding of the core researchbased teaching approaches Candidate demonstrates Candidate demonstrates appropriate awareness of the skillful awareness of the factors involved in choosing factors involved in choosing instructional approaches instructional approaches Candidate assesses their knowledge and mastery of the core researchbased teaching approaches Candidate evaluates their competence in incorporating the various factors into instructional choicemaking Candidate employs adequate familiarity with the role of play in the ECE setting and challenging curricula in early childhood and how to support these for learning and growth Candidate assesses the role of play in the ECE setting, as well as providing challenging curricula to support children’s learning and growth
Candidate demonstrates familiarity with the role of play in the ECE setting and challenging curricula in early childhood and how to support these for learning and growth 4.4. Knowledge of appropriate guidance approaches for meeting children’s needs and addressing challenging behavior 4.5 Ability to use knowledge of the individual child in planning curriculum, instruction, and materials 4.6 Ability to vary instructional approaches 4.7 Ability to foster appropriate social interactions to promote learning 4.8 Demonstrate commitment to individualizing approaches, strategies, and tools for positively influencing children’s learning Candidate defines and describes guidance approaches as well as how to match them with particular guidance needs. Candidate implements a variety of guidance approaches as well as how to match them with particular situational needs. Candidate designs a variety of guidance approaches as well as how to match them with particular situational needs. Candidate critiques a variety of guidance approaches as well as how to match them with a particular situational needs Candidate identifies how planning, teaching approaches, and materials chosen in teaching ought to reflect the individual child’s learning needs. Candidate labels varying instructional approaches produce different educational results. Candidate identifies and discusses DAP that promote or foster social learning interactions Candidate identifies and states their commitment to individualizing teaching practices Candidate applies knowledge of individual children’s learning needs in planning, teaching approaches, and materials chosen Candidate constructs and applies varies instructional approaches as necessary Candidate creates planning, teaching approaches, and materials which reflects knowledge of individual children’s learning needs Candidate assesses their ability to provide for the individual child’s learning needs in all planning, teaching approaches, and materials Candidate utilizes DAP for fostering and promoting social learning interactions Candidate illustrates a commitment and/or inclination to individualize teaching practices Candidate creates varies instructional approaches as necessary Candidate selects a wide repertoire of instructional approaches consistent with best practices Candidate implements DAP Candidate selects vary DAP for fostering and promoting for fostering and promoting social learning interactions social learning theory interactions Candidate analyzes their Candidate evaluates and commitment and/or inclination critiques their commitment to to individualize teaching individualize teaching practices and modifies as practices.
required Metastandard #5 Assessment Basic (Knowledge and Comprehension) Proficient (Application) Mastery (Analysis and Synthesis) Proficiency Candidate knows and understands a variety of assessment methods and understands the importance of multiple strategies. Candidate knows and Candidate is knowledgeable understands formal and about assessment methods and informal assessment plan curriculum appropriately. strategies to evaluate the development of the children. Objective Candidate will be able to recall a variety of assessment methods and the significance of multiple assessments. Candidate uses formal and informal assessment strategies to evaluate the development of children. Candidate identifies core principles and goals of appropriate assessment Components Candidate employs core principles and goals of appropriate assessment Candidate analyzes core principles and goals of appropriate assessment Candidate applies core laws and professional standards and/or ethics involved in using assessment tools and practices and in communicating data Candidate differentiates core laws and professional standards and/or ethics involved in using assessment tools and practices and in communicating data Candidate demonstrates the use of current standardized/published assessment tools across the age/grade span and the ECE curriculum Candidate applies their familiarity with current standardized/published assessment tools across the age/grade span and the ECE curriculum 5.1 Knowledge of central goals, benefits, uses, and limitations of various assessments 5.2 Knowledge of key laws, basic ethics, and relevant professional standards in using assessments and communicating assessment data Candidate explains core laws and professional standards and/or ethics involved in using assessment tools and practices and in communicating data Candidate states the purpose 5.3 Awareness of current of particular assessment tools standardized and/or published assessment tools used with ECEage children and their purposes Candidate will be able to develop, implement, and utilize curriculum which encompass a variety of assessment methods Exemplary (Evaluation) Candidate understands the role of assessment as feedback to parents and ensuring the continuous intellectual, social, and physical development of the learner. Candidate will be able to evaluate, utilize, and appropriately share assessment results to continue student progress intellectually, socially, and physically within their preservice capacity Candidate assesses their mastery of the core principles and goals of appropriate assessment Candidate critiques their awareness of the laws, ethical principles, and professional standards involved in assessing young children and communicating assessment data Candidate evaluates the efficacy of assessment tools thorough knowledge of currently used standardized/published assessment tools for young children
5.4 Ability to choose assessment tools and practices based on DAP principles, specific leaner characteristics and planning needs 5.5 Ability to use observation and documentation strategies to learn about the children in one’s care Candidate identifies assessment choices and matches with the learner's characteristics and/or planning needs Candidate uses an appropriate variety of tools and practices to understand children as individuals as well as to plan for them. Candidate analyzes a variety of tools and practices to understand children as individuals as well as to plan for them. Candidate uses observational strategies in learning about children and document in a systematic manner 5.6 Commitment to developing assessment partnerships with all stakeholders Candidate identifies the importance of creating assessment partnerships Candidate uses observational strategies as well as documents the data collected in order to plan curriculum and/or interventions Candidate shows a professional commitment to devising and tailoring assessment systems that include all stakeholders Candidate outlines and plans observational strategies as well as documents the data collected in order to plan curriculum and/or interventions Candidate creates their own professional commitment to devising and tailoring assessment systems that include all stakeholders Candidate assesses their competence in choosing and/or using an appropriate variety of tools and practices to assess individual children for particular planning needs Candidate originates and evaluates their own uses of observational data to inform practice and plan curriculum and or interventions Candidate evaluates their commitment to involving all stakeholders appropriately in assessing young children through a respectful and thorough system
Metastandard #6 Professionalism / Learning Communities Proficiency Objective 6.1 Knowledge of the history of the early childhood field 6.2 Knowledge of core early childhood policies, values, and professional practices 6.3 Knowledge of the NAEYC Code of Ethical Conduct 6.4 Ability to reflect upon and critique one’s work and practices 6.5 Ability to communicate with all stakeholders Basic (Knowledge and Comprehension) Proficient (Application) Mastery (Analysis and Synthesis) Exemplary (Evaluation) Candidate knows and understands practices and behaviors that identify and develop the competence of a professional career teacher. Candidate will be able to identify qualities of a professional teacher and act in appropriate professional ways. Candidate demonstrates professionalism through collegiality, peer support, and professional self assessment. Candidate will be able to demonstrate and assess their own professionalism with peers, instructors, host teachers, students, and other professional relationships. Components Candidate demonstrates a commitment to lifelong learning through reflection and professional behaviors. Candidate actively engages in professional growth and a variety of development activities which include monitoring student learning. Candidate will participate in professional experiences and opportunities which further their professional development include use of student learning as a professional gauge. Candidate locates and identifies knowledge of the history of the field Candidate locates and reviews knowledge of core NAEYC related policies, recommended practices, and values Candidate identify and label knowledge about the NAEYC Ethics Code Candidate demonstrates knowledge of the history of the field Candidate applies appropriate knowledge of core policies, values, and recommended practices Candidate illustrates knowledge about the core principles of the NAEYC Ethics Code Candidate employs appropriate work ethics and practices Candidate uses professional communication skills Candidate compares and contrasts knowledge of the history of the field Candidate analyzes core policies, values, and recommended practices Candidate identifies appropriate personal work ethics and practices Candidate identifies and discusses communication skills required of professionals Candidate will be able to reflect on practices in accurate ways and discuss continuing efforts in their professional development. Candidate specify the core principles of the NAEYC Ethics Code Candidate routinely analyze their work ethic and practices Candidate modifies their professional communication skills consistent with the specific stakeholders Candidate evidences a deep knowledge base for the historical roots of the field Candidate consistently demonstrates broad knowledge about professional policies, values, and practices Candidate demonstrates thorough knowledge about the content of the NAEYC Ethics Code Candidate demonstrates superior ability to reflect and critique their work /practices Candidate evaluates their communication skills and refine them to reach all stakeholders through varied means
