Secondary Education Graduate Program Manual 2014-2015

Secondary Education
Graduate Program Manual
2014-2015
The University of Vermont
College of Education and Social Services
Welcome!
This handbook is an important resource. Its primary purpose is to
inform you of guidelines, policies and procedures related to your
work toward licensure. We hope you find it helpful.
University of Vermont College of Education & Social Services
Secondary Education
Licensure Master’s Internship Handbook
Contents
SECTION 1 – PROGRAM OVERVIEW AND POLICIES
I.
II.
III:
IV:
College of Education and Social Services
Context and Conceptual Framework
CESS and State Licensure Alignment
University and School Partnerships
4
5
5
Secondary Education Licensure Program
The Building Blocks
Program Overview: Course Descriptions
Secondary Education Program Faculty
6
7
8
Field Experience
Overview of Field Experience
Criminal Records Check
Requirements for Licensure
Grading Guidelines
Portfolio Review Process
Portfolio Roundtable Process
9
10
10
11
12
12
Secondary Education Policies, Guidelines, & Procedures
Internship Placement Requirements & Procedure
Professional Attributes and Dispositions Assessment Procedure
Length of Stay Policy
Independent Teaching Time Guideline
Internship Grade/Licensure Recommendation Guidelines
Substitute Teaching Policy
Dual Endorsements Procedure
Praxis I & II
Labor Relations
Student Complaints against Faculty
13
14
15
15
15
16
16
18
18
18
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SECTION 2: INTERNSHIP RESOURCES
Internship Forms
1. Mutual Agreement Contract
2. Clinical Experience Contract
3. Permission to Use Documents
4. Fingerprint Procedures
Setting Up Your Experience
1. Internship Team Roles and Responsibilities
2. Internship Experience Plan Learning Activities
3. Indicators of Professional Accountability
4. Graduate Internship Experience Timeline Plan
Monitoring Progress
1. PADA
2. Intern Observation Report
3. Student Teaching Content Area Assessment Rubrics –
Specific to your content area (also available online:
shared\\files.campus.ad.uvm.edu cess depts doe secondary)
Portfolio Documents/ROPA
1. Portfolio Overview
2. ROPA Guidelines and Rubrics
SECTION 3: LICENSING/DEGREE RESOURCES
1. How to Apply for Licensure
2. Curriculum & Instruction Overview and
Steps for Degree Completion
 Licensing Information, Vermont Testing Requirements
SECTION 4: STANDARDS FOR VERMONT EDUCATORS
The Five Standards for Vermont Educators from the
Vermont State Agency of Education
1. “Apple Book”
2. “Tree Book”
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Part I: College of Education & Social Services
Context and Conceptual Framework - Summary
Context
Situated in Burlington, Vermont, the main campus of the University of Vermont provides
both the cultural and governance center for the university’s nine schools and colleges. With
2013-2014 enrollment of 9,970undergraduates, 1,317 graduate students, 454 medical
students and 1,364 full-time and part-time faculty, the University of Vermont (UVM) offers
students choices for programs from among more than 100 undergraduate majors and more
than 54 advanced degrees. UVM is the only research university in the state, and the state’s
only Carnegie-classified Research-Extensive institution..
Faculty and staff of the College of Education and Social Services (CESS) work with more
than 700 undergraduate and 400 graduate students in more than two dozen programs housed
in the three departments of the college: the Department of Education, the Department of
Leadership and Developmental Sciences, and the Department of Social Work. Professional
educator preparation occurs in 17 different programs, with programs spanning birth to grade
12. CESS also holds the distinction of providing the only teacher preparation programs in the
State of Vermont recognized by the National Council for the Accreditation of Teacher
Education.
Conceptual Framework
As noted in recently amended and approved bylaws of the faculty, the College’s mission
spans a broad spectrum of responsibilities related to the fields of education and social
services.
The College of Education and Social Services educates and prepares outstanding
professionals in education, social work, and human services; engages in scholarship
of high quality; and provides exemplary professional service to Vermont, nationally,
and globally. We do this to create a more humane and just society, free from
oppression, which maximizes human potential and the quality of life for all
individuals, families and communities.1
To actualize this mission, CESS faculty have drawn on knowledge that is grounded in both
the theory and the practice of professionals in educational settings. Shaped by research,
practice, and dialogue, faculty developed a set of shared assumptions that can inform the
common work of faculty and students. These assumptions summarize the College’s
Conceptual Framework:



Knowledge is socially constructed through dialogue and community-based practice.
Education facilitates development of human potential.
Education should advance social justice and democracy.
1
College of Education and Social Services. (December 10, 2007). Bylaws of the faculty.
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


