EED 478: Student Teaching in the Elementary School

9 credit hours
Schedule line # 76985
Fall Semester
Term 8

Instructor Information:
Dates of classes: 8/16-11/30-2018
Instructor: Karen Meyer, MEd
Email: klmeyer2@asu.edu
Work Phone: 480-688-3637
Office Hours: TBD
Office Location: TBA

Course Information:
Pre-Requisite
Admission to Professional Teacher Preparation Program. All students must attend a Planning to Student Teach meeting and complete an
Application to Student Teach in the semester preceding the student teaching semester.

Co-Requisite
Enrollment in a student teaching experience is a co-requisite for this course.

Catalog Description
Student teaching in elementary school classrooms. Synthesized experience in curriculum, instruction, and classroom management.

Successful completion of EED 478 fulfills nine (9) of forty five (45) required semester hours of education courses, including practicum in grades K-8,
which teach knowledge and skills such as learning theory, classroom management, methods, and assessment describe in SBR R7-2-602 for an
Elementary Education Teaching Certificate.
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Course Format
List lecture/discussion.

Expanded Course Description

EED 478 is the first of two culminating experiences in the Elementary Education iTeachAZ program. It emphasizes planning effective lessons,
implementing instruction with whole and small groups of students, and collection and analysis of student data with a focus on student achievement.

EED 478 is built around Teach for America principles of setting big goals, investing students and their families, planning purposefully, executing
effectively, continuously increasing effectiveness, and working relentlessly. During this course, Teacher Candidates plan and implement units of
instruction, use data to set ambitious academic goals for students and implement strategies to invest students in their own learning. Additionally,
Teacher Candidates learn to develop and use data tracking systems to monitor student progress with the ultimate goal of learning to take
responsibility for student achievement.

Throughout the course and clinical experience, Teacher Candidates are evaluated with the System for Teacher and Student Advancement (TAP)
program instructional rubric and the Teachers College Professionalism Rubric. This performance-based assessment process measures Teacher
Candidates’ instructional effectiveness, content knowledge, and professional dispositions with a focus on continuous professional growth. Teacher
Candidate performance is tied to K-8 student learning through the design, delivery, and evaluation of units of study which include multiple,
systematic processes for monitoring and reporting student achievement. Throughout the performance assessment process, Teacher Candidates
are challenged to reflect upon their own knowledge, skills and dispositions and how their instructional effectiveness impacts student achievement.

Face-to-Face Seminar Meetings:

EED 478 is a face-to-face seminar that meets weekly. The student teaching seminar begins on the day designated in ASU’s schedule of courses.
The seminar is accompanied by a 4 day per-week clinical experience, in grades 1-8, following the mentor teacher’s contract hours. Clinical
experiences begin on the first day new teachers report to the district to which the Teacher Candidate is assigned. Teacher Candidates follow the
district’s fall and spring breaks and ASU’s winter break.

Required Course Texts, Materials and Resources

Required Text
 There is no required textbook for the course.

Supplemental Text
 Teaching Plan Book

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Additional required readings provided in Blackboard
 Additional readings may be assigned at the course instructor’s discretion.

Required Materials
 Mary Lou Fulton Teachers College Internet resource – Tk20 via the web: Tk20 CampusTools is a comprehensive online data management
system that enables you to participate and manage your academic activities in this class, throughout your college experience and beyond.
There is a one-time only, non-refundable subscription fee for Tk20. You can purchase the program online at http://mytc.asu.edu/tk20-
system.
o You may also purchase a Tk20 Student Access Kit from the ASU Bookstore, which may have a higher price, although purchasing
there will allow you to receive requisite compensation from financial aid, if eligible.

Provided Materials
 ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All ASU students have FREE access to this web
resource)
 Professional Resources developed by the Sanford Inspire Program aligned to the content of the current term are available through
the Professional Learning Library at https://pll.asu.edu/p/content/made-you-collections

Student Learning Outcomes

Upon completion of this course the student should be able to:

Student Learning Outcomes InTASC Standard ISTE Standards PSA*

Teacher Candidates will write, teach, and reflect on 1a, 1b, 1d, 1e, 1h, 1i, 2c Click here to enter text.
lesson plans to reach a score of 3 on each of the eight 2a, 2c, 2e, 2f, 2g, 2l,
TAP indicators and use application and reflection to 3d, 3e, 3j, 3p, 4d, 4f,
increase instructional effectiveness. 4g, 4l, 4n, 5f, 5r, 6a,
6b, 6c, 6d, 6e, 6g, 6h,
6j, 6k, 6l, 6m, 6n, 6o,
6p, 6q, 6r, 6s, 6t, 6u,
6v, 7a, 7b, 7d, 7e, 7f,
7g, 7j, 7k, 7l, 7m, 7n,
7p, 7q, 8a, 8b, 8d, 8e,
8f, 8g, 8h, 8i, 8l, 8n,
8o, 8p, 8s, 9c, 9g, 9h,
9k, 9l, 10b, 10r, 10t,
Teacher Candidates will demonstrate proficiency in Part A1: 5c
professional responsibilities of educators as measured

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Student Learning Outcomes InTASC Standard ISTE Standards PSA*
by the Mary Lou Fulton Teachers College 3q, 3r, 10c, 10f, 10i,
Professionalism Rubric. 10j, 10k, 10o, 10p, 10r,
10t,

Part A2:
9n 9o, 10c, 10f, 10j,
10p, 10s, 10t

Part B1:
9a, 9b, 9c, 9d, 9k, 9n,
10a, 10b, 10c, 10f, 10i,
10j, 10k, 10p, 10r, 10s,
10t

Part B2:
9a, 9b, 9c, 9d, 9k, 9n,
10a, 10b, 10c, 10f, 10i,
10j, 10k, 10p, 10r, 10s,
10t

Part C1:
6t, 9o

Part C2:
6g, 6t, 9o

Part D1:
1c, 3a, 3n,10c, 10d,
10p, 10q

Part D2:
1c, 3a, 3n,10d, 10p,
10q,

Part D3:
1c, 1k, 2f, 2h, 2i, 4g,
7m, 9d,10e
Teacher Candidates will backwards plan to create two 1b, 4i, 6a, 6r, 7a, 7b, 1d, 2c,2d
unit plans that include an aligned assessment, learning 7d, 7g, 7j
goals, and daily learning objectives.
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 Student Learning Outcomes InTASC Standard ISTE Standards PSA*
Teacher Candidates will create an investment plan 4d 1c, 1d Click here to enter text.
aligned to the unit plan to help motivate students to
complete the unit plan.
Teacher Candidates will maintain and share student 6t, 6v, 10b, 10c, 1d
achievement data results based on the unit plan project.
Teacher Candidates will monitor their own professional 10r, 10t 5c
development through the collection of feedback and
work products.

InTASC Standards: http://intascstandards.net.

ISTE Standards: http://www.iste.org/standards/standards-for-teachers.

*PSA - Professional Standards Assessed may include (according to course content):

 Council for Exceptional Children (CEC): http://www.cec.sped.org/Standards/Special-Educator-Professional-Preparation.

 National Association for the Education of Young Children (NAEYC):
http://www.naeyc.org/ncate/files/ncate/NAEYC%20Initial%20and%20Advanced%20Standards%2010_2012.pdf.
 National Council on the Social Studies (NCSS): http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf
 National Council for the Teaching of Mathematics (NCTM): http://www.nctm.org
 International Reading Association (IRA): http://www.reading.org/
 Next Generation Science Standards: http://www.nextgenscience.org/next-generation-science-standards

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Tentative Course Calendar
Calendar subject to change at instructor’s discretion.

Session Topics Readings or Media Due Indicators

1. Design a Unit Plan and Using the interview form on BB, interview MT interview for this ISTE 1d, 2c, 2d
Aug. 16 Assessment your Mentor Teacher to gather ideas to create semester due by 11:59
 Collaboration Notebooks: an investment plan to implement beginning PM on Wednesday, InTASC 1b, 4i, 6a,
Grow/Glows week 6. Aug.15. You can find it 6r, 7a, 7b, 7d, 7g,
 Core Value: Connor & on Bb 7j
Melissa Unit Plan Template
 Community Builder
 Course Syllabus Investment Plan Template Completed Get to Know
 Review designing a unit Rubrics for Unit Plan, Assessment and Me sheet- due by 11:59
plan and assessment & Investment Plan PM on Wednesday,
rubrics Aug.15. You can find it
 Review investing students When is your weekly collaboration on Bb
in the unit plan meeting with your MT planned?
In-class work on design
of unit plan.

2 Resume & Cover letters Read Interview Tips

Aug. 23  Core Value: Nicole & Stefany Interview Tips Article Article
 Preparing the Interview Packet http://teaching.monster.com/careers/articles/3
(Resume/Cover Letter) 372-teacher-interview-tips-and-advice First Completed Unit
 Tips to writing effective Plan template and
resumes and cover letters Assessment due by
11:59 pm tonight,
Thursday, Aug. 29th
(2 week plan)

Co-plan and lead in one

subject areas/periods.

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3 Unit Plan
Aug. 30  Core Value: Kelsey &
Christian
 Review Formative and
Summative assessments
 Work on Unit Plans
 Reviewing the Rubric for
the Unit Plan
 Questions regarding the
templates: Unit and
Investment
Bring Unit Plan and investment plan to Bring Unit Plan and ISTE 1a, 1c
receive feedback from peers. investment plan to
receive feedback from InTASC 1b, 1c,
Planning Protocol paper for peer check peers 2c, 3a, 3b, 3e, 3r,
available on Bb First Completed Unit 4a, 4d, 4l, 6a, 6b,
Plan template, 6j, 6l, 6m, 6r, 6s,
Assessment and 7a, 7b, 7c, 7d, 7j,
Investment plan due 7o, 7q, 8a, 10a
by 11:59 pm tonight,
Thursday, Aug. 29th
(2 week plan)

Co-plan and lead in two

subject areas/periods.
4 Work Time: Completed Interview
Sept. 6 Begin preparing student You will work on: Packet (resume and
achievement data for unit plan Interview Packet cover letter)
presentations. Writing up your Child Study Information 11:59 PM on Thursday,
Unit Plan Sept. 6th.
(You must be present for Lesson Plans
attendance credit)
Co-plan and lead in two
Core Value: Bridgette & Maria subject areas/periods.

5 Application Day! You will create a project that embraces your Co-plan and lead in
Sept. 13 9am: Meet at the Mesa Student school community. This will require your time three subject
Services Building, the third floor, in class and outside of class. areas/periods.
Room 307: Computer Lab
 Go to the Computer lab One month Unit Plan
and fill out the Mesa template, Assessment
Application and Investment Plan
 We will begin SPE 416 at idea due by 11:59 pm
11 back at Whitman, room on Sept. 19.
45
6 Mock Interviews: Meet in Mesa Visit with Mesa Human Resources: Mr. Bruce Co-plan and lead in MT: Jr. High
Sept. 20 Student Services: Ocotillo room Peterson and several Mesa principals three subject meeting-4:30-5:30
323 dressed to interview. areas/periods. today
 SPE 416 will begin shortly
after this event at Whitman

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7 PA 3 Refinements/Work time  PA 3 Refinement groups First Completed Unit
Sept. 27  Core Value: Leann & Kasey  Time to work on Unit Plans,.....in the Plan and completed
classroom work time Investment Plan due
by 11:59 pm

Co-plan and lead three

subject areas/ class
periods.
8  Kagan Presentation:  Have access to your ISTE 1a, 5d
Oct. 2 Kendra Unit Plan(s), PA 3
scores and InTASC 7a, 7b,
Remember  Core Value: Taylor & Katia Community 7c, 7d, 7n, 8a, 8b,
we meet on Embeddedness 9a, 9b
Tuesday project.
this week!
Co-plan and lead all
subject areas/ class
periods.
9  No Class
Oct.11  FALL BREAK
10 NO CLASS Second 2 Week Unit InTASC 3a, 3c
Oct. 18 Plan template,
Work session – use this session to Assessment and
set up your interviews and Investment Plan
observation for your A&E 3 completed due
Assignment. You do not report to 11:59 on Wednesday,
the classroom today. Oct. 11

Elementary Conferences Week Co-plan and lead all

subject areas/ class
periods.
11 Job Fair Be ready to interview: Co-plan and lead all MT/TC meeting-
Oct. 25 8am Mesa Student Services  Dress appropriately subject areas/ class 4:15-5:15 today
tentative Building, Ocotillo, rm 323.  Have a resume and cover letter periods
 Be professional dressed available for each interview you attend InTASC 3a, 3e,
 Prepared  Research your schools before your Collaborative Notebook 3k, 3n, 3o, 3q, 3r
 Ready to find that job! interviews. check
 SPE 416 will begin by 10:30 at
Whitman

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12 Unit Plan: disaggregate
Nov. 1  Core Value: Chase & Kendra
13 Work Time:
Nov. 8 Begin preparing student
achievement data for unit plan
presentations. (You must be
present for attendance credit)
Create a presentation show
casing data from unit and how
students progressed toward
mastery of the big goal.
 Core Value: Phil and Lindsay
14 Showcase of Student
Nov. 15 Achievement Data from Unit
Plan
 Core Value: Marissa
15 NO CLASS:
Nov. 22 HAPPY THANKSGIVING
16 Celebration for Mentor Teachers Last Day of Student Teaching Items Due:
Nov. 29th and Teacher Candidates!
3 pm: Meet at Mesa Student
Services Building:
*Bring your computer
Bring in your current grades/scores for your Co-plan and lead all
most recent unit. Include FAME for your subject areas/ class
formatives and any info. you may have on periods
your summative.
Begin preparing student achievement Both Month long plan InTASC 1c, 1k,
data for unit plan presentations. and Second 2d, 3a, 3n, 7o, 8c,
Completed Unit Plan 10d, 10m
and completed
Bring all of you data from your Unit Plan and Investment Plan due
Investment plan. You should have all of your by 11:59 pm on
formative examples, the scores for the entire Thursday, Nov. 8th
unit and be ready to disaggregate
Co-plan and lead three
subject areas/ class
periods.
Showcase Presentations * Create a presentation
show-casing data from
unit and how students
progressed toward
mastery of the big goal.
*Submit Unit Plan
reflection and all data
by 11:59 PM tonight
Co-plan and lead two
subject areas/ class
periods.
Co-plan and lead two
subject areas/ class
periods.
ISTE 1d, 5c
Site Coordinator Evaluation *Submit signed Time
Mentor Teacher Evaluation Card to Site InTASC 6t, 6v,
Time Card-Completed and Signed due to Site Coordinator & 10b, 10c
Coordinator Blackboard.
Tk20 Binder Updated and Submitted
Celebration tonight
from 4:30-6 pm
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Division of Teacher Preparation
 White Elephant teacher gift
exchange!

4:30-6:00: Celebration at Mesa

Student Services building: Sedona
Room

Course Assignments
Assignment and Description Due Date Indicators Score/Points

Introducing and Reinforcing Standards

Student Teaching Notebook 2 checks after PAs InTASC 10r, 10t 100 points (4 checks at 25
Teacher Candidates will maintain a student teaching points each)
2 checks after walk-
notebook of placement school information, pertinent
throughs
assignments and lesson plans, rubrics, feedback,
evaluation forms, and time cards.
Assessed by Site Coordinator
Unit Plan and Assessment Unit 1: template due InTASC 1b, 4i, 6a, 6r, 7a, 150 points each
Teacher Candidates will backwards plan to create a unit Week 4, complete 7b, 7d, 7g, 7j
plan that includes an aligned assessment, learning goals, unit due Week 7
ISTE 1d, 2c, 2d
and daily learning objectives.
Assessed by Site Coordinator Unit 2: template due
Week 10, complete
Teacher Candidates have a choice:
unit due by Week 12
2 - 2 week unit plans: must be different subject/content
areas. Teacher Candidates must teach the unit between 8- One month unit:
10 days each. They will need to assess the students 2-3 template due Week
times each week through formative assessments, as well as 10 and complete unit
one summative assessment. Data must be collected
through student work, pictures and assessment examples. due Week 13

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Assignment and Description Due Date Indicators Score/Points

1 - Month Plan: Teacher Candidates must teach 16-20

days. They will need to assess the students 2-3 times each
week through formative assessments, as well as one
summative assessment. Date must be collected through
student work, pictures and assessment examples.
Investment Plan Week 4: The InTASC 4d 20 points
Teacher Candidates will create a plan to track student Investment Plan ISTE 1c, 1d
progress, motivate, and invest students, based on the unit template is due based
plan. on a plan for the
If Teacher Candidate chooses to do 2 -2 week Unit Plans, perfect classroom
they are only required to implement one Investment Plan.
They will need to create two Investment Plans, one for each Week 12: Investment
unit. Plan template due

Assessed by Site Coordinator Week 13: Completed

Investment Plan due

Interview Packet (Resume and Cover Letter) Week 7 InTASC 9i 20 points

Teacher Candidates will complete a resume and cover letter
to be used when seeking teaching positions.
Assessed by Site Coordinator
Student Achievement Presentation of Unit Plan Data Week 14 InTASC 6t, 6v, 10b, 10c 100 points
Teacher Candidates will create visual displays to showcase ISTE 1d
and discuss student achievement data based on the unit
plan of instruction from the placement classroom.
Assessed by Site Coordinator
Signature Assignment Assessing Mastery of Standards

Signature Assignment-Performance Assessments (2) TBD by Site InTASC 480 points (2 at 240 points
Teacher Candidates will partake in a reflective process for Coordinator each)
1a, 1b, 1d, 1e, 1h, 1i, 2a,
one lesson. They will complete prework, teach a lesson,
2c, 2e, 2f, 2g, 2l, 3d, 3e,
reflect, and have a post-conference with the Site
Coordinator/University Supervisor. Evaluation is conducted 3j, 3p, 4d, 4f, 4g, 4l, 4n, 5f,

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Assignment and Description Due Date Indicators Score/Points

using the TAP rubric. A Performance Assessment must be 5r, 6a, 6b, 6c, 6d, 6e, 6g,
completed in the following areas: Reading, Math, Science or 6h, 6j, 6k, 6l, 6m, 6n, 6o,
Social Studies
6p, 6q, 6r, 6s, 6t, 6u, 6v,
A score of 3 on each of the eight TAP indicators during the 7a, 7b, 7d, 7e, 7f, 7g, 7j,
Performance Assessment process is required by the end of 7k, 7l, 7m, 7n, 7p, 7q, 8a,
the second Performance Assessment.
8b, 8d, 8e, 8f, 8g, 8h, 8i,
*Successful completion and passing the signature 8l, 8n, 8o, 8p, 8s, 9c, 9g,
assignment is required to pass the course.
9h, 9k, 9l, 10b, 10r, 10t,
Assessed by Site Coordinator
ISTE 2a 2c, 2d

Signature Assignment-Professionalism Rubric After each formal InTASC 78 points (2 at 39 points

Evaluations (2) Performance each)
Part A1:
Teacher Candidates will demonstrate proficiency on the Assessment
Professionalism Rubric professionalism at the Applying (3) 3q, 3r, 10c, 10f, 10i, 10j,
level on Rows A-C and Emerging (2) on Row D at each 10k, 10o, 10p, 10r, 10t,
Performance Assessment is required. Assessment will Part A2:
occur by the Site Coordinator/University Supervisor.
9n 9o, 10c, 10f, 10j, 10p,
Maintaining proficiency at the Applying (3) on Rows A-C 10s, 10t
and Emerging (2) on Row D level at the end of each
Part B1:
Performance Assessment is required to pass this course.
9a, 9b, 9c, 9d, 9k, 9n, 10a,
*Successful completion and passing the signature
10b, 10c, 10f, 10i, 10j, 10k,
assignment is required to pass the course.
10p, 10r, 10s, 10t
Assessed by Site Coordinator
Part B2:
9a, 9b, 9c, 9d, 9k, 9n, 10a,
10b, 10c, 10f, 10i, 10j, 10k,
10p, 10r, 10s, 10t
Part C1:
6t, 9o
Part C2:
6g, 6t, 9o

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 Assignment and Description Due Date Indicators Score/Points

Part D1:
1c, 3a, 3n,10c, 10d, 10p,
10q
Part D2:
1c, 3a, 3n,10d, 10p, 10q,
Part D3:
1c, 1k, 2f, 2h, 2i, 4g, 7m,
9d, 10e
ISTE 5c

Performance Assessments:
Note: A score of 3 on each of the eight TAP indicators during the Performance Assessment process is required by the end of the second
Performance Assessment. Successful completion and passing of the signature assignment is required to pass this course.
Note: A Performance Assessment must be completed in the following areas: Reading, Math, Science or Social Studies
Professionalism Rubric:
Note: Demonstrated proficiency on the Professionalism Rubric at the Applying (3) level on Rows A-C and Emerging (2) on Row D at each
Performance Assessment is required. Maintaining proficiency at the Applying (3) level on Rows A-C and Emerging (2) on Row D at each
Performance Assessment is required to pass this course.

Grading Scale
Student Teaching is a graded course.

A 93%-100%
B 85%-92%
C 77%-84%
D 69%-76%
E 69% and below

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Signature Assignment
The signature assignment is an assignment that is submitted electronically in Tk20 providing direct evidence of
student achievement and progress towards a specific outcome, or group of outcomes. The electronic
submission of the signature assignment in Tk20 serves two purposes; the signature assignment is intended to
assess important skills, abilities, and identifies areas of strength and challenge, which instructors use to
evaluate student progress. It also serves as a college data collection and storage site that is required by the
Department of Education. All students seeking certification are REQUIRED to upload and submit their
signature assignment in Tk20 for evaluation. For information, please see https://education.asu.edu/tk20-user-
guides.

Signature Assignment: Performance Assessment

Passing the signature assignment is required to pass the course. Teacher Candidates will partake in a
reflective process for one lesson. They will complete prework, teach a lesson, reflect, and have a post-
conference with the Site Coordinator/University Supervisor. Evaluation is conducted using the TAP rubric. A
Performance Assessment must be completed in the following areas: Reading, Math, Science or Social Studies
A score of 3 on each of the eight TAP indicators during the Performance Assessment process is required by
the end of the second Performance Assessment.

Student Teaching Implementation Description

Assignment to be implemented in the student teaching experience.

Signature Assignment: Professionalism Rubric Evaluation

Passing the signature assignment is required to pass the course. Teacher Candidates will demonstrate
proficiency on the Professionalism Rubric professionalism at the Applying (3) level on Rows A-C and Emerging
(2) on Row D at each Performance Assessment is required. Assessment will occur by the Site
Coordinator/University Supervisor.
Maintaining proficiency at the Applying (3) on Rows A-C and Emerging (2) on Row D level at the end of each
Performance Assessment is required to pass this course.

Student Teaching Implementation Description

Assignment to be implemented in the student teaching experience.

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Signature Assignment-Performance Assessment Rubric
Element/ (5) Exemplary (4) Highly Proficient (3) Proficient (2) Approaching (1) Unsatisfactory
Component Proficient
(50 points) (40 points) (30 points) (10 points)
(20 points)

Standards • All learning objectives Evidence in both Instructional plans Evidence in both Instructional plans
and and state content columns 3 and 5 include: columns 1 and 3 include:
Objectives standards are explicitly
communicated. • goals aligned to state • few goals aligned to
content standards; state content
• Sub-objectives are standards;
SCORE: aligned and logically • activities, materials,
sequenced to the and assessments that: • activities, materials,
lesson’s major objective. and assessments that:
- are aligned to
• Learning objectives are: state standards. - are rarely aligned
(a) consistently - are sequenced to state
connected to what from basic to standards.
students have previously complex. - are rarely
learned, (b) know from - build on prior logically
life experiences, and (c) student sequenced.
integrated with other knowledge. - rarely build on
disciplines. - provide prior student
appropriate time knowledge
• Expectations for student for student work, - inconsistently
performance are clear, and lesson and provide time for
demanding, and high. unit closure; student work, and
• State standards are • evidence that plan is lesson and unit
displayed and referenced appropriate for the closure;
throughout the lesson. age, knowledge, and • little evidence that the
interests of most plan is appropriate for
• There is evidence that learners and; the age, knowledge, or
most students interests of the
demonstrate mastery of • evidence that the learners and;
the objective. plan provides some
opportunities to • little evidence that the
accommodate plan provides some
individual student opportunities to
needs. accommodate

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Presenting Presentation of content
Instructional always includes:
Content
• visuals that establish
the purpose of the
lesson, preview the
SCORE: organization of the
lesson, and include
internal summaries of the
lesson;
• examples, illustrations,
analogies, and labels for
new concepts and ideas;
• modeling by the teacher
to demonstrate his or her
performance
expectations;
• concise communication;
• logical sequencing and
segmenting;
• all essential information
and;
• no irrelevant, confusing,
or nonessential
information.
individual student
needs.
Evidence in both Presentation of content Evidence in both Presentation of content
columns 3 and 5 most of the time columns 1 and 3 rarely includes:
includes:
• visuals that establish
• visuals that establish the purpose
the purpose of the
lesson, preview the of the lesson, preview
organization of the the organization of the
lesson, and lesson, and include
internal summaries of
include internal the lesson;
summaries of the
lesson; • examples,
illustrations, analogies,
• examples, and labels for new
illustrations, analogies, concepts and ideas;
and labels for new • modeling by the
concepts and ideas; teacher to demonstrate
his or her performance
• modeling by the expectations;
teacher to demonstrate
his or her performance • concise
expectations; communication;
• concise • logical sequencing
communication; and segmenting;
• logical sequencing • all essential
and segmenting; information and;
• all essential • no irrelevant,
information and; confusing, or
nonessential
• no irrelevant, information.
confusing, or
nonessential
information.
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Activities and Activities and materials
Materials include all of the
following:
• support the lesson
objectives;
SCORE:
• are challenging;
• sustain students’
attention;
• elicit a variety of
thinking;
• provide time for
reflection;
• are relevant to students’
lives;
• provide opportunities for
student-to-student
interaction;
• induce student curiosity
and suspense;
• provide students with
choices;
• incorporate multimedia
and technology and;
• incorporate resources
beyond the school
curriculum texts (e.g.,
teacher-made materials,
manipulatives, resources
from museums, cultural
centers, etc.).
• In addition, sometimes
activities are game-like,
involve simulations,
require creating products,
Evidence in both Activities and materials Evidence in both Activities and materials
columns 3 and 5 include most of the columns 1 and 3 include few of the
following: following:
• support the lesson • support the lesson
objectives; objectives;
• are challenging; • are challenging;
• sustain students’ • sustain students’
attention; attention;
• elicit a variety of • elicit a variety of
thinking; thinking;
• provide time for • provide time for
reflection; reflection;
• are relevant to • are relevant to
students’ lives; students’ lives;
• provide opportunities • provide opportunities
for student-to-student for student-to-student
interaction; interaction;
• induce student • induce student
curiosity and curiosity and
suspense; suspense;
• provide students with • provide students with
choices; choices;
• incorporate • incorporate
multimedia and multimedia and
technology and; technology and;
• incorporate resources • incorporate resources
beyond the school beyond the school
curriculum texts (e.g., curriculum texts (e.g.,
teacher-made teacher-made
materials, materials,
manipulatives, manipulatives,
resources from
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 and demand self-
direction and self-
monitoring.
Academic • Oral and written
Feedback feedback is consistently
academically focused,
frequent, and high
quality.
SCORE:
• Feedback is frequently
given during guided
practice and homework
review.
• The teacher circulates
to prompt student
thinking, assess each
student’s progress, and
provide individual
feedback.
• Feedback from students
is regularly used to
monitor and adjust
instruction.
• Teacher engages
students in giving specific
and high-quality feedback
to one another.
museums, cultural resources from
centers, etc.). museums, etc.)
Evidence in both • Oral and written Evidence in both • The quality and
columns 3 and 5 feedback is mostly columns 1 and 3 timeliness of feedback
academically focused, is inconsistent.
frequent, and mostly
high quality. • Feedback is rarely
given during guided
• Feedback is practice and homework
sometimes given review.
during guided practice
and homework review. • The teacher
circulates during
• The teacher instructional activities,
circulates during but monitors mostly
instructional activities behavior.
to support engagement
and monitor student • Feedback from
work. students is rarely used
to monitor or adjust
• Feedback from instruction.
students is sometimes
used to monitor and
adjust instruction.
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Instructional Instructional plans
Plans include:
• measurable and explicit
goals aligned to state
SCORE: content standards;
• activities, materials, and
assessments that:
- are aligned to state
standards.
- are sequenced from
basic to complex.
- build on prior
student knowledge,
are relevant to
students’ lives, and
integrate other
disciplines.
- provide appropriate
time for student
work, student
reflection, and
lesson and unit
closure;
• evidence that plan is
appropriate for the age,
knowledge, and interests
of all learners and;
• evidence that the plan
provides regular
opportunities to
accommodate individual
student needs.
Evidence in both Instructional plans Evidence in both Instructional plans
columns 3 and 5 include: columns 1 and 3 include:
• goals aligned to state
content standards;
• few goals aligned to
• activities, materials, state content
and assessments that: standards;
- are aligned to • activities, materials,
state standards. and assessments that:
- are sequenced
from basic to
- are rarely aligned
to state
complex.
standards.
- build on prior
student - are rarely
logically
knowledge.
sequenced.
- provide
appropriate time - rarely build on
for student work, prior student
knowledge
and lesson and
unit closure; - inconsistently
• evidence that plan is provide time for
appropriate for the student work, and
age, knowledge, and lesson and unit
interests of most closure;
learners and; • little evidence that the
plan is appropriate for
• evidence that the the age, knowledge, or
plan provides some interests of the
opportunities to learners and;
accommodate
individual student • little evidence that the
needs. plan provides some
opportunities to
accommodate
EED 478 – Term 7 Revised 6/1/16 – Page 19
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 individual student
needs.

Managing • Students are Evidence in both • Students are mostly Evidence in both • Students are not well-
Student consistently well-behaved columns 3 and 5 well-behaved and on columns 1 and 3 behaved and are often
and on task. task, some minor off task.
Behavior
learning disruptions
• Teacher and students may occur. • Teacher establishes
establish clear rules for few rules for learning
learning and behavior. • Teacher establishes and behavior.
SCORE: rules for learning and
• The teacher uses behavior. • The teacher uses few
several techniques, such techniques to maintain
as social approval, • The teacher uses appropriate student
contingent activities, and some techniques, such behavior.
consequences to as social approval,
maintain appropriate contingent activities, • The teacher cannot
student behavior. and consequences to distinguish between
maintain appropriate inconsequential
• The teacher overlooks student behavior. behavior and
inconsequential behavior. inappropriate behavior.
• The teacher
• The teacher deals with overlooks some • Disruptions frequently
students who have inconsequential interrupt instruction.
caused disruptions rather behavior, but other
than the entire class. times addresses it,
• The teacher attends to stopping the lesson.
disruptions quickly and • The teacher deals
firmly. with students who
have caused
disruptions, yet
sometimes he or she
addresses the entire
class.

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Teacher • Teacher displays
Content extensive content
Knowledge knowledge of all the
subjects she or he
teaches.
SCORE: • Teacher regularly
implements a variety of
subject specific
instructional strategies to
enhance student content
knowledge.
• The teacher regularly
highlights key concepts
and ideas and uses them
as bases to connect other
powerful ideas.
• Limited content is taught
in sufficient depth to allow
for the development of
understanding.
Teacher • Teacher practices
Knowledge of display understanding of
Students each student’s
anticipated learning
difficulties.
SCORE: • Teacher practices
regularly incorporate
student interests and
cultural heritage.
Evidence in both • Teacher displays Evidence in both • Teacher displays
columns 3 and 5 accurate content columns 1 and 3 under-developed
knowledge of all the content knowledge in
subjects he or she several subject areas.
teaches.
• Teacher rarely
• Teacher sometimes implements subject
implements subject- specific instructional
specific instructional strategies to enhance
strategies to enhance student content
student content knowledge.
knowledge.
• Teacher does not
• The teacher understand key
sometimes highlights concepts and ideas in
key concepts and the discipline and
ideas and uses them therefore presents
as bases to connect content in an
other powerful ideas. unconnected way.
Evidence in both • Teacher practices Evidence in both • Teacher practices
columns 3 and 5 display understanding columns 1 and 3 demonstrate minimal
of some students’ knowledge of students’
anticipated learning anticipated learning
difficulties. difficulties.
• Teacher practices • Teacher practices
sometimes incorporate rarely incorporate
student interests and student interests or
cultural heritage. cultural heritage.
EED 478 – Term 7 Revised 6/1/16 – Page 21
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 • Teacher regularly • Teacher sometimes • Teacher practices
provides differentiated provides differentiated demonstrate little
instructional methods and instructional methods differentiation of
content to ensure and content to ensure instructional methods
children have the children have the or content.
opportunity to master opportunity to master
what is being taught. what is being taught.
Total Score

Grade

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Signature Assignment-Professionalism Rubric
Teacher Candidates must achieve a performance rating of Applying or higher on rows A-C and Emerging or higher on Row D of the Mary
Lou Fulton Teachers College Professionalism Rubric at the first Performance Assessment (PA) and at each PA thereafter to progress to Term 8,
EED 478 – Term 7 Revised 6/1/16 – Page 23
Division of Teacher Preparation
EED 478. Site Coordinators use information from weekly progress reports from mentor teachers, walkthrough data, and in-class participation and
attendance to determine professionalism scores.
Mary Lou Fulton Teachers College measures Teacher Candidates’ professional dispositions via the Teachers College Professionalism Rubric. The
rubric is based on the work of Charlotte Danielson.
Element/ (5) Exemplary (4) Highly Proficient (3) Applying (2) Emerging (1) Unsatisfactory
Component
5 points 3 points 1 point
A: Showing Initiates and facilitates Takes initiative in Relationships with Maintains cordial Relationships with
Professionalism collaboration to further assuming colleagues are relationship with colleagues are
school goals and responsibilities that characterized by colleagues using negative, divisive or
Relationships improve school contribute to team collaboration and appropriate means and self-serving.
with Others in climate. goals. cooperation. Presumes respectful language Addresses concerns
Schools and the positive intent when when addressing inappropriately
Profession addressing issues of issues of concern. (person, issues,
(University concern and format), or uses
instructors, demonstrates disrespectful language,
school leaders, willingness to learn inappropriate
colleagues, etc.) from others. emotions.

