The Professional Semester Professional Semester HANDBOOK WHERE CAN

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The Professional Semester

The Professional Semester

Professional Semester HANDBOOK • WHERE CAN I FIND IT? https: //www. mssu. edu/academics/education/teacher/index. php

Professional Semester HANDBOOK • WHERE CAN I FIND IT? https: //www. mssu. edu/academics/education/teacher/index. php

Preparing for success • Candidate begins when Cooperating Teacher begins – C. T’s: Make

Preparing for success • Candidate begins when Cooperating Teacher begins – C. T’s: Make sure candidates have a district calendar and are invited to all faculty events during the semester. • Begin Co-Teaching by lesson planning together – Which subjects are the candidate’s strengths? – How can the candidate assist before instructional responsibilities? • Review “housekeeping” items – Where does the candidate park? – Does the candidate need an I. D badge? • C. T: Provide candidate with a school handbook

Candidate Responsibilities • • Create introduction newsletter Attend Seminars Complete/submit assignments Submit completed attendance

Candidate Responsibilities • • Create introduction newsletter Attend Seminars Complete/submit assignments Submit completed attendance form Create and submit lesson plans for TCFA’s Maintain conditions of attendance contract Keep experience logs

Candidate attendance • Candidates are allowed the equivalent of 2 personal days. • All

Candidate attendance • Candidates are allowed the equivalent of 2 personal days. • All absences must be reported by the candidate to the C. T/U. S and be logged on the attendance sheet. • Cooperating Teachers should report excessive absences to the University Supervisor, upon the 3 rd candidate absence. • A 4 th absence will result in an extended placement. • Time missed for assessments and interviews are not considered a deduction but should only last the amount of time required to complete.

Cooperating Teacher Responsibilities • Train your candidate in recordkeeping – Attendance – Grade entry

Cooperating Teacher Responsibilities • Train your candidate in recordkeeping – Attendance – Grade entry – Report cards • Provide feedback to your candidate daily • Collaborate with your candidate’s University Supervisor • Assess your candidate using MEES evaluation form

Cooperating Teacher Responsibilities • Observe your candidate: – 4 Formatives – 1 Summative •

Cooperating Teacher Responsibilities • Observe your candidate: – 4 Formatives – 1 Summative • Conference with your candidate prior to and after formative observations • Co-Teach with your candidate – – Planning Lesson design Instruction Assessment

Suggested Progression Phase 1 Team Planning The Cooperating Teacher takes the lead role for

Suggested Progression Phase 1 Team Planning The Cooperating Teacher takes the lead role for instruction and assessment. The role of the Teacher Candidate is supportive instruction, learning the school and classroom procedures, as well as learning about the students. Weeks 1 -2 Phase 2 Co-Teaching with Team Planning During this period of time the candidate should assume responsibility for one subject/class at a time until the candidate has assumed the lead role in planning, teaching and assessment for all subjects/classes. Weeks 3 -4 Phase 3 Advanced Co. Teaching with Team Planning The Teacher Candidate assumes the lead role for planning, instruction and assessment. The Cooperating Teacher is encouraged to provide much constructive criticism and positive reinforcement. During this time, the Cooperating Teacher may wish to leave the classroom (as appropriate) to allow the candidate the opportunity to make and evaluate the results of his/her instructional decisions. Weeks 5 -15 Phase 4 Reduced Co-Teaching with Team Planning During this time, the Cooperating Teacher should gradually begin to reassume the lead teaching responsibilities. Teacher Candidates are encouraged to observe other teachers and classrooms during the final placement week. Weeks 15 -16

University Supervisor Responsibilities • Observe your candidate: – 4 Formatives – 1 Summative •

University Supervisor Responsibilities • Observe your candidate: – 4 Formatives – 1 Summative • Conference with your candidate prior to and after formal observations • Submit all forms to [email protected] edu • Conference with the Cooperating Teacher throughout the semester.

Final grade • Candidates receive a grade of Credit or Non-Credit based on a

Final grade • Candidates receive a grade of Credit or Non-Credit based on a passing MEES score, which is a combined (CT + US ) score of 42 or higher on the Summative evaluation. • Final summative scoring should reflect a holistic score of where the Teacher Candidate is at the end of the experience and not an average of the formative scores.