All students can learn and have value in their communities.
Learning communities demonstrate respect for and honor our diverse cultures.
Teachers and other school professionals work collaboratively to problem-solve with
stakeholders.
Through the articulation of curricular experiences and expectations, College faculty aspire to
prepare committed reflective practitioners, instructional leaders, and change agents who can
collaborate with other professionals to make a positive difference in schools and in the lives
of all learners.
CESS and State Licensure Alignment
Educator licensure programs of the College of Education and Social Services align with the
State of Vermont’s licensing regulations, which are organized by Five Standards (Learning,
Professional Knowledge, Colleagueship, Advocacy, and Accountability) and 16 Principles.
As noted by the Vermont Standards Board for Professional Educators (2003), the “Standards
and Principles direct us to analyze, reflect upon, and assess the effects of our practice on
student performance and to be accountable for that performance” (p. 3).2 The 16 Principles
for Vermont Educators provides a framework for State licensing policy, which guides both
initial licensure and re-licensure processes (Lic. Reg. 5235)3. Embedded within the Five
Standards, the 16 Principles must be documented by all licensure candidates through the
ROPA (Results Oriented Program Approval) portfolio.
University and School Partnerships
Licensure programs of the College of Education and Social Services are structured so that
most field experiences occur in public schools that partner university faculty with
experienced P-12 teachers and staff. Candidates in initial licensure programs enter the field
early, and are challenged daily to link theoretical knowledge with professional practice. To
accomplish this, candidates work alongside professionals in the field to develop the skills and
knowledge needed to enhance learning for all students.
Often placed with a cohort, candidates and university faculty serve as resources for the
schools in a variety of ways by providing research expertise, professional development
opportunities, and program development knowledge. In turn, each school provides the
support of mentor teachers and access to authentic learning experiences. While immersed
within a school, licensure candidates experience a culturally rich context for learning so that
they can develop and demonstrate the knowledge, skills, and dispositions necessary to help
all students learn.
2
Vermont Standards Board for Professional Educators (2003). Five standards for Vermont educators: A vision for schooling.
http://education.vermont.gov/new/pdfdoc/pgm_prostandards/vsbpe/five_standards_03.pdf
3
Vermont State Board of Education Manual of Rules. Lic. Reg. §§.52351 -5235.16.
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Graduate Students - The Building Blocks: The visual below represents the building blocks of
the Secondary Education Licensure Program, beginning with the foundation pieces you bring to
the program and the questions each course will address as you build toward Licensure.
LICENSURE
EDSC 230
How can you represent your
professional skills and knowledge
in ways that lead to licensure?
EDSC 226
How can you teach so that all students can learn, using the
tools you have practiced with as well as new ones?
Subject Methods: What are the teaching
tools unique to your discipline?
EDSC 209
How are schools organized to support
student learning? How can you use your
skills and those resources to make a
difference?
EDSP 201
How do I best
accommodate for all
students’ needs and
abilities?
EDSC 215
In what ways can you support your
students in meeting the literacy
demands of your classroom?
EDSC 216
What strategies and materials can
you use to design learning
experiences that maximize learning
for all students?
EDSC 207
What psychological factors make students
learn differently?
What you bring to the program:
What is the prior knowledge that you bring to this
learning situation?
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Secondary Education Licensure Program Overview
The following chart outlines the course timeline and course descriptions.
SUMMER
EDSC 207 Adolescent Development: Educational and Psychological perspectives: In depth examination of
developmental and learning theory with applications for teaching in secondary settings. Core activities: exploration of
personalization in education and service learning.
Credits: 3
FALL
On Campus
On Site
EDSP 201 : Foundations of Special Ed
Examination of historical and current trends in the treatment of individuals with
disabilities including effects of discrimination, advocacy, litigation, legislation and
economic considerations on educational services and community inclusion.
Prerequisite: Twelve hours in Education and related areas, or Instructor permission.
Credits: 3
EDSC 215 Reading in the Secondary School
Theory and methods of reading/writing explored in the context of literacy. Focus on
reading, writing, speaking and critical thinking across disciplines. Cultural contexts
explored.
Co-requisite: EDSC 216 Credits: 3
EDSC 216 Curriculum, Instruction, and Assessment for Secondary School
Teachers
Development of methods related to secondary school teaching. Study and
application of constructivist theory, differentiation, authentic assessment. Focus on
cross-disciplinary collaboration. Co-requisites: EDSC 215. Credits: 3
EDSC 209 Practicum in
Teaching
Field experience in secondary
setting. Focus on school
culture and student needs
while documenting
effectiveness in one-on-one
teaching. Professional
attributes/dispositions are
critically assessed.
Prerequisite: EDFS 203,
EDSC 207 or concurrent
enrollment. Credits: 4
SPRING
On Campus
On Site
Subject Methods
EDSC 226 Teaching
Internship
Collaboration with
professional teachers in design
and implementation of
effective instruction, with
special focus on developing
programs in a high school
setting. Prerequisites: EDFS
203, EDSC 207, 209, 215,
216, Special Methods.
Credit: 9
EDSC 230 Teaching for
Results
Analysis of planning,
curriculum, design, teaching,
evaluation, and classroom
management from perspective
of research and practice.
Individual tasks culminate in
production of a licensure
portfolio.
Co-requisite: EDSC 226.
Credits: 3
EDSC 225 - Teaching Soc Studies in Secondary Schools
Includes multiple teaching modes, questioning techