Danielson's Framework for Teaching
Educator Resume Writing Guide
Evaluation Form for Cooperating Teacher
Lesson Cover Sheet
LESSON COVER SHEET
Lesson Plan Template
Lesson Plan Template
Reflection after Observation
Reflection following Observation
Resume Sample
Sample Brochure
TIMS Information
University Supervisor Evaluation Form
Student Teaching Seminar (Elementary & Secondary)
Overview
This seminar is offered concurrently with the student teaching practicum. The content will focus on 1) topics related to student teaching; 2) professionalism; and 3) career development.
Student Teaching Seminar Course Description
Course Description
The Student Teaching Seminar course is offered every other week for 50 minutes. The purpose of the course is to offer a safe place to meet with student teachers to discuss topics related to student teaching, professionalism, and career development. This couse is offered concurrently with the student teaching practicum.
*The student teacher will turn in necessary paperwork to his or her Practicum professor. However, in Seminar, we will discuss the different requirements that need to be submitted throughout the student teaching experience and how this paperwork must be completed.
Resumes and Cover Letters
Resumes and cover letters were discussed thoroughly in pre-student teaching seminar and should be developed prior to this seminar. However, the student teacher may want to refer to this module to assist in preparing a final resume and cover letter for an application packet.
Assignment: Professional Brochure
Assignment: Trifold Professional Brochure Assignment
This module will contain information and samples of the professional brochure required for this class.
Create a professional brochure (typically trifold on Microsoft Publisher) outlining accomplishments. This will be something that pre-service teachers can leave with administrators at interviews.
Include information such as:
- Name
- Major/Minor/Add-on Endorsements
- Contact Information (address, Email)
- Professional looking picture
- Link to professional portfolio
- Biography information (where student attended school; GPA if good, hours out in the field, for example, 200+, Leadership Opportunities/Experiences and Rewards)
- Experiences that might set student apart from other interviewees
- Professional Experiences
- Technology Expertise
- Provide a summary of your educational philosophy
- Charlette Danielson’s Framework for Teaching Domains, summary of work completed in each domain
- Favorite Education Quote
- Other….
Assignment: Student Teaching Notebook
Assignment: Student Teaching Notebook
Student teachers will be responsible for maintaining a notebook throughout his or her student teaching assignment. These will be turned in at the end of the semester. Students will share ideas from their notebooks during the Student Teaching Seminar.
*SEPARATE YOUR NOTEBOOK(S) INTO THE FOLLOWING SECTIONS:
Strategies and Resource Notebook:
Directions: Keep a list/description of the strategies (ex. Jigsaw Method), resources (ex. children's literature), and technology (ex. Class Dojo) utilized in the planning, implementation, and assessment of prepared and presented lessons. Continue adding strategies for each of the content areas as you find and/or utilize them in your student teaching setting.
Classroom Management:
Directions: Keep a list/description of classroom management strategies shared and experienced during your student teaching semester. This will help you to reflect, analyze, and refine your personal classroom management style.
Differentiation:
Directions: Keep a list/description of differentiation strategies that you observed and/or implemented during your student teaching placement. How did the classroom teacher or you, as the student teacher, meet the needs of ALL learners?
Culturally Relevant Teaching:
Use the culturally relevant teaching competencies to document ways in which your cooperating teacher and/or you apply these competencies to your teaching and student learning.
Miscellaneous Journal Writing:
Directions: Your daily journal writing will include reflections on teaching and learning strategies, organizational/management systems, effective instruction, and diverse learners. Reflection is essential to learning and addressing what you are seeing and areas that you need to address. Be sure to include routines, timing, children’s responses to different situations, assessments, etc. This journal will be an invaluable reference, especially when you are a teacher of record.
Danielson's Domains for Teaching/INTASC Standards/Feedback
The evaluation process may seem stressful at first, but is intended to strengthen and prepare student teachers through valuable feedback provided by the professionals mentoring pre-service teachers.
Danielson's Framework for Teaching is a resource that both student teachers and teachers will refer to as a way to plan for effective teaching and learning. The University Supervisor and Cooperating Teacher will use this tool to formally evaluate the student teacher (Administrators will also use this framework while conducting observations if the student teacher gets hired in a school district). Prior to the observation process with cooperating teachers and university supervisors, student teachers should assure that all 4 domains are being met. The Danielson's Framework is attached to this document. Also included below are the INTASC Standards previously used to evaluate student teachers and the correlation to Danielson's Framework currently used to evaluate student teachers.
Receiving feedback from Cooperating Teacher(s) and University Supervisor
This is extremely important. You are a novice teacher. You do not know more than the teacher or supervisor. You may have recently learned new methods or updated strategies or content, but they have the experience. If you choose to share things that you have recently learned in university courses or from a placement, be sure to share in a way that is not offensive. Many cooperating teachers enjoy seeing new ways to do things and will welcome your input. Others may find this offensive. Student teaching, though it may seem like it is long, is a very short time in your life. Enjoy the new experiences and learn from experienced teachers.