A: Showing …and is proactively Understands the Actively acquires Requires some Violates the rules,
Professionalism engaged in creating rationales behind the knowledge of and guidance regarding the policies, or procedures
positive change in rules, policies, and adheres to the rules, rules, policies, and established by the
Fulfilling rules, policy, and procedures. policies, and school, the district, the
Professional procedures established
procedures through procedures established by the school, the university and/or the
Responsibilities appropriate by the school, the law.
district, the university
(Dress code, established channels. district, the university and/or the law.
consistent and/or the law.
attendance,
punctuality,
ethical standards,
social media)
B: Growing and . . . and provides Seeks out Applies new skills in Application of new Does not apply new
Developing leadership in the opportunities for the classroom skills attempted. skills in classroom.
Professionally professional professional consistently.
development of development, applies
Content colleagues to support new skills in the
Knowledge and school goals and classroom, and refines
Pedagogical Skill improve school skills using cycles of
(Skills taught in climate. inquiry.
courses and/or
modeled by
EED 478 – Term 7 Revised 6/1/16 – Page 24
Division of Teacher Preparation
Intern Mentor
Teacher)
B: Growing and Consistently engages Demonstrates Seeks feedback and Responds to feedback Fails to recognize or
Developing in improvement of engagement in actively works to indicating the need for respond to feedback
Professionally practice and in the continuous cycles of improve practice by continued professional indicating the need for
professional inquiry and participating in growth. continued professional
Continued development of incorporates practices professional growth.
Professional colleagues to support based on research and development.
Growth school goals and theory.
improve school
climate.
C: Maintaining …and assists Keeps comprehensive, Keeps records/ lesson Keeps records/lesson Has no system for
Accurate colleagues to improve accurate records in an plans in an organized plans with adequate maintaining
Records record keeping organized system that manner and meets organization but records/lesson plans,
systems to further supports timely deadlines requires frequent keeps records/lesson
General Record school goals and reporting. appropriately. monitoring to avoid plans in disarray
Keeping improve school errors and sometimes and/or does not meet
(Maintains lesson climate. misses deadlines. deadlines, resulting in
plans and errors and confusion.
materials for
Instructional
Activities,
communicates
deadlines and
course
requirements with
Intern Mentor
Teacher)

C: Maintaining Supports colleagues System for maintaining System for maintaining System for maintaining Has no system for
Accurate in developing efficient, information about information about information on student maintaining information
Records effective systems for student progress on student progress on progress on the AZ on student progress on
reporting student the AZ Standards is the AZ Standards is Standards is the AZ Standards, or
Student Progress progress to further efficient and effectively efficient and effective. rudimentary and the system is in
in Learning school goals and organized for recording partially effective. disarray, or is
improve school and reporting timely inaccurate.
climate. information on student
progress.

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 D: Home-School Supports colleagues Provides accurate, Provides accurate and Under direction of Fails to communicate,
Communication in facilitating comprehensive and complete instructional mentor or ASU Lead provides inaccurate
comprehensive, frequent instructional program information as Teacher provides instructional program
frequent, two-way program information to required. accurate but limited information to parent,
Communicates communication with parents. instructional program or communicates
Instructional parents about the information to parents. without knowledge and
Program instructional program approval of mentor or
Information to to further school goals ASU Lead Teacher.
Parents and improve school
climate.
(i.e. academic
standards, grade
level
expectations,
curriculum)
D: Home-School Supports colleagues Provides accurate, Provides accurate and Under direction of Fails to communicate,
Communication in facilitating comprehensive and complete instructional mentor or ASU Lead provides inaccurate
comprehensive, frequent instructional program information as Teacher provides instructional program
Communicates frequent, two-way program information to required. accurate but limited information to parent,
Individual Student communication with parents. instructional program or communicates
Performance to parents about the information to parents. without knowledge and
Parents instructional program approval of mentor or
to further school goals ASU Lead Teacher.
and improve school
climate.
D: Home-School Is unaware of or Displays some Is fully aware of . . . and is aware of . . . and initiates and
Communication demonstrates awareness or use of resources available additional resources facilitates development
disregard for resources available to through the school or available through the of resources to further
Advocacy/ resources available to assist students. district and works to community and assists school goals and
Resources for assist students. gain access for students in gaining improve school
Students students. access. climate.
Total Score
Grade

STEPS TO COMPLETE THE SIGNATURE ASSIGNMENT

The signature assignment for this course (Performance Assessments #3 and #4) is described in detail below.

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Division of Teacher Preparation
1. Schedule the day/time of your Performance Assessment with your Mentor Teacher and Site Coordinator.
1. DATE OF LESSON:
2. TIME OF LESSON:
2. Schedule a post-conference appointment with your Site Coordinator (within 24 hours of the lesson.)
1. DATE OF POST-CONFERENCE:
2. TIME OF POST-CONFERENCE:
3. Arrange to have your lesson video-taped by one of your peers.
4. Submit your lesson plan, using one of the ASU required formats, to your Mentor Teacher and Site Coordinator 72 hours prior to your
Performance Assessment. NOTE: If your lesson plan is not submitted to both your Mentor Teacher and Site Coordinator 72 hours in
advance, you will need to reschedule your Performance Assessment.
5. Complete the columns one or two on the Student Achievement Data form.
6. Complete the Planning Conference Protocol with peers, your mentor, and/or Site Coordinator to seek feedback on your lesson plan
7. Teach your lesson during your scheduled Performance Assessment appointment
8. Immediately after the delivery of the lesson,
a. Collect student work and analyze achievement outcomes using column three on the Student Achievement Data form
b. Complete the Post-Lesson Reflection form
c. Assemble lesson plan, student work, Student Achievement Data form, and Post-lesson Reflection form in a folder and bring to your
scheduled post-conference appointment for review.
9. Following the post-conference, your Site Coordinator will upload the TAP Instructional rubric scores and areas of reinforcement and
refinement to TK20 –please review scores and feedback with your mentor teacher if he/she is unable to attend the post conference.

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Division of Teacher Preparation
 PLANNING CONFERENCE PROTOCOL FORM

Step Description/ Illustration Sample Questions

Step 1: Once the content topic or idea is identified, create a web  What content do you want students to be able to
or diagram to identify the Key Ideas and Concepts (this demonstrate by the end of the lesson?
Create your process is free flowing to empower planner to brainstorm  How does this lesson fit into the unit?
objective by key concepts). Solidify the learning objective for the  What pre-assessment information can be used to
investigating lesson. determine Key Ideas and Concepts?
the content
 What is the goal or objective of the lesson?
 Talk to me about the objective as if you were talking to
your students.
Step 2: Work backwards to determine what students should  Which part of the content do students need to know first?
know and be able to do “step by step.” Use the words, Second? (in order to accomplish objective of lesson)
Formulate “Students will be able to...” (with the content). Break the  What are the “building block” pieces of knowledge and
sub- concepts down hierarchically. Identify what prior skills students must know to ultimately master this lesson
objectives knowledge students must have in order to be successful objective?
with the “end in the new task. Then break the current task down into
in mind” sub-objectives.
Step 3: After identifying content and details, visualize the final  What do you envision as the final authentic evidence of
product. Create an authentic product demonstrating student learning?
Visualize applied content. This is the assessment of lesson  How will you measure if students have mastered the
evidence of objective mastery. learning objective?
mastery in
 What will student work look like at different levels of
its authentic
mastery? (approaching, meeting, etc.)
form

Step 4: Plan the teacher and student behaviors. Determine how  What are you going to do to ensure that students
the teacher will model and explain new material and how understand the content?
Plan students will have ample opportunity to practice and  How will you model / explain / demonstrate the new
Teacher and internalize new knowledge and skills. material?
Student
 What will students do to practice and apply the content?
Behaviors
 Based on the content, student needs, and teacher
strengths, which co-teaching approach will maximize
student achievement? How will teachers share

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Division of Teacher Preparation
 responsibility for preparing materials, instructing, and
assessing student learning?