MEES Forms • WHERE CAN I FIND THEM? https: //www. mssu. edu/academics/education/teacher/index. php

MEES Forms • WHERE CAN I FIND THEM? https: //www. mssu. edu/academics/education/teacher/index. php

Evaluations • Teacher Candidate Formative Assessment (TCFA) X 4 • Teacher Candidate Summative Assessment

Evaluations • Teacher Candidate Formative Assessment (TCFA) X 4 • Teacher Candidate Summative Assessment (TCSA) X 1 • Professional Disposition Profile (PDP) X 1 Cooperating Teacher submits all forms to Supervisor submits all forms to: [email protected] edu Fall TCFA 1 Questions/Concerns: Dr. Suzanne Hull Director of Clinical Field Experiences [email protected] edu All forms are downloadable www. mssu. edu/academics/education/teacher/ Same or independent lesson evaluation by C. T & U. S? Spring September February October March TCFA 3 Late October Late March TCFA 4 November April Late November Late April TCFA 2 + PDP TCSA (collaborative discussion-no observation)

Saving and Submitting the TCFA/Summative Doc • First Evaluation: – Download and SAVE with

Saving and Submitting the TCFA/Summative Doc • First Evaluation: – Download and SAVE with the Teacher Candidate’s name on it https: //www. mssu. edu/academics/education/teacher/pdf-uploads/MEES%20 EFF%20 Fall%202019. pdf – Enter a score for each Standard – Save and Submit • CT to US • US to MSSU Clinical Address • Next Evaluation(s): – Use the same Doc – Enter a score for each Standard – Save and Submit

Concern Chain of Command Concern forms should be completed by C. T and/or U.

Concern Chain of Command Concern forms should be completed by C. T and/or U. S proactively. Cooperating Teacher University Supervisor Director of Clinical Field Experiences Department Chair

Professional Dispositions Assessment

Professional Dispositions Assessment

The MSSU Teacher Education Faculty believes that teacher candidates should exhibit certain professional dispositions

The MSSU Teacher Education Faculty believes that teacher candidates should exhibit certain professional dispositions in order to be effective teachers.

Professional dispositions • • Effective oral and written communication Professionalism Positive and enthusiastic attitude

Professional dispositions • • Effective oral and written communication Professionalism Positive and enthusiastic attitude Social and emotional intelligence to promote personal & educational goals/stability Preparedness in teaching and learning Appreciation and value for cultural and academic diversity Effective collaboration with stakeholders Initiative and self-regulated learner

Providing Feedback

Providing Feedback

What does a “classroom ready” teacher. . . ● ● Look like? Sound like?

What does a “classroom ready” teacher. . . ● ● Look like? Sound like? Act like? Teach like?

Providing Constructive Feedback What is it? Actionable information about observed behavior and its consequences.

Providing Constructive Feedback What is it? Actionable information about observed behavior and its consequences.

Providing Constructive Feedback Why is it important? ● If you don’t share, your candidate

Providing Constructive Feedback Why is it important? ● If you don’t share, your candidate won’t know. ● Constructive feedback is the best method to elicit improvement.

Providing Constructive Feedback How do I give constructive feedback? Base your feedback on observations

Providing Constructive Feedback How do I give constructive feedback? Base your feedback on observations of behaviors and results, not guesses or statements about the person (Cabrillo, n. d. ). To give constructive feedback: 1. Be specific about the behavior 2. Be specific about the results 3. Wait for a response or questions 4. Offer suggestions (based on Cabrillo, n. d. ).

Providing Constructive Feedback When can/should I give feedback? • • • Daily and weekly

Providing Constructive Feedback When can/should I give feedback? • • • Daily and weekly meetings Log/journal On lesson plan Sticky notes During lessons as needed Between classes

Providing Constructive Feedback Specific Behavior Specific Result Wait Suggestions

Providing Constructive Feedback Specific Behavior Specific Result Wait Suggestions

Resources Barkley, S. G. (2011). Instructional coaching with the end in mind. Worthy Shorts,

Resources Barkley, S. G. (2011). Instructional coaching with the end in mind. Worthy Shorts, New York, NY. Cabrillo. (n. d. ). Giving constructive feedback. Retrieved from https: //www. cabrillo. edu/services /jobs/pdfs/giving-feedback. pdf Hattie, J. (2012). Visible Learning for Teachers, 12 th edition. Routledge, N. Y, New York, NY.