6.6 Commitment to lifelong learning and maintaining an informed practice Candidate defines their own commitment to lifelong learning and future professional development Candidate demonstrates a commitment to lifelong learning and continuous professional development Candidate demonstrates strong commitment to lifelong learning and continuous professional development Candidate appraises their commitment to lifelong learning and professional development, based on professional situation and identified needs Candidate demonstrates strong Candidate priorizes an active commitment to the profession commitment to the profession and to one’s colleagues and one’s colleagues 6.7 Commitment to the early childhood profession and one’s colleagues Candidate summarizes their commitment to the profession and/or to one’s colleagues 6.8 Commitment to advocating for all young children and their families Candidate states a commitment to serving in an advocate position Candidate demonstrates a commitment to the profession and to one’s colleagues Candidate employs a commitment to advocating for young children and their families Candidate states strong commitment to advocating for young children and their families Candidate defends and supports their professional commitment to viewing themselves as an active advocate for all young children and their families
Metastandard #7 Family/Community Involvement Basic (Knowledge and Comprehension) Proficient (Application) Mastery (Analysis and Synthesis) Exemplary (Evaluation) Proficiency Candidate knows and understands the influence of the family, community and culture on the learning and development of the growth of children. Candidate knows and understands multiple aspects of professional relationships and how to utilize and foster community services. Candidate understands the role of professional relationships, especially family, in promoting the academic, social, and emotional growth of children. Objective Candidate will be able to explain the role of family, community, and culture on learning and child development. Candidate will investigate the teacher’s role in mandatory and optional community services. Candidate understands the importance of positive working relationships with school colleagues, support services, and community members to support children’s wellbeing. Candidate develops and maintains positive working relationships with school and community connections. Candidate applies their understanding of the core family and community characteristics that affect ECE practice Candidate applies knowledge of the key family theorists and research Candidate evaluates their knowledge and mastery of the core family and community characteristics that affect ECE practice Candidate evaluates the key family theorists and issues in the field Candidate analyzes the various influences on family involvement in their children’s development Candidate evaluates the influences on families’ involvement to interact and affect young children’s development Candidate evaluates and reflects on the efficacy of applying family systems
Candidate develops and maintains a positive collaborative relationship with families to promote student growth within their preservice capacity. Components Candidate demonstrates an understanding of the core family and community characteristics that affect ECE practice Candidate demonstrates 7.2 Knowledge of significant Candidate identifies sufficient knowledge of the family theory and research knowledge of family theory and research key family theorists and research Candidate states the myriad Candidate demonstrates 7.3 Knowledge of the influences on family adequate familiarity with multiple influences on involvement in their children’s the various influences on families’ involvement in development family involvement in their their young children’s children’s development growth and learning Candidate identifies factors Candidate applies 7.4 Ability to use family important to planning and appropriate knowledge of theory to plan appropriate matching the family’s and/or how family dynamics and support for parental and 7.1 Knowledge of family and community characteristics Candidate shows evidence of understanding core family and community characteristics Candidate suggests how family dynamics and involvement principles should community involvement in young children’s growth and learning 7.5 Demonstrate sensitivity and respect for the myriad factors and variances in family and community relationships with their children community’s needs in supporting their young children’s growth and learning Candidate states their respect for the variances in how families and communities relate to their young children involvement principles should be incorporated into programming efforts Candidate applies awareness and respect for diversity in how families and communities relate to their young children be incorporated into programming efforts Candidate desgins program initiatives that illustrates awareness and respect for diversity in how families and communities relate to their young children theory to creating healthy learning environments and programs for all children Candidate evaluates their sensitivity and respect for the diversity in how families and communities relate to their young children Components adapted from: Banks, J.A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J. Nieto, S., Schofield, J. W., Stephan, W. G. (2001). Diversity Within Unity: Essential Principles For Teaching and Learning in a Multicultural Society. Phi Delta Kappan, , (83) 3, 196203. Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Association for Supervision and Curriculum Development, Alexandria, VA. Nitko, A.J. & Brookhart, S.M. (2007). Educational Assessment of Students. New Jersey: Pearson/Merrill Prentice Hall.
Division of Education—Indiana University Kokomo
Metastandards Rubric
Elementary (K-6) Initial Teacher Education Program
Metastandard #1: Child Development and Learning
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
Candidate knows and
understands how children
learn and develop and also
that children differ in their
development and
approaches to learning.
Candidate will be able to
recognize and discuss the
major concepts, principles,
theories, and research
related to the development
of all children.
Proficient
(Application)
Mastery
(Analysis and Synthesis)
Candidate demonstrates
and practices theoretically
based teaching and
learning strategies to
promote cognitive growth
and development of all
children.
Candidate uses educational
learning theories to plan
developmentally
appropriate curricula and
creates learning
environments that promote
positive social engagement
and self-motivation.
create developmentally
implement with all
children sound theorybased instructional
strategies.
Candidate determines the
effectiveness of various
theoretically based
teaching and learning
strategies for all children.
understanding of
developmental theories
and can develop
curriculum within the
classroom that reflects and
incorporates a variety of
theories.
knowledge of typical
developmental behaviors
of children and create
developmentally
appropriate curriculum.
understanding of
and can evaluate the
effectiveness of curriculum
that incorporates a variety
of these theories.
practice theoretically
grounded and researchbased teaching and
learning strategies with
his/her peers.
Exemplary
(Evaluation)
evaluate the effectiveness
of theoretically based
strategies through action
research.
Components
1.1 Knowledge of major
understanding of
developmental theories and
theorists in the field.
understanding of
and can utilize them in
implementing curriculum
for the elementary
classroom.
1.2 Knowledge of
behaviors
developmental behaviors of
children.
of children and can utilize
developmentally
1.3 Multiple influences
on development and
behavior
Candidate understands that
there are a variety of factors
that will influence
development of children.
there are a variety of
factors that will influence
development of children
and can apply best
practices to promote
positive development and
student learning.
and can develop
curriculum that
incorporates best practices
to promote positive
development and student
learning.
1.4 Healthy learning
environments for all
children
Candidate understands the
importance of healthy
learning environments in
promoting a child’s social,
emotional, cognitive,
physical and linguistic
development.
Candidate incorporates
knowledge of healthy
the creation of lesson plans
and classroom activities
that promote social,
development.
Candidate incorporates a
variety of best practices of
healthy learning
environments in the
creation of lesson plans
that promote social,
development.
of children and can
evaluate curriculum to
determine if it meets the
developmental needs of
children within the
classroom.
and can evaluate
curriculum to determine
how effectively they
employ best practices to
promote positive
development and student
learning.
Candidate evaluates the
learning environment to
determine how effectively
it promotes social,
development.
Metastandard #2: Diversity
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
Candidate knows and
understands how children
differ in their development
and approaches to learning.
recall developmental stages
and a variety of approaches
to learning.
Proficient
(Application)
Mastery
Exemplary
(Evaluation)
Candidate demonstrates an
understanding of diverse
learning styles and impact
of a supportive learning
environment.
Candidate creates
instructional opportunities
that are adapted to diverse
learners in an environment
that encourages emotional,
social, and moral
development.
complexity of learners,
nurturing and supporting
the spectrum of learners in
the environment including
physical, emotional, social,
cognitive, moral, aesthetic,
cognitive, and language
growth.
Candidate will develop
learning experiences which
address a variety of
learning approaches,
exploring aspects of
diverse learning
environments.
Candidate will integrate
diverse instructional
opportunities into a
supportive environment.
Candidate will create an
environment which
supports and incorporates
all learning styles by
appropriate developmental
means.
differences and tensions
between these identities
and can incorporate their
diverse identities into the
curriculum.
Candidate can evaluate
his/her effectiveness at
incorporating the diverse
identities of groups and
individual students into the
curriculum and can make
any necessary adjustments.
Candidate develops and
evaluates curriculum that
effectively addresses the
values, virtues, and ethical
codes shared by various
cultural groups and
individuals.
efficacy of curricular and
instructional techniques in
demonstrating the complex
characteristics of cultures
and groups and in
attempting to meet the
educational needs of
students.
Candidate can determine
the effectiveness of
culturally sensitive
techniques employed in the
classroom in addressing
complex cognitive and
social skills.
Components
2.1 Knowledge of
students’ cultural
identities
importance of diverse
individual students within
the school and the
classroom.
individual students and can
identify the differences and
tensions between these
identities.
Candidate uses curriculum
that addresses the values,
virtues, and ethical codes
shared by various cultural
groups and individuals.
2.2 Valuing cultural
diversity
importance of values,
2.3 Complex nature of
diversity
diversity of cultures and
groups within the United
States.
Candidate utilizes
curriculum to demonstrate
the complex characteristics
of race, ethnicity, gender,
language, and social class
interact to influence
behavior.
2.4 Culturally sensitive
techniques
Candidate is familiar with
techniques to address
social skills.
Candidate is able to utilize
some culturally sensitive
social skills.
Candidate utilizes best
practice to incorporate a
variety of curriculum that
addresses the values,
Candidate makes use of a
variety of curricular and
instructional techniques to
demonstrate the complex
and groups in an attempt to
meet the educational needs
of students.
Candidate can build upon
many culturally sensitive
social skills.
2.5 Multiple
perspectives
limitations of having only
one perspective on issues
and the benefit of multiple
perspectives.
Candidate provides a range
of perspectives for students
on various issues within
the classroom.
Candidate provides
multiple perspectives for
students to help develop
strategies and skills to
engage with those who are
not like themselves.
2.6 Understanding
exceptionality
children with
exceptionalities should be
included within the regular
education classroom and are
familiar with the state and
federal statutes that guide
that practice.
children with
exceptionalities should be
included in the regular
education curriculum is
able to develop curriculum
that will reflect an
inclusive environment.
Candidate creates
curriculum that affords
children with
exceptionalities the
opportunity to participate
in the overall community
of life within the regular
classroom.
Candidate is able to
determine the effectiveness
of providing multiple
perspectives to help
students develop strategies
and skills to engage with
those who are not like
themselves.
efficacy of curriculum that
affords children with
classroom.
Metastandard #3: Curriculum/Content Knowledge
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
Candidate knows and
understands age-appropriate
curriculum for children and
has central knowledge of
content in Mathematics,
English/Language Arts,
Science, Social Studies,
Fine Arts, Health Education,
Physical Education and
Technology.
recall and master age
appropriate information
central to content areas
expected to teach in addition
to core knowledge.
Proficient
(Application)
Mastery
Exemplary
(Evaluation)
role of curriculum and
develops competence in
strategies and tools for
various development
levels.
Candidate creates and
modifies meaningful
curriculum based upon
knowledge of subject
material, tools of inquiry
and structures of each
discipline, and ageappropriateness.
Candidate incorporates and
varies strategies and
concepts in developing
integrated curriculum
based upon students,
subject matter, community,
and curriculum goals.
explain the role of
curriculum and explore a
variety of strategies and
tools.
develop and adapt quality,
age-appropriate curriculum
utilizing content area
information and specific
key strategies for each.
plan and create integrated
curriculum encompassing
student, school, and
community goals.
Candidate can utilize their
content knowledge
effectively, illustrate
interconnections to other
parts of the discipline and
other disciplines, and
evaluate the effectiveness
based on student learning.
Candidate is able to utilize
student feedback and input
to determine effectiveness
of methods that are utilized
to represent content.
Components
3.1 Knowledge of
content
content knowledge required
by the subject matter
domain.
content knowledge
required by the subject
matter domain and can
utilize their knowledge
effectively within the
curriculum.
Candidate can utilize their
content knowledge
effectively and can
illustrate interconnections
to other parts of the
discipline and other
disciplines..
3.2 Representation of
content
content should be presented
utilizing good examples.
Candidate represents
content well with examples
that are linked to students’
knowledge and experience.
3.3 Knowledge of
students’
misconceptions about
content
Candidate understands
students’ may have
misconceptions concerning
concepts and relationships
among concepts..
3.4 Materials and
resources
importance of choosing
developmentally appropriate
instructional materials and
resources.
among concepts and
utilizes curricula that
promote understanding.
Candidate chooses
developmentally
appropriate instructional
materials and resources
that engage students
cognitively.
content incorporating a
variety of methods that are
appropriate and link
students’ knowledge and
experience.
among concepts and
creates curricula that
promote understanding.
Candidate creates relevant
and developmentally
which support and engage
students cognitively.
3.5 Planning and
supporting challenging
curricula
Candidate indicates an
understanding of the
importance of planning and
developing a challenging
curriculum for all children.
Candidate can implement
challenging curriculum
support children’s learning
and growth.
Candidate can design
curriculum that utilizes a
variety of techniques that
support and challenge
children’s learning and
growth.
Candidate creates curricula
that promote
understanding concerning
among concepts and
evaluates the effectiveness
of that curriculum.
effectiveness of the
resources to support and
engage students
cognitively by assessing
student progress.
Candidate uses a variety of
assessment methods to
determine if the curriculum
implemented supports and
challenges children’s
learning and growth.
Metastandard #4: Instruction
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
Candidate knows and
understands a variety of
teaching strategies using
verbal, non-verbal and
media communication
techniques to encourage
critical thinking, problem
solving and performance
skills.
recall and explain a variety
of instructional strategy
through verbal, non-verbal
and media communication
techniques.
Proficient
(Application)
Mastery
Exemplary
(Evaluation)
principles of instruction
based on pedagogical
principles, while
developing her/his
classroom performance
skills.
principles of instruction
based on knowledge of
students, learning theory,
subject matter, curricular
goals, and community.
Candidate obtains and
understands multiple
instructional strategies
including technology to
encourage critical
thinking, problem solving
and performance skills.
develop and deliver
instruction based on sound
pedagogical principles.
implement instruction
based on knowledge of
students, learning theory,
subject matter, curricular
goals, and community.
integrate multiple
instructional strategies,
including technology, to
encourage critical
thinking, problem solving
Candidate is able to make a
judgment about the
utilization of the core
research-based teaching
approaches within clinical
experiences.
Candidate explores a
variety of instructional
methods to determine the
best instructional approach
when delivering content to
maximize student learning.
Candidate assesses lessons
structure and evaluates the
format and the learning
opportunities for students.
Components
4.1 Core teaching
approaches supported
by research
Candidate shows evidence
of understanding the core
strategies.
Candidate utilizes some of
the core research-based
teaching approaches within
practicum.
Candidate synthesize
many of the core researchbased teaching approaches
within practicums and
clinical experiences.
4.2 Choice of
instructional
approaches
awareness of the various
factors affecting the choice
of instructional approach.
Candidate makes use of a
approaches when
delivering content.
4.3 Structure
lessons must be structured in
a clear and organized
format.
Candidate structures
lessons in a comprehensive
format that clearly includes
a defined beginning and
ending.
4.4 Approaches for
classroom management
and addressing
challenging behavior
importance of classroom
management in addressing
group and individual
behaviors.
Candidate can implement
suggested classroom
management techniques to
address group and
individual behaviors.
4.5 Knowledge of the
individual child in
planning curriculum,
instruction, and
materials
4.6 Ability to vary
instructional
approaches
teaching approaches and
materials should address the
child’s individual learning
needs.
Begins to recognize that
varying instructional
approaches produce
different educational results.
Candidate can utilize
materials that address the
needs.
Adequately and
appropriately varies
instructional approaches as
necessary.
Candidate blends a variety
of instructional
approaches when
delivering content to
maximize student
learning.
lessons in a
comprehensive format that
clearly includes a defined
beginning and ending and
increases opportunity for
student learning and
discovery.
Candidate can
independently develop a
variety of classroom
management strategies to
address group and
Candidate can develop
needs.
Skillfully and
instructional approaches
as necessary.
Candidate can monitor and
alter a variety of classroom
management strategies as
needed to address group
and individual behaviors.
Candidate utilizes evidence
to determine if teaching
approaches and materials
are addressing the child’s
individual learning needs.
Demonstrates a repertoire
of instructional approaches
consistent with best
practice.
Metastandard #5: Assessment
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
Candidate knows and
assessment methods and
understands the importance
of multiple strategies.
recall a variety of
assessment methods and the
significance of multiple
assessments.
Proficient
(Application)
Mastery
Candidate knows and
understands formal and
informal assessment
strategies to evaluate the
development of the
children.
Candidate is
knowledgeable about
assessment methods and
plans curriculum
appropriately.
Candidate uses formal and
informal assessment
development of children.
develop, implement, and
utilize curriculum which
encompass a variety of
assessment methods.
Exemplary
(Evaluation)
role of assessment as
feedback to parents and
ensuring the continuous
intellectual, social, and
physical development of the
learner.
evaluate, utilize, and
appropriately share
assessment results to
continue student progress
intellectually, socially, and
physically within his/her
preservice capacity.
Components
5.1 Assessment criteria
and standards
Candidate recognizes the
importance of standards and
assessment criteria
Candidate can incorporate
some standards and
assessment criteria into
lesson plans.
Candidate can effectively
integrate a variety of
standards and assessment
criteria into lesson plans.
5.2 Assessment of
student learning
Candidate identifies that
assessment is used to
determine long term and
short term goals and can
identify its importance in
determining students’
strength and weaknesses in
all subject content areas.
Candidate uses assessment
to determine long term
and short term goals for
students and is able to
determine students’
strength and weaknesses
in all subject content
areas.
5.3 Using assessment to
promote learning
assessment can be used as
part of the learning
experience and understands
the importance of
appropriate, timely
feedback.
as a learning experience
and gives appropriate and
timely feedback.
Candidate creates
assessment that is
integrated into the
curriculum and uses the
results to analyze long
term and short term goals
and to determine students’
Candidate constructs their
own assessments that
reflects actual knowledge
and guides the learning
process for students.
inform teaching
assessment can be used to
inform their teaching and to
improve the quality of their
instruction.
Candidate applies some
assessment techniques that
can be used to inform
their teaching and to
improve the quality of
their instruction.
Candidate actively uses a
variety of assessment
techniques that can be
used to inform their
teaching and to improve
the quality of their
instruction.
Candidate can effectively
integrate a variety of
criteria into lesson plans
and can carry out the
assessment to determine the
effectiveness of the plan.
Candidate creates and
evaluates assessment that is
integrated into the
results to analyze long term
and short term goals and to
determine students’
Candidate constructs
assessment that reflects
actual knowledge and
guides the learning process
for students and makes
adjustments and changes
based on analysis of student
learning.
assessment techniques and
materials used in the
classroom and actively
integrates this to inform
teaching and to improve the
quality of instruction.
Metastandard #6: Professionalism/Learning Communities
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
Candidate knows and
understands practices and
behaviors that identify and
develop the competence of
a professional career
teacher.
identify qualities of a
professional teacher and act
in appropriate professional
ways.
Proficient
(Application)
Mastery
Exemplary
(Evaluation)
professionalism through
collegiality, peer support,
and professional selfassessment.
Candidate demonstrates a
commitment to lifelong
learning through reflection
and professional
behaviors.
Candidate actively engages
in professional growth and a
variety of development
activities which include
monitoring student learning.
demonstrate and assess
her/his own
professionalism with
peers, instructors, host
teachers, students, and
other professional
relationships.
reflect on practices in
accurate ways and discuss
continuing efforts in
her/his professional
development.
Candidate will participate in
professional experiences
and opportunities which
further her/his professional
development, to include use
of student learning as a
professional gauge.
Candidate seeks additional
opportunities for reflection
and self-analysis, solicits
evaluation of her/his
performance from varied
sources, and utilize these
analytic processes to
improve her/his
professional practice.
Candidate assess his/her
own effectiveness to
institute change through
the decision making
processes within school
settings (e.g., IEPs, 504
plans)
Candidate consistently uses
collaboration to effectively
improve schools and
student learning.
Components
6.1 Reflection and selfanalysis
importance of reflection and
self-analysis for improving
professional practices.
Candidate engages in
reflection in an attempt to
improve her/his
Candidate uses reflection
and self-analysis to
improve her/his
professional practice in an
ongoing manner.
6.2 Decision making
complexities of decision
making processes within
school settings (e.g., IEPs,
504 plans)
Candidate participates in a
variety of decision making
plans)
Candidate analyzes the
role of an educator in the
504 plans)
6.3 Collaboration with
other professionals
importance of collaboration
with other professionals to
improve schools and student
learning.
Candidate collaborates on
a limited basis with other
professionals for the
purpose of improving
schools and student
learning.
Candidate actively seeks
collaboration with an
expanding range of
professionals, and uses
these relationships to
improve schools and
student learning.
6.4 Participation in
school and corporation
activities
importance of participation
in co-curricular activities.
Candidate participates on a
limited basis in cocurricular activities.
Candidate participates in
co-curricular activities in
order to build a stronger
learning community.
Candidate uses knowledge
gained from participation
in co-curricular activities
in order to build a stronger
learning community
improve the effectiveness
of schools and
corporations.
Metastandard #7: Family/Community Involvement
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
Candidate knows and
understands the influence of
the family, community and
culture on the learning and
development of the growth
of children.
explain the role of family,
community, and culture on
learning and child
development.
Proficient
(Application)
Mastery
Exemplary
(Evaluation)
Candidate knows and
understands multiple
aspects of professional
relationships and how to
utilize and foster
community services.
importance of positive
working relationships with
school colleagues, support
services, and community
members to support
children’s well-being.
role of professional
relationships, especially
family, in promoting the
academic, social, and
emotional growth of
children.
Candidate will investigate
the teacher’s role in
mandatory and optional
community services.
maintains positive working
relationships with school
and community
connections.
maintains a positive
collaborative relationship
with families to promote
student growth within their
preservice capacity.
Candidate communicates
effectively with parents
through a variety of means.
Candidate reflects on
her/his communication
with parents and evaluates
the methods employed.
academic and behavioral
expectations to the parents
in a clear manner and can
assess the effectiveness of
this communication and its
impact on student learning.
means to bring parents and
parental input into the
classroom curriculum and
instruction and reflects on
the impact and success.
Candidate appraise his/her
effectiveness in carrying
out the legal
responsibilities of a wellinformed teacher (e.g.,
child protection and
welfare, issues of
confidentiality)
partnerships developed
with stakeholders and
determines optimal
utilization to strengthen
schools, families, and
student learning
Components
role of parent
communication in relation
to student success.
importance of
communicating academic
and behavioral expectations
to the parent in a clear
manner.
variety of ways to
communicate effectively
with parents.
Candidate endeavors to
communicate academic
and behavioral
expectations to the parents.
7.3 Parent involvement
value of involving parents as
active participants in the
classroom and school
settings.
Candidate attempts to
incorporate parents
through curriculum and
instruction choices.
means to bring parents and
parental input into the
instruction.
7.4 Advocacy
legal responsibilities of a
teacher (e.g., child
protection and welfare,
issues of confidentiality)
Candidate upholds the
teacher (e.g., child
protection and welfare,
issues of confidentiality)
Candidate proposes ways
to ensure that the legal
responsibilities of a teacher
are reflected in practice
(e.g., child protection and
welfare, issues of
confidentiality)
community
Candidate is familiar with
the various stakeholder
groups that comprise the
school community.
Candidate attempts to
partner with stakeholders
through curriculum and
instruction choices.
Candidate partners with
stakeholders through
curriculum and instruction
choices and uses them to
strengthen schools,
families, and student
learning
7.1 Communicating
7.2 Student learning
academic and behavioral
expectations to the parents
in a clear manner and can
identify when this has been
achieved.
7.6 Unity and diversity
in communities
complex relationships
between unity and diversity
in communities.
Candidate, through the use
of curriculum, has the
opportunity to compare
and contrast the role of and
relationships between
unity and diversity in
various communities.
Candidate creates a new
curriculum in order to help
students understand the
between unity and
diversity in their local
communities.
Candidate evaluates
curriculum developed to
help students understand
the complex relationships
between unity and
communities and makes
appropriate modifications
Components adapted from:
Banks, J.A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J. Nieto, S., Schofield, J. W., Stephan, W. G. (2001). Diversity Within Unity: Essential
Principles For Teaching and Learning in a Multicultural Society. Phi Delta Kappan, , (83) 3, 196-203.
Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Association for Supervision and Curriculum Development,
Alexandria, VA.
Nitko, A.J. & Brookhart, S.M. (2007). Educational Assessment of Students. New Jersey: Pearson/Merrill Prentice Hall.
Division of Education—Indiana University Kokomo
Metastandards Rubric
Secondary (5-12) Initial Teacher Education Program
Metastandard #1: Adolescent and Young Adult Development and Learning
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
range of developmental
characteristics of early
adolescents and young
adults within social,
cultural, and societal
contexts.
Candidate will recognize
and discuss the major
concepts, principles,
theories, and research
related to the development
of early adolescents and
young adults.
Proficient
(Application)
Mastery
Exemplary
(Evaluation)
Candidate uses an
understanding of
individual and group
motivation and behavior to
create a learning
environment that
encourages positive social
interaction, active
engagement in learning,
and self-motivation.
Candidate will practice
theoretically grounded and
and learning strategies
with their peers
Candidate facilitates
student learning by
utilizing the knowledge of
early adolescents and
young adults’ complex
developmental
characteristics and how
these change in relation to
family setting and society.
Candidate considers the
range of developmental
characteristics of early
adults to gage the
effectiveness of a
supportive, congenial, and
purposeful learning
environment.
Candidate will create
developmentally
implement with all
students sound theorybased instructional
strategies.
Candidate will evaluate the
effectiveness of
theoretically based
strategies through action
research.
Candidate utilizes
developmental theories in
implementing curriculum
for the middle school and
secondary school
classroom.
Candidate utilizes
developmentally
Candidate develops
curriculum within the
classroom that reflects and
incorporates a variety of
developmental theories.
that incorporates a variety
of developmental theories.
Candidate creates
developmentally
Candidate evaluates
curriculum to determine if
it meets the developmental
needs of early adolescents
and young adults within
the classroom.
Components
1.1 Knowledge of major
Candidate can explain
developmental theories and
theorists in the field.
1.2 Knowledge of
behaviors
Candidate can explain
typical developmental
behaviors of early
adults.
1.3 Multiple influences
on development and
behavior
Candidate recognizes that
there are a variety of factors
that will influence
development of early
adults.
Candidate applies best
practices to promote
student learning.
Candidate develops
curricula that incorporates
best practices to promote
student learning.
Candidate evaluates
curricula to determine how
effectively one employs
best practices to promote
student learning.
1.4 Healthy learning
environments for all
young adults
importance of healthy
promoting an early
adolescent’s and young
adult’s social-emotional,
cognitive-intellectual,
physical, psychological, and
moral development.
knowledge of healthy
the creation of lesson plans
that promote socialemotional, cognitiveintellectual, physical,
psychological, and moral
development.
Candidate incorporates a
variety of best practices of
healthy learning
environments in the
creation of lesson plans
that promote socialemotional, cognitiveintellectual, physical,
development.
learning environment to
determine how effectively
it promotes socialemotional, cognitiveintellectual, physical,
development.
Metastandard #2: Diversity
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
Candidate understands how
early adolescent and young
adult learners differ socially
and culturally and in their
approach to learning.
Candidate will recall
developmental stages,
positions of difference, and
a variety of approaches to
learning.
Proficient
(Application)
Mastery
Exemplary
(Evaluation)
Candidate uses his/her
understanding of early
adolescent and young adult
challenges to provide
opportunities to enhance
students’ reflective
decision making skills.
understanding of early
diversity in learning,
challenges, family setting,
culture, and social settings
to adapt instructional
opportunities to meet
students’ needs.
complexity of early
development and how
changes in social, cultural,
and societal contexts affect
development.
Candidate will develop
learning experiences that
address a variety of
learning approaches
focusing on enhancing
students’ reflective
decision-making skills.
learning opportunities to
meet students’ diverse
needs in regards to culture,
family, learning, society,
and adolescent/young adult
challenges.
supportive learning
environments based on
appropriate developmental
means.