Step 5: Once your lesson is written, think about how you can  How will you activate student interest?
hook students and grab their interest. At the end of the  How can you present the objective in a student-friendly
Plan the lesson, how will you summarize the key learning and way?
opening and promote student reflection?  How will you and the students summarize key learning?
closing
 How will your students reflect on the key learning?

Step 6: Once you have identified the sub-objectives (task  How will students demonstrate what they know
analysis), describe how you will check for understanding throughout the lesson?
Create along the way.  How do you plan to track student progress and
formative
understanding?
assessments
 How can you gather information about student
to monitor
understanding from the majority of students throughout
student
the lesson?
progress

Step 7: Now that your lesson plan is completely written, go back  Do you need to add accommodations/ modifications for
Differentiate and identify any accommodations or modifications that specific students?
you might need to make.  Do you anticipate any students having difficulty? What
supports could you put in place for them?
 Do you anticipate any students needing an extra
challenge?

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Division of Teacher Preparation
 STUDENT ACHIEVEMENT DATA FORM

Attach or describe evaluative criteria for the lesson (submit examples with lesson plan, if Analysis of Student Work/ Achievement
available). If examples of student work are not available, provide a description of the Data
work/outcomes expected in each category
Complete this section after the lesson is
complete.
Exceeds Description of student work that “exceeds Number of Students who Exceed:
the standard”
(attach student work sample from this Percent of Total Class:
category and label it “Exceeds”)
Students:
Meets Description of student work that “meets Number of Students who Meet:
the standard”
(attach one student work sample from this Percent of Total Class:
category and label it “Meets”)
Students:
Approaches Description of student work that Number of Students Who Approach:
“approaches the standard”
(attach one student work sample from this Percent of Total Class:
category and label it “Approaches”)
Students:
Falls Far Below Description of student work that “falls far Number of Students who Fall Far Below:
below the standard”
(attach one student work sample from this Percent of Total Class:
category and label it “FFB”)
Students:
Reflection: Describe how you will use data collected and analyzed for this lesson to inform future instructional decisions for each group
of students (i.e., those who exceed, meet, approach AND fall far below the standard for meeting the objective of the lesson.

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Using the Performance Assessment Post-Reflection Form, TAP rubric, and the video of your lesson, score yourself on each TAP indicator and
provide detailed evidence for your scores. Detailed evidence might include direct quotes from the video, descriptions of actions completed during
the lesson, etc. In all cases, the time stamped on the video segment you reference as evidence should be documented on the reflection form.

After scoring your teaching performance, please indicate one area in which you believe you need reinforcement and one area in which you believe
you need to refine your instructional practice and why.

Performance Assessment Post-Reflection Form

TAP INDICATOR YOUR EVIDENCE FOR YOUR SCORE (INCLUDE TIME STAMP FOR VIDEO
SCORE EVIDENCE)

Standards and Objectives

Instructional Plans
Presenting Instructional Content
Activities and Materials
Managing Student Behavior
Academic Feedback
Teacher Content Knowledge
Teacher Knowledge of Students

Indicate an area of reinforcement

Indicate an area of refinement
(improvement)

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

University/Mary Lou Fulton Teachers College Policies

Professional Behavior (this section is only necessary for initial certification students)
It is expected that students exhibit professional behavior inside the classroom, during intern
placements, and working with other students outside of the class on assignments related to this class in
addition to behavior in the classroom on ASU’s campus. If at any time your behavior is ‘unprofessional’,
the instructor may refer the student to the Director of the Office of Student Services (OSS) for the
development of a Professional Improvement Plan (PIP). https://education.asu.edu/student-forms-
policies.
Attendance and Participation
Attendance and Participation-Student Teaching
Teacher Candidates are allowed (3) absences from student teaching per semester. Excessive
absenteeism, whether planned or unplanned may result in an assignment of a grade of “E” for student
teaching. Students with excessive absences due to illness or other extreme circumstances may be
eligible for a medical or compassionate withdrawal from student teaching. In these cases, the student
should contact the Office of Student Services to develop an appropriate course of action. The Office of
Student Services and the Office of Professional Field Experiences will work cooperatively with the
student to determine eligibility for a Medical Withdrawal. If the student is granted a Medical Withdrawal,
they must complete a new Student Teaching Application/Placement Request in Tk20 upon return to the
Professional Teacher Preparation Program.
Prioritizing student learning: When Teacher Candidates are absent for any reason, they are
expected to take whatever steps are possible to ensure that student learning is not interrupted. This
includes sending the mentor teacher lesson plans and preparing materials in advance when possible.
Documentation of absences
Teacher Candidates must complete the “Absence Request/Verification Form” when they are absent for
any day or part of a day. Once completed, this form should be signed by the Mentor Teacher and
submitted to the Site Coordinator/University Supervisor. The expected timeline is 5 days in advance of
a planned absence or within 24 hours of return from an unplanned absence. Absences should be
documented on the Timecard and on the Weekly Progress Report submitted by the Mentor Teacher.
Arriving late/ Leaving early
Arriving late or leaving early will count as a half-day absence. Teacher Candidates should provide
advance notification and document partial day absences using “Absence Request/Verification Form.”
Planned absences: Teacher Candidates are expected to notify their Mentor Teacher and Site
Coordinator/University Supervisor five school days prior to a planned absence. University Supervisors
may excuse absences for the following events given that the Teacher Candidate is in good academic
standing and provides verification of attendance at the event: Taking the NES exam or attending an
employment interview and or ASU’s Career Fair/Interview Day. These excused absences do not count
towards the three allowed absences per semester. The Teacher Candidate must complete the Absence

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Division of Teacher Preparation
Request/Verification Form and notify the Mentor and Site Coordinator/University Supervisor according
to the absence policy.
Unplanned absences: Teacher Candidates should call their Mentor Teacher at school prior to the start
of the contract day and call the Site Coordinator/University Supervisor as early as possible in the case
of an unplanned absence (ex: illness, emergency). If Teacher Candidates are paired, they should also
call their partner Teacher Candidate. Teacher Candidates are expected to submit verification of
unplanned absence within 24 hours of return to school.

Pregnancy Leave Policy for the Mary Lou Fulton Teachers College: Please refer to
https://education.asu.edu/student-forms-policies.
Children attending ASU Classes: As per the Mary Lou Fulton Teachers College policy, no individuals
under the age of 12 are permitted to attend ASU classes.
Use of Recording Devices in clinical experiences (internship and student teaching): ASU
students are prohibited from using any recording device to capture any activity in the classroom without
the prior written permission of the mentor teacher which describes the pedagogical reason for making
the recording. The use of any such recording must be in conformance with the pedagogical reason and
with the provisions of the Family Educational Rights and Privacy Act (FERPA). Any failure to adhere to
this standard constitutes unprofessional conduct.

Fall and Spring Breaks: Student teachers follow the fall and spring breaks of the district to which they
are assigned. It is the student teacher’s responsibility to pay attention to district fall and spring breaks
and holidays to make sure he/she completes the required weeks of student teaching before the end of
the ASU semester.

Dismissal from Clinical Experiences: Student Teaching and/or internship

In the event a school district requests that a student be dismissed from an internship or student
teaching placement for unprofessional or inappropriate behavior the intern or teacher candidate will be
required to attend a meeting with the Division Director or designee, the Director of Student Services
and other college representative as determined by the Division Director to discuss the reasons for
request for dismissal from the internship or student teaching placement.

If it is determined that the allegations of a violation of unprofessional behavior resulting in the request
for dismissal from the school/district are warranted, one or all of the following actions may result. The
intern or teacher candidate:
 will be dismissed from the internship or student teaching placement.
 will receive a failing grade (E) for the internship or student teaching course*.
 will not be assigned another internship or student teaching placement during the same semester in
which the teacher candidate was assigned a failing grade.
 may not withdraw from the internship/clinical experience course or student teaching course. If a
withdrawal is processed by the Office of the Registrar, the grade will be administratively changed to
an (E).
 must withdraw from all courses that require concurrent enrollment with internship or student
teaching.