Missouri Educator Evaluation System (MEES)

Missouri Educator Evaluation System (MEES)

Missouri Teacher Standards Standard 1: Content Knowledge Standard 2: Student Learning, Growth, and Development

Missouri Teacher Standards Standard 1: Content Knowledge Standard 2: Student Learning, Growth, and Development Standard 3: Curriculum Implementation Standard 4: Critical Thinking Standard 5: Positive Classroom Environment Standard 6: Effective Communication Standard 7: Student Assessment & Data Analysis Standard 8: Professionalism Standard 9: Professional Collaboration

● Observable behaviors for scoring ● Authentic performance assessment ● Immediate feedback to guide

● Observable behaviors for scoring ● Authentic performance assessment ● Immediate feedback to guide improvement ● Skill targets ● Artifacts for nonobservable Standards ● Visual growth patterns ● Concise documentation MEES Missouri Educator Evaluation System

 • 0 -The teacher candidate does not possess the necessary knowledge, therefore, the

• 0 -The teacher candidate does not possess the necessary knowledge, therefore, the standard is not evident or is incorrect in performance. • 1 -Emerging Candidate: The teacher candidate is able to articulate the necessary knowledge, but does not demonstrate in performance. • 2 -Developing Candidate: The teacher candidate is able to articulate the necessary knowledge and demonstrates in performance with some success. • 3 -Skilled Candidate: The teacher candidate is able to articulate the necessary knowledge and effectively demonstrates in performance. • 4 - Exceeding Candidate: The teacher candidate adapts and develops the lesson according to the teaching environment/ student response.

Artifacts/Evidence ● Some standards are not observable in a lesson, therefore, the teacher candidate

Artifacts/Evidence ● Some standards are not observable in a lesson, therefore, the teacher candidate must provide an artifact/evidence to show they are meeting the standard ● ● ● Standards 7, 8, and 9 are almost always considered non-observable https: //www. mssu. edu/academics/education/teacher/pdf-uploads/MEES%20 EFF%20 Fall%202019. pdf https: //docs. google. com/document/d/1 nn 8 A 36 w. Uewh 7 fn. C 7 opnf. Olcg. GLKb. ZFe. LUo. QB 9 CV 3 a. EY/edit

Reviewing the Rubric ● Look at the rubric with a partner ● Within a

Reviewing the Rubric ● Look at the rubric with a partner ● Within a standard, identify key language that distinguishes each level of development ○ Generate classroom examples ○ Discuss possible artifacts/evidence

Standard 3: Curriculum Implementation. The teacher candidate recognizes the importance of long-range planning and

Standard 3: Curriculum Implementation. The teacher candidate recognizes the importance of long-range planning and curriculum development. The teacher candidate implements curriculum based upon student, district and state standards. 0 -The teacher candidate does not possess the necessary knowledge, therefore, the standard is not evident or is incorrect in performance. 1 -Emerging Candidate: The teacher candidate is able to articulate the necessary knowledge, but does not demonstrate in performance. 2 -Developing Candidate: The teacher candidate is able to articulate the necessary knowledge and demonstrates in performance with some success. 3 -Skilled Candidate: The teacher candidate is able to articulate the necessary knowledge and effectively demonstrates in performance. 4 -Exceeding Candidate: The teacher candidate adapts and develops the lesson according to the teaching environment/ student response (all descriptors in the skilled candidate (3) column must be met as well as at least one descriptor below): Level Expected level of performance by the end of the student teaching semester. ● Provides no evidence of learning activities with alignment to standards. ● Provides no evidence of posting or mentioning the learning objectives during the lesson. ● Plans for learning activities that are appropriately aligned to standards. ● Posts the learning objectives but does not mention the objective during the lesson. ● Implements learning activities aligned to standards. ● States the learning objectives so that some students are able to articulate the objective of the lesson. ● Implements learning activities aligned to chosen standards and incorporates embedded formative assessment. ● Clearly conveys objectives in student-friendly language so that the majority of students are able to articulate the objective of the lesson. ● Delivers lessons and assessments that illustrate a high degree of understanding of the intended standards. Strand ● Connects cross-curricular subjects and/or considers scope and sequence when implementing lessons. Descriptor ● Connects learning objectives to real world references to aid in student comprehension.