Candidate evaluates
his/her effectiveness at
incorporating the diverse
individual students into the
curriculum and can make
any necessary adjustments.
Candidate evaluates
her/her effectiveness of
addressing the values,
Components
2.1 Knowledge of
students’ cultural
identities
individual students within
the school and the
classroom.
Candidate identifies the
differences and tensions
between identities of
groups and individual
students.
students’ diverse identities
of groups and individual
students into the
curriculum.
2.2 Valuing cultural
diversity
importance of values,
that addresses the values,
2.3 Complex nature of
diversity
diversity of cultures and
groups within the United
States.
2.4 Culturally sensitive
techniques
Candidate identifies
social skills.
Candidate utilizes
of cultures and groups
within the United States
and the ways in which
race, ethnicity, gender,
language, and social class
interact to influence
behavior.
Candidate utilizes some
social skills.
Candidate creates
curriculum in order to help
students understand that no
perspective is “value
neutral” and that
knowledge reflects the
interests, cultural biases,
power, positions, and
histories of individuals or
group involved.
Candidate creates
of cultures and groups and
attempts to work with all
students to meet their
education needs.
Candidate formulates
many culturally sensitive
social skills.
Candidate evaluates
her/his own efficacy to
demonstrate the complex
and groups and attempts to
work with all students to
meet their education needs.
multiple culturally
sensitive techniques
employed within the
classroom in addressing
social skills.
2.5 Multiple
perspectives
limitations of having only
one perspective on issues
and the benefit of multiple
perspectives.
Candidate utilizes a range
of perspectives for students
on various issues within
the classroom.
2.6 Understanding
exceptionality
early adolescents and young
adults with exceptionalities
should be included within
the regular education
classroom and are familiar
with the state and federal
statutes that guide that
practice.
Candidate chooses
curriculum that will reflect
an inclusive environment.
Candidate plans
opportunities to provide
multiple perspectives for
students to help develop
Candidate creates
curriculum that affords
young adults with
classroom.
effectiveness of providing
multiple perspectives to
help students develop
efficacy of curriculum that
affords early adolescents
and young adults with
classroom.
Metastandard #3: Curriculum/Content Knowledge
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
established state-mandated
curriculum, key concepts,
tools of inquiry and
structure of his/her specific
discipline (Language
Arts/English, Science,
Social Studies,
Mathematics).
Candidate will recall and
master content knowledge
and appropriate knowledge
and skills related to statemandated curriculum.
Proficient
(Application)
Mastery
Exemplary
(Evaluation)
knowledge of the
interdisciplinary nature of
their subject matter to
foster well-rounded
student learning.
matter, its interactions and
interdisciplinary nature to
provide meaningful
learning for students.
Candidate plans,
implements, and modifies
original curriculum and
instruction based upon
matter, students, the
community, and
curriculum goals.
interdisciplinary
curriculum and lessons.
Candidate will develop and
adapt quality content
appropriate curriculum
utilizing content and
pedagogical knowledge.
Candidate will plan and
implement integrated
curriculum encompassing
student, school, state, and
community goals.
effectiveness of mastered
content knowledge based
on student learning.
resources to support and
engage students
cognitively by assessing
student progress.
Candidate evaluates
curriculum through a
methods to determine the
effectiveness of supporting
and challenging early
adolescents’ and young
adults’ learning and
growth.
Components
3.1 Knowledge of
content
content knowledge required
by his/her specific discipline
(Language Arts/English,
Mathematics).
Candidate utilizes his/her
specific discipline
Mathematics) content
knowledge effectively
within the curriculum.
3.2 Representation of
content
content should be presented
utilizing good examples.
content well with examples
that are linked to students’
pre-knowledge and
experience.
3.3 Knowledge of
students’
misconceptions about
content
Candidate recognizes
students’ misconceptions
concerning concepts and
relationships among
concepts.
Candidate utilizes
curricula that promote
conceptual understanding.
Candidate illustrates
interconnections to other
parts of his/her specific
Social Studies,
Mathematics) and other
disciplines.
Candidate describes
content incorporating a
variety of methods that are
appropriate and link
students’ pre-knowledge
and experience.
Candidate creates curricula
that promote conceptual
understanding.
3.4 Materials and
resources
importance of choosing
developmentally appropriate
resources.
Candidate chooses
developmentally
that engage students
cognitively.
Candidate creates relevant
and developmentally
which support and engage
students cognitively.
3.5 Planning and
supporting challenging
curricula
importance of planning and
developing a challenging
curriculum for all early
adults.
Candidate implements
challenging curriculum
supporting early
adults’ learning and
growth.
Candidate designs
curriculum that utilizes a
support and challenge
early adolescents’ and
young adults’ learning and
growth.
Candidate considers
student feedback and input
to determine effectiveness
of methods that are utilized
to represent content.
that promote conceptual
understanding.
Metastandard #4: Instruction
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
Candidate knows and
understands the
teaching/learning research
base and the breadth of
instructional options
available.
Candidate will recall and
explain a variety of
instructional options and
how each are related to
educational research.
Proficient
(Application)
Mastery
Exemplary
(Evaluation)
effectiveness of using a
strategies and applies
knowledge of effective
communication techniques
via technology.
Candidate employs a
strategies as well as
entertaining technological
instructional resources to
advance students’ into high
level thinking skills.
value of using high quality
instructional resources,
including technology to
encourage students’
development of critical
thinking, problem solving,
deliver instruction based
on sound pedagogical
principles using effective
media communication
techniques.
implement instruction using
a variety of strategies
including technological
instructional resources.
Candidate will integrate
multiple instructional
strategies, including
technology, to encourage
critical thinking, problem
solving and performance
skills.
Candidate synthesizes
core research-based
teaching approaches
within developed
curricula.
Candidate creates
curriculum utilizing a
approaches to maximize
student learning.
Candidate constructs
lessons in a
comprehensive format that
clearly includes a defined
beginning and ending and
increases opportunity for
student learning and
discovery.
Candidate independently
develops a variety of
strategies to address group
Candidate develops
young adults’ individual
learning needs.
Candidate designs a wide
repertoire of instructional
approaches consistent with
best practices.
Candidate judges the
utilization of core researchbased teaching approaches
Components
4.1 Core teaching
approaches supported
by research
Candidate recalls core
strategies.
Candidate utilizes core
approaches.
4.2 Choice of
instructional
approaches
Candidate recognizes
various factors affecting the
choice of instructional
approach.
Candidate utilizes a variety
of instructional
approaches.
4.3 Structure
lessons must be structured in
a clear and organized
format.
lessons in a comprehensive
format that clearly includes
a defined beginning and
ending.
4.4 Approaches for
and addressing
challenging behavior
importance of classroom
management in addressing
group and individual
behaviors.
materials should address the
learning needs.
varying instructional
approaches produce
different educational results.
Candidate implements
suggested classroom
management techniques to
address group and
Candidate utilizes teaching
approaches and materials
that address the early
adults’ individual learning
needs.
Candidate adequately and
instructional approaches as
necessary.
4.5 Knowledge of the
individual child in
planning curriculum,
instruction, and
materials
4.6 Ability to vary
instructional
approaches
best instructional
approaches to maximize
student learning.
Candidate assesses lessons
structure and evaluates the
format and the learning
opportunities for students.
Candidate monitors and
alters a variety of classroom
management strategies as
needed to address group
Candidate determines if
materials are addressing the
learning needs.