*If an intern or teacher candidate wishes to appeal the (E) grade, s/he can follow the grade appeal
process as outlined on the Teachers College website. The first step in the grade appeal process is to
meet with the course instructor. Students have 10 business days to appeal a grade.

If a teacher candidate wishes to repeat the internship or student teaching and concurrent coursework
for the semester following the dismissal, the teacher candidate must show evidence of how they plan to
resolve the situation or circumstances which resulted in the removal from the internship or student
teaching. The teacher candidate will be required to meet with the Division Director or designee and the
Director of Student Services to develop a Professional Improvement Plan (PIP) outlining expectations
for continued professional growth and academic development.

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Division of Teacher Preparation
 In the event that the teacher candidate violates the rules, policies, or procedures for conduct
established by the school, district, local education agency, ASU, Teachers College, and/or the law while
on a PIP for unprofessional behavior, the teacher candidate will be dismissed from the initial teacher
certification program. Teacher Candidates who are dismissed may not petition to continue in their
current academic plan, but may be eligible to pursue other non-certification degree options within
Teachers College (i.e., Educational Studies, Master’s degree without certification) or within other
colleges at ASU.

See academic performance requirements: https://catalog.asu.edu/policies/mlftc

Late and Missing Assignments

As in any classroom, assignments are expected to be turned in on time. All assignments are required (they are
not optional). Assignments must be completed and submitted on Blackboard, due by 11:59 PM on the due
date. It is your responsibility to make sure that your work is completed accurately and on time. This syllabus
serves as your reference for assignments and their due dates. All readings and assignments must be
completed before each class meeting. Written assignments must be submitted before or on the due date. For
written assignments, it is expected that you will write neatly (if handwritten), use correct grammar, mechanics,
and spelling. Points will be deducted for unclear and/or incorrect writing.
 Late assignments will not be accepted without prior arrangements. Late policy- no late work
accepted unless previous plans in place with instructor prior to due date. Make-ups will permitted for
assignments submitted with at 10% daily grade deduction. This course will not include any extra credit
assignments.
Group assignments and classroom activities require collaboration and cooperation with other students. Please
inform the instructor immediately if there are problems within your group. If the instructor is not aware of any
issues prior to the due date of an assignment, in terms of collaboration and cooperation between group
members, it will be assumed that each member of the group equitably participated in the project and will
receive the same group evaluation. Each member of the group is responsible to be sure that the assignment
has been turned in on time. If the assignment is not turned in for the group, then all group members will receive
the grade earned.


Academic Integrity/Plagiarism
The ASU Student Handbook contains the following information: “The highest standards of academic
integrity are expected of all students. The failure of any student to meet these standards may result in
suspension or expulsion from the university and/or other sanctions as specified in the academic
integrity policies of the individual academic unit. Violations of academic integrity include, but are not
limited to, cheating, fabricating, tampering, plagiarizing, or facilitating such activities. The university and
unit academic integrity policies are available from the Office of the Executive Vice President and
Provost of the University and from the Deans of the individual academic units.”
The rest of the code, which consists of several pages, is available at the following URL:
http://students.asu.edu/srr/code.
Dependent upon instructor’s discretion, penalties for plagiarism range from loss of points on plagiarized
assignment to student receiving an E for the course.
Disability Accommodations for Students
Mary Lou Fulton Teachers College is committed to student success and ensures an inclusive learning
environment for all students. Students with disabilities or disabling health conditions who need
accommodations are required to document their condition with the Disability Resource
Center https://eoss.asu.edu/drc. The Mary Lou Fulton Teachers College encourages admitted students
with disabilities or disabling health conditions who believe that they may need an accommodation to
register with the DRC prior to enrolling in the program. That way, all reasonable accommodations can

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 be in place at the beginning of the program. Students who are registered with DRC will be key
participants in establishing reasonable and appropriate accommodations with course instructors.

Religious Accommodations for Students

Students who need to be absent from class due to the observance of a religious holiday or participate
in required religious functions must notify the faculty member in writing as far in advance of the
holiday/obligation as possible. Students will need to identify the specific holiday or obligatory function to
the faculty member. Students will not be penalized for missing class due to religious obligations/holiday
observance. The student should contact the class instructor to make arrangements for making up
tests/assignments within a reasonable time. http://www.asu.edu/aad/manuals/acd/acd304-04.html
Military Personnel Statement
A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is
unable to complete classes because of military activation may request a complete or partial
administrative unrestricted withdrawal or incomplete depending on the timing of the activation. For
information, please see http://www.asu.edu/aad/manuals/usi/usi201-18.html.
Harassment Prohibited
ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin,
disability, sexual orientation, Vietnam era veteran status and other protected veteran status. Violations
of this policy may result in disciplinary action, including termination of employees or expulsion of
students. Contact Student Life (Downtown campus- 522 N. Central Ave., Post Office Room 247, 480-
496-4111; Polytechnic campus- Administration building suite 102, 480-727-1060; Tempe campus-
Student Services Building room 263, 480-965-6547; or the West campus- UCB 301, 602-543-8152) if
you feel another student is harassing you based on any of the factors above. Contact Equal
Opportunity/Affirmative Action (EO/AA) at 480-965-5057 if you feel an ASU employee is harassing you
based on any of the factors above. http://www.asu.edu/aad/manuals/acd/acd401.html.
Grade Appeals
The professional responsibility for assigning grades is vested in the instructor of the course, and
requires the careful application of professional judgment. A student wishing to appeal a grade must first
meet with the instructor who assigned the grade to try to resolve the dispute. The process for grade
appeals is set forth for the undergraduate and graduate programs are available at
https://education.asu.edu/student-forms-policies

Cell Phone Policy

Turn off cell phones during clinical placement. Use or presence of cell phones during clinical
experiences may result in a deficiency and/or Professional Improvement Plan.
All cell phones should be turned off or placed on vibrate during class, and there should be no texting
during class time. Please be courteous to your fellow students and your instructor. Should an
emergency occur, please quietly leave the classroom before responding.

Laptop Policy
Laptop computers may be used during the instruction process only for note taking and group research
in the classroom. Laptops are not allowed to check emails and/or websites that are not appropriate for
the course or to work on assignments that are not a part of the class instruction period. The instructor
has the right to request that opened laptops be closed if it is an interruption to both the instructor or the
participants in the classroom.

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Electronic Communication
Acceptable use of university computers, internet and electronic communications can be found in the
Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi104-01.html ) and in the University’s
Computer, Internet, and Electronic Communications Policy
(http://www.asu.edu/aad/manuals/acd/acd125.html).
Technological Services and Support
The Mary Lou Fulton Teachers College encourages students to make use of technological services
available through ASU to make their learning experience more efficient. Students with personal laptop
computers or netbooks can connect wirelessly to the Internet and to printing services on all four
campuses and some school sites. The following support services are available to support student
computing needs.
 Student Purchases:
o Discounted pricing for students purchasing laptop or desktop computers is available at
through the ASU bookstore or online.
(http://www.bkstr.com/arizonastatestore/shop/technology)
 ASU Campus Classroom Connectivity:
o In-class use of laptops is encouraged by the Mary Lou Fulton Teachers College. In
cases where students need to make presentations during class, most classrooms have
the capability of allowing laptops to connect to classroom projectors. Mac laptops may
require an adaptor. For collaborative work, social networking tools are provided to ASU
students through a Google partnership, including Google docs, spreadsheets,
presentations, forms, and sites. (https://docs.google.com/a/asu.edu/#all)
 Hardware and Software Support:
o ASU 1:1 Technology Studios provide support to students on all four campuses for
hardware, software, operating systems, security, networking, etc.
(https://ucc.asu.edu/techstudio/)
o MyApps provides free software tools including free virus scan software, online
applications, and information about discounted software for purchase.
(https://webapp3.asu.edu/myapps/)
ASU Writing Centers
One Center, Many Places: The Writing Center, located on all four ASU campuses and online, offers
free tutoring for all enrolled students.
All writers—all ASU undergraduate or graduate students—can benefit from visiting the Writing Center
to:
• explore, plan, and develop ideas;
• organize and structure a paper;
• integrate and cite sources; and
• write, revise, edit, and proofread.
For more information about ASU’s Writing Centers, including how to make an appointment, please visit
our website at https://tutoring.asu.edu/writing-centers.
SI (Supplemental Instruction)
SI seeks to help students process material presented in class through group facilitated discussion led
by a trained peer (SI Leader) who has already successfully completed the course. More information will
be available on Blackboard under the SI Study Group. Students can receive tutoring for various
courses through University Academic Success Programs (UASP). Refer to our website:
https://tutoring.asu.edu.
Tutoring
Tutoring is available on all ASU campuses and Online for a variety of courses in small groups on a
walk-in/drop-in basis. Appointments are not taken. For a full list of sites and courses, visit
https://tutoring.asu.edu.