Missouri Educator Evaluation System (MEES) Teacher Candidate Assessment Tool Standard 3: Curriculum Implementation The

Missouri Educator Evaluation System (MEES) Teacher Candidate Assessment Tool Standard 3: Curriculum Implementation The teacher candidate recognizes the importance of long-range planning and curriculum development. The teacher candidate implements curriculum based upon student, district and state standards. *Scoring Scale Descriptors 0 -4 Located Here on Tool* The Skilled Candidate (3) Effectively: • Implements learning activities aligned to chosen standards and incorporates embedded formative assessment. Clearly conveys objectives in student-friendly language so that the majority of students are able to articulate the objective of the lesson. • Possible Artifacts/Evidence: · · · Assessments Conversation Lesson/Unit Plan Curriculum Maps Essential Learning Outcomes The Exceeding Candidate (4) demonstrates all descriptors of a skilled candidate and one or more of the following: ● Delivers lessons and assessments that illustrate a high degree of understanding of the intended standards. ● Connects cross-curricular subjects and/or considers scope and sequence when implementing lessons. ● Connects learning objectives to real world references to aid in student comprehension. Performance Assessment Formative 1 Formative 2 Formative 3 Formative 4 Summative Score Feedback

Scoring Protocol ● Determining Score ○ If the scores are spread between multiple levels,

Scoring Protocol ● Determining Score ○ If the scores are spread between multiple levels, such as the descriptors are at one level but there are numbers below at different levels, then the score would revert to the next lower score. For example, if there are two descriptors that fall within a 2, one descriptor in a 1, and one descriptor in a 0, a score of 1 will be assigned. ○ Teacher candidates must demonstrate all of the skilled level (3) plus at least one of the exceeding descriptors to earn a 4. ○ If a particular strand within a standard is not observable, score the standard based on the evidence available.

Example Score of 3 - Majority

Example Score of 3 - Majority

Example Score of 2 - Split Score

Example Score of 2 - Split Score

Example Score of 2 - Across Levels

Example Score of 2 - Across Levels

Calibration ● Every teacher candidate in the state is scored ● ● using the

Calibration ● Every teacher candidate in the state is scored ● ● using the same instrument The MEES Teacher Candidate Assessment is the sole performance assessment Candidates must receive a specified score to receive teacher certification; the passing score for the 2019 -2020 academic year is 42. This is the combined score of the CT and the US Summative evals. Accurate scoring provides Teacher Candidates with valuable feedback Score each Standard on each evaluation

Important Things to Know • Score ALL 9 standards according to the rubric criteria!

Important Things to Know • Score ALL 9 standards according to the rubric criteria! • Level 3 is a Skilled Candidate • Level 4 is reserved for the above & beyond – Must have ALL of a Level 3 and at least 1 descriptor of a Level 4 • Every evaluation must have a formal MSSU lesson plan and artifacts to support Standards when necessary

Evaluations • Teacher Candidate Formative Assessment (TCFA) X 4 • Teacher Candidate Summative Assessment

Evaluations • Teacher Candidate Formative Assessment (TCFA) X 4 • Teacher Candidate Summative Assessment (TCSA) X 1 • Professional Disposition Profile (PDP) X 1 Cooperating Teacher submits all forms to Supervisor submits all forms to: [email protected] edu Fall TCFA 1 Questions/Concerns: Dr. Suzanne Hull Director of Clinical Field Experiences [email protected] edu All forms are downloadable www. mssu. edu/academics/education/teacher/ Same or independent lesson evaluation by C. T & U. S? Spring September February October March TCFA 3 Late October Late March TCFA 4 November April Late November Late April TCFA 2 + PDP TCSA (collaborative discussion-no observation)

Welcome to the pride. Go Lions!

Welcome to the pride. Go Lions!