Candidate evaluates
instructional approaches in
effectiveness of
maximizing student
learning.
Metastandard #5: Assessment
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
Candidate knows and
authentic and equitable
assessment strategies.
Candidate will recall a
variety of authentic and
equitable assessment
methods.
Proficient
(Application)
how to use formal and
informal assessments to
obtain useful information
about student learning and
development.
Candidate will use formal
and informal assessment
development of their
students.
Mastery
Exemplary
(Evaluation)
Candidate is
knowledgeable about a
strategies and utilizes
multiple assessments in
curriculum planning and
implementation.
Candidate will develop,
implement, and utilize
curriculum, which
encompass a variety of
assessment methods.
assessment strategies to
evaluate and ensures the
continuous intellectual,
social, and physical
development of the learner.
effectiveness of lesson
plans assesses by utilizing a
variety of standards and
assessment criteria. .
Candidate evaluates
assessment that is
integrated into the
curriculum specifically its
usefulness of analyzing
long term and short term
goals and determining
students’ strength and
weaknesses in a specific
Social Studies,
Mathematics)..
Candidate judges
assessment and makes
alterations based on
analysis of student learning.
Candidate will evaluate,
utilize, and appropriately
share assessment results to
continue student progress
intellectually, socially, ad
physically.
Components
5.1 Assessment criteria
and standards
importance of standards and
assessment criteria
Candidate effectively
integrates a variety of
5.2 Assessment of
student learning
assessment is used to
determine long term and
short term goals and can
identify its importance in
determining students’
strength and weaknesses in a
specific discipline
Mathematics).
to determine long term
and short term goals for
students and students’
strength and weaknesses
in a specific discipline
Mathematics).
Candidate creates
assessment that is
integrated into the
results to analyze long
term and short term goals
and students’ strength and
weaknesses in a specific
Social Studies,
Mathematics).
promote learning
assessment can be used as
part of the learning
experience and recognizes
the importance of
appropriate, timely
feedback.
assessment can be used to
inform their teaching and to
improve the quality of their
instruction.
as a learning experience
and gives appropriate and
timely feedback.
Candidate constructs their
own assessments that
reflects actual knowledge
and guides the learning
process for students.
Candidate applies
assessment techniques that
can be used to inform
their teaching and to
improve the quality of
their instruction.
Candidate designs an
assessment agenda using a
can be used to inform their
teaching and to improve
the quality of their
instruction.
inform teaching
Candidate evaluates e
assessment techniques and
materials used in the
classroom and actively
integrates this to inform
teaching and to improve the
quality of instruction.
Metastandard #6: Professionalism/Learning Communities
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
unique philosophical
foundations and
organizational structure of
secondary education and the
role the teacher plays within
this structure.
Proficient
(Application)
Mastery
Exemplary
(Evaluation)
his/her knowledge of
secondary schools into the
design of educational
programs that reflect
sound principles of
teaching and learning.
Candidate demonstrates a
commitment to lifelong
learning through reflection
and professional
behaviors.
Candidate is a reflective
practitioner who continually
evaluates the effects of
his/her choices and actions
on others, and actively
seeks out opportunities to
grow professionally.
Candidate will recognize
and explain the foundation
and structure of secondary
education including the role
of the teacher.
Candidate will construct
sound educational
programs conducive to the
structure and foundation of
secondary schools.
Candidate will reflect on
his/her own practice, on
students’ performance, and
on developments in the
field to continue their own
growth as teachers.
Candidate will participate in
professional experiences
and opportunities that
further his/her professional
development and will use
student learning as a
professional gauge.
Candidate selects
opportunities for reflection
and self-analysis, solicits
evaluation of her/his
performance from varied
sources, to improve her/his
Candidate assess his/her
own effectiveness to
institute change through
the decision making
plans)
Candidate selects
collaboration opportunities
to effectively improve
schools and student
learning.
Components
6.1 Reflection and selfanalysis
importance of reflection and
self-analysis for improving
professional practices.
Candidate engages in
reflection in an attempt to
improve her/his
Candidate uses reflection
and self-analysis to
improve her/his
professional practice in an
ongoing manner.
6.2 Decision making
504 plans)
Candidate participates in a
variety of decision making
plans)
Candidate analyzes the
role of an educator in the
504 plans)
other professionals
importance of collaboration
with other professionals to
improve schools and student
learning.
Candidate uses
collaboration with other
professionals for the
purpose of improving
schools and student
learning.
Candidate seeks
collaboration opportunities
with an expanding range of
professionals, and uses
these relationships to
improve schools and
student learning.
6.4 Participation in
school, corporation, and
other professional
activities
importance of participation
in school, corporation, and
other professional activities.
Candidate participates in
school, corporation, and
other professional
activities.
Candidate seeks
participation opportunities
in school, corporation, and
other professional
activities in order to build
a stronger learning
community.
Candidate evaluates
knowledge gained from
participation in school,
corporation, and other
professional activities in
order to build a stronger
learning community
Metastandard #7: Family/Community Involvement
Proficiency
Objective
Basic
(Knowledge and
Comprehension)
importance and role of the
family and community on
the development of early
adults.
Candidate will explain the
role of the family and
community on the
development of early
adults.
Proficient
(Application)
Mastery
Exemplary
(Evaluation)
importance of engagement
with community resource
persons and groups.
how to facilitate and
support the education of
young adults with the
knowledge of the impact
of family structure and
home life.
importance of fostering
relationships with students,
families, colleagues,
community, and other
school-related
constituencies.
Candidate will use
community resources to
build classroom
environments and
curriculum.
Candidate will develop a
classroom environment
and curriculum that
supports the unique
impressionistic early
learning.
maintain positive working
relationships with students,
families, colleagues,
community, and other
school-related
constituencies.
Candidate reflects on
her/his communication
with parents/guardians and
evaluates the methods
employed.
Candidate assesses the
effectiveness and impact of
parental communication
strategies.
Components
7.1 Communicating
role of parent/guardian
communication in relation
to student success.
variety of ways to
communicate effectively
with parents/guardians.
effectively with
parents/guardians through
a variety of means.
7.2 Student learning
importance of
communicating academic
and behavioral expectations
to the parent/guardian in a
clear manner.
value of involving
parents/guardians as active
participants in the classroom
and school settings.
Candidate endeavors to
communicate academic
and behavioral
expectations to the
parents/guardians.
Candidate develops
communication strategies
to explain academic and
behavioral expectations to
the parents/guardians in a
clear manner
Candidate designs a
variety of strategies to
bring parents/guardians
and parental input into the
instruction.
7.4 Advocacy
teacher (e.g., students’ rights
and welfare, issues of
confidentiality)
Candidate upholds the
teacher (e.g., students’
rights and welfare, issues
of confidentiality)
Candidate proposes ways
to ensure that the legal
responsibilities of a teacher
are reflected in practice
(e.g., students’ rights and
welfare, issues of
confidentiality)
community
various stakeholder groups
that comprise the school
community.
Candidate partners with
stakeholders through
choices.
Candidate designs
partnership arrangements
with stakeholders through
choices to strengthen
student learning
7.3 Parent involvement
parents/guardians through
choices.
Candidate reflects on the
impact and successof using
a variety of strategies to
bring parents/guardians
and parental input into the
instruction
Candidate appraise his/her
effectiveness in carrying
out the legal
responsibilities of a wellinformed teacher (e.g.,
students’ rights and
welfare, issues of
confidentiality)
partnerships developed
with stakeholders and
determines optimal
utilization to strengthen
student learning
7.6 Unity and diversity
in communities
between unity and diversity
in communities.
to compare and contrast
the role of and
unity and diversity in
various communities.
Candidate creates
curriculum to help students
understand the complex
unity and diversity in their
local communities.
Candidate evaluates
curriculum developed to
help students understand
the complex relationships
between unity and
communities and makes
appropriate modifications
Components adapted from:
Banks, J.A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J. Nieto, S., Schofield, J. W., Stephan, W. G. (2001). Diversity Within Unity: Essential
Principles For Teaching and Learning in a Multicultural Society. Phi Delta Kappan, , (83) 3, 196-203.
Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Association for Supervision and Curriculum Development,
Alexandria, VA.
Nitko, A.J. & Brookhart, S.M. (2007). Educational Assessment of Students. New Jersey: Pearson/Merrill Prentice Hall.
School of Education
Professional Dispositions
A classroom teacher must exhibit numerous qualities that are reflected in his or her professional dispositions. Just as
there are certain dispositions expected of professional educators, so too are there dispositions expected of students or
teacher candidates in the Teacher Education Program in the School of Education at Indiana University Kokomo.
Teacher candidate dispositions are evaluated both formally and informally throughout the program.
Formal Evaluation of Teacher Dispositions
All Indiana University Kokomo School of Education courses are designed to build on the previous course knowledge
and requirements. Therefore, as teacher candidates move through education courses in this developmental manner,
more evidence of their ability to demonstrate personal and professional responsibility, appropriate communication
skills, awareness of diversity, and classroom management techniques should be manifested.
The School of Education has developed formal disposition criteria for students, or teacher candidates, enrolled in preprofessional courses and courses within the Teacher Education Program (TEP). This involves utilization of a
Disposition Rubric that consists of characteristics expected of all students at all points in their program. The
dispositions are developmental in nature—that is, there is an expectation of growth as teacher candidates progress
through the program.
While it is understood that the level of skill or performance will range between those at the beginning versus those later
in their program, this rubric represents dispositions that should be performed at a developmentally acceptable level at
all stages of a candidate’s program. Unacceptable ratings for teacher candidates who clearly do not fulfill the
expectations of the field requirements will be subject to benchmark review and remediation.
Professional Dispositions are as follows:
PROFESSIONAL DISPOSITIONS
RESPONSIBILITY
-Demonstrates high standards in both the classroom and general school and
professional settings including responsibility in meeting deadlines,
managing time, following procedures and rules
Acceptable
Unacceptable
-Displays ethical behaviors such as honesty, fairness, integrity
COMMUNICATION
-Communicates through clear, fluent, grammatically correct spoken and
written language
-Communicates through appropriate affect, emotions, and interpersonal
skills
DIVERSITY
-Demonstrates behaviors consistent with equity and the belief that all
students can learn
-Displays tolerance for all individuals regardless of diverse backgrounds
CLASSROOM CONDUCT
-Developing skills necessary to maintain a safe and engaging classroom
-Is a reflective practitioner able to accept feedback, analyze practices, and
modify practices as appropriate
Revised 05/15/2010
1
Informal Evaluation of Teacher Dispositions
It is also important to note that embedded in our Unit Assessment System (UAS) is an informal
evaluation of teacher candidate dispositions. Although most faculty and instructors within the
School of Education do not use the rubric within the daily administration of course content, there
is a system in place to attend to those individuals whose conduct is inappropriate or
unprofessional. Behaviors such as attendance, academic honesty, integrity, etc. are monitored
throughout the program. Many professors include such items within the course grade.
Education faculty may also use the Fitness for the Teaching Profession Policy (see policy below)
if such behaviors require closer scrutiny and/or review by the School of Education. A Fitness
Report initiated by a faculty member is written documentation as to dispositional concerns. All
Fitness Reports on teacher candidates are subject to evaluation through the Teacher Education
Admission and Retention Policy (TEAR) and/or at School of Education Benchmark meetings.
It is critical for the teacher candidates to adhere to the individual and professional code of ethics
and conduct embodied in the Professional Dispositions Policy in order to participate in field
practica or student teach in P-12 classrooms. As a result, the Dean of Education reserves the right
to prevent a candidate’s entry into a school system if the situation warrants.
Approved January 7, 2008; Revised May 15, 2010; Revised October 2011
Fitness for the Teaching Profession Policy
A system is in place that is used by faculty to identify and report severe problems/behaviors
exhibited by students in university classes/field experiences prior to and after admission to the
Teacher Education Program (TEP) at Indiana University Kokomo.
It is critical for teacher candidates to demonstrate and adhere to professional and dispositional
skills in order to progress through the teacher certification programs (i.e., responsibility,
communication, social relationships, ethics, etc.).
Students who are reported two or more times for failure to meet Fitness for the Teaching
Profession criteria may be subject to a hearing with the Teacher Education Admission and
Retention (TEAR) Committee. The TEAR Committee will recommend to the Dean of Education
appropriate action. The Dean of Education will make the final decision and the student will be
notified in writing.
January 2011
Revised 05/15/2010
2
SCHOOL OF EDUCATION
Section V
Other Relevant Policies
IACTE
OUTSTANDING FUTURE EDUCATOR AWARD
APPLICATION GUIDELINES
IACTE AWARD
Each academic year the Indiana Association of Colleges for Teacher Education (IACTE) presents
Outstanding Future Educators Awards to Student Teachers completing education programs at colleges and
universities throughout Indiana. IU Kokomo School of Education selects up to 3 student teachers each
academic year. The selected award winners are notified mid-Spring semester. These Awardees are invited
to attend a professional meeting and recognition luncheon in April.
ELIGIBILITY
To be eligible for this award, the Student Teacher must complete the majority of her/his professional
education work at IU Kokomo including student teaching.
To be considered for this award, students must submit a complete application containing the documents
attesting to exemplary student teaching performance to the Director of Student Teaching. The School of
Education members will review each application and applicants are notified by mail of the decision.
IACTE application deadlines are as follows:
FALL STUDENT TEACHERS
SPRING STUDENT TEACHERS
3rd Monday in October by 5:00 PM
1st Monday in March by 5:00 PM
APPLICATION REQUIREMENTS
All applications must include the following:
1.
A cover letter written by the applicant, not to exceed 3 pages, that summarizes
her/his student teaching experiences and activities as they apply and address 4 of the 7
MetaStandards (ex: Diversity, Curriculum, Assessment) which reflect exemplary levels of
performance and demonstrate merit of this award.
2.
At least 3 letters of recommendation from the following sources:
1) Supervising/Cooperating teacher (required)
2) University Supervisor
3) School Administrator
-e.g. building principal, department chair, curriculum coordinator, lead teacher
4) University Faculty may also volunteer a letter of recommendation.
3.
Excellence in professional dispositions must be demonstrated throughout the
Teacher Education Program. This information will be cross-referenced through Benchmark
information and/or may be addressed in a University Faculty letter.
NOTE: All application materials must be typed and presented in a professional manner (e.g. resume folder)
to the Director of Student Teaching by 5:00 p.m. on the designated deadline dates.

Field Experience and Student Teaching Handbook

Transcription

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