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Title IX
Title IX is a federal law that provides that no person be excluded on the basis of sex from participation
in, be denied benefits of, or be subjected to discrimination under any education program or
activity. Both Title IX and university policy make clear that sexual violence and harassment based on
sex is prohibited. An individual who believes they have been subjected to sexual violence or harassed
on the basis of sex can seek support, including counseling and academic support, from the
university. If you or someone you know has been harassed on the basis of sex or sexually assaulted,
you can find information and resources at http://sexualviolenceprevention.asu.edu/faqs/students.

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 APPENDIX A
FORMS
1. ABSENCE REQUEST/VERIFICATION FORM
2. TEACHER CANDIDATE NOTEBOOK REQUIREMENTS
3. CO-TEACHING STRATEGY DEFINITIONS & EXAMPLES
4. PROGRESSION OF TEACHING RESPONSIBILITIES
5. PROGRESSION OF LESSON PLANNING RESPONSIBILITIES

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 Absence Request/Verification Form

Teacher Candidate Name:

Mentor Teacher Name:

School: District:

Site Coordinator/University Supervisor:

Sick Vacation Bereavement Jury Duty

Military Maternity/ Other

Paternity

Reason for absence:

Dates of absence Current absence

From: __________ ____ days OR ____ hours (if < full day)

To: __________ Total absences to date

_____ days

Teacher Candidate Signature: Date:

Mentor Teacher Signature: Date:

Approved Not approved

Comment:

Site Coordinator/University Supervisor Signature: Date:

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 TEACHER CANDIDATE NOTEBOOK

Each Teacher Candidate is required to maintain a notebook containing the information listed below. The
notebook will be checked by the Site Coordinator/University Supervisor a minimum of four times during the
semester. Two “notebook checks” will be completed during Performance Assessment and two will be
completed during walkthrough visits.

TAB 1 – District, School, Class Information

 Mentor Teacher contact information

 Site Coordinator contact information
 School emergency information/procedures
 School calendar
 Daily teaching schedule (following Mentor Teacher’s contract hours)
 District policy or procedure statements
 Classroom policies or procedures

TAB 2 – Lesson Planning

 Curriculum map or pacing charts for grade level

 Grade-level standards (http://www.azed.gov/standards-practices/common-standards/
 Weekly/daily lesson plans following ASU lesson plan format

TAB 3 –Weekly Feedback/Evaluations

 Copies of Weekly Progress Reports from Mentor Teacher

 Dated notes from weekly coaching meetings with Mentor Teacher
 Completed Performance Assessments (TAP and Professionalism)
 Walkthrough feedback from Site Coordinator

TAB 4 – General Information

 Up-to-date timecard (signed by Mentor Teacher each week and submitted to Site Coordinator at
end of semester)
 Signed absence requests/notifications/approvals
 Student Teacher Handbook (provided by Site coordinator)
 Correspondence from ASU advisor, Site Coordinator, or Office of Clinical Experiences

TAB 5-Site Specific Information

 Site Coordinator will provide specifics


25 points 20 points 15 points 10 points 5 points
Notebook contains Notebook missing Notebook missing Notebook missing Notebook missing
all required 1-2 required 2-3 required 3-4 required more than 4
documentation at documents and is documents and is documents and is required
each visit and is well organized somewhat somewhat documents.
well organized. organized organized

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 CO-TEACHING STRATEGY DEFINITIONS & EXAMPLES

Strategy Definition/Example
One Teach, One teacher has primary responsibility while the other gathers specific observational
One information on students or the lead teacher. The key to this strategy is to focus the
Observe observation – where the teacher doing the observation is observing specific
behaviors.
Example: One teacher can observe students for their understanding of directions
while the other leads.
One Teach, An extension of One Teach, One Observe. One teacher has primary instructional
One Assist responsibility while the other circulates to check for understanding, assists students
with their work, or monitors behaviors.
Example: While one teacher has the instructional lead, the person assisting can be
the “voice” for the students when they don’t understand or are having difficulties.
Station The co-teaching pair divides the instructional content into parts. Each teacher
Teaching instructs one of the groups, groups then rotate or spend a designated amount of
time at each station – often an independent station will be used along with the
teacher led stations.
Example: One teacher might lead a station where the students play a money math
game and the other teacher could have a mock store where the students purchase
items and make change.
Parallel Each teacher instructs half the students. The two teachers are addressing the same
Teaching instructional material and presenting the material using the same teaching strategy.
The greatest benefit to this approach is the reduced student to teacher ratio.
Example: Both teachers are leading a ‘question and answer’ discussion on specific
current events and the impact they have on our economy.
Alternative This strategy allows one teacher to work with students at their expected grade level
Teaching while the other teacher works with those students who need the information and/or
materials retaught, extended, or remediated.
Example: One teacher may work with students who need re-teaching of a concept
while the other teacher works with the rest of the students on enrichment.
Team Well -planned, team- taught lessons exhibit an invisible flow of instruction with no
Teaching prescribed division of authority. Using a team teaching strategy, both teachers are
actively involved in the lesson. From a students’ perspective, there is no clearly
defined leader – as both teachers share the instruction, are free to interject
information, and are available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the
students are hearing two voices.

The strategies are not hierarchical – they can be used in any order and/or in any combination to best meet the
needs of the P-12 students in the classroom. (with adaptations from) Copyright 2011, St. Cloud State
University, Teacher Quality Enhancement Center Research Funded by a US Department of Education Teacher
Quality Enhancement Grant

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 PROGRESSION OF TEACHING RESPONSIBILITIES

Teachers College has adopted a co-teaching model for its student teaching experiences. Teacher Candidates
are required to be actively engaged in all elements of the classroom beginning the first week in the placement.
Teacher Candidates should assume teaching responsibilities as outlined in the chart below. Note: This table is
meant to be a guide for gradually increasing the role and responsibility of Teacher Candidates. Site
Coordinators will work with Mentors and Teacher Candidates to adjust as needed.

Single Placement Senior Year Residency Progression (EED)

Week Co-Teaching Strategy Teacher Candidate Responsibility

Weeks 1-4  One Teach, One Observe Assume partial responsibility for leading
 One Teach, One Assist classroom routines (attendance, bell work,
 Alternative Teaching dismissal, etc.)

Co-plan and lead small group activities

Weeks 5-9 Any of the above strategies as well as: Co-plan and lead in one subject
area/class period
 Station Teaching
 Parallel Teaching
 Team Teaching
Weeks 10-15 Any co-teaching strategy appropriate for Co-plan and lead in two subject
the lesson being taught areas/class periods

Weeks 16-20 Any co-teaching strategy appropriate for Co-plan and lead in three subject
the lesson being taught areas/class periods

Weeks 21-30 (and Any co-teaching strategy appropriate for Co-plan and lead all subject areas/ class
beyond) the lesson being taught periods

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 PROGRESSION OF LESSON PLANNING RESPONSIBILITIES

Teachers College has adopted a standard lesson planning template for direct-instruction and inquiry-based
lessons. Teacher Candidates are required to use the template when planning lessons for the formal
Performance Assessment (PA) process. Additionally, Teacher Candidates should use the ASU lesson planning
templates when planning all lessons during student teaching, unless otherwise instructed by the Site
Coordinator. Site Coordinators will work with Mentors to adjust, as needed.

Note: This table is meant to be a guide for gradually releasing lesson planning from the ASU mandated
templates.

Senior Year Residency Lesson Planning Progression

Term 7 Term 8
 Teacher Candidates are required to use the  If Teacher Candidates achieve proficiency in
ASU lesson planning templates (direct and lesson planning at the end of Term 7, the Site
inquiry) for all lessons taught, including the Coordinator and Mentor Teacher may
formal Performance Assessments (PAs). recommend that the Teacher Candidate use
 the lesson plan format required by the school
 and/or district.
 
  ASU planning templates should be used for
 all Performance Assessments (PAs).
 
 It is important to note:  It is important to note:
 All lesson plans should be in the TC’s  All lesson plans should be in the TC’s
Notebook and available to the Site Notebook and available to the Site
Coordinator upon request. Coordinator upon request.

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