Updated INTASC Standards with Correlation to Danielson’s Framework
InTASC Standard Danielson Framework Component(s) | Correlation of Danielson’s Framework of Teaching |
1. Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. | Planning and Preparation 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1e: Designing Coherent instruction Instruction 3c: Engaging Students in Learning |
2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. | Planning and Preparation 1b: Demonstrating Knowledge of Students |
3: Learning Environment The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. | Classroom Environment 2a: Creating an Environment of Respect and Rapport Instruction 3c: Engaging Students in Learning |
4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. | Planning and Preparation 1a. Demonstrating Knowledge of Content and Pedagogy 1e: Designing Coherent instruction Instruction 3c: Engaging Students in Learning |
5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. | Instruction 3a: Communicating with Students 3c: Engaging Students in Learning 3f: Demonstrating Flexibility and Responsiveness |
6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacherʼs and learnerʼs decision making. | Planning and Preparation 1f: Designing Student Assessments Instruction 3d: Using Assessment in Instruction |
7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. | Planning and Preparation 1b: Demonstrating knowledge of students 1e: Designing coherent instruction |
8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. | Instruction 3b: Using Questioning and Discussion Techniques 3c: Engaging students in learning |
9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. | Professional Responsibilities 4a: Reflecting on Teaching 4e: Growing and Developing Professionally 4f: Showing Professionalism |
10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. | Professional Responsibilities 4c: Communicating with Families 4d: Participating in a Professional Community 4f: Showing Professionalism |
University Supervisor Evaluations (4)
This module contains information and forms needed for the university supervisor observation and evaluation of the pre-service teacher. The student teachers will be evaluated 4 times by the University Supervisor.
Lesson Observation Packet (for observations completed by the University Supervisor)
- Lesson Observation Packet Cover Sheet
- DAILY Lesson Plan
- Lesson Observation Form
- LESSON REFLECTION FOLLOWING OBSERVATION BY THE UNIVERSITY SUPERVISOR
- Any additional forms used
Cooperating Teacher Observation/Evaluation (2)
This module contains information and forms needed for the cooperating teacher observation and evaluation of the pre-service teacher. The student teacher will be evaluated two times by the cooperating teacher.
It is the student teacher’s responsibility to submit the packet of forms completed for each observation conducted by the Cooperating Teacher to Practicum professor within one week of each observation.
Lesson Observation Packet (for observations completed by the Cooperating Teacher)
- Lesson Observation Packet Cover Sheet
- DAILY Lesson Plan
- Lesson Observation Form
- LESSON REFLECTION FOLLOWING OBSERVATION BY THE COOPERTING TEACHER
- Any additional forms used
Observations by Cooperating Teacher
- The student teacher completes a DAILY Lesson Plan using the format provided by the program. He/she provides the Cooperating Teacher with a copy prior to the lesson/observation (hard copy or electronic) within the timeframe/format designated by the Cooperating Teacher, but no less than 48 hours prior to the lesson delivery.
- The Cooperating Teacher reviews the DAILY Lesson Plan and, if time allows, conducts a pre-conference with the student teacher to discuss the lesson.
- During the lesson, the Cooperating Teacher completes the Lesson Observation Form. The Cooperating Teacher assigns a ranking and provides written comments or identifies evidence of indicators that have been observed in four categories:
- Planning and Preparation
- Classroom Environment
- Instruction
- Reflection and Professionalism
- After the observation, the Cooperating Teacher and student teacher meet to discuss the lesson, focusing on reflection and self-evaluation. The Cooperating Teacher documents student performance on the Supportive Feedback and Areas for Growth sections of the Lesson Observation Form.
- Using information from the reflective discussion, the student teacher completes the LESSON REFLECTION FOLLOWING OBSERVATION BY THE COOPERATING TEACHER form so that both Cooperating Teacher and student teacher agree on what was discussed and a goal is identified for the next observation. Note: This reflection form is different than the form submitted to University Supervisor.
- The student teacher and the Cooperating Teacher should each keep a copy of the completed DAILY Lesson Plan, Lesson Observation Form, and LESSON REFLECTION FOLLOWING OBSERVATION BY THE COOPERATING TEACHER forms for each lesson observed.
- A Lesson Observation Packet, including each of the above-mentioned forms, should also be submitted to the university with a Lesson Observation Packet Cover Sheet.
Cumulative Time Log
The student teacher will create a time log at the beginning of student teaching to record date, activity, and number of hours.
Create a table that numbers your days from 1 - 60 and lists the dates that you were in attendance. Note if the days were professional development. Submit time log at the end of semester. See example:
| DATE | Activity | Hours |
Day 1: 9/30/23 | Student Teaching Placement | 7 hours |
TIMS Information
At the end of the semester, student teachers will complete a TIMS informational sheet prior to submitting an application on the TIMS system. This informational sheet should be completed for the Practicum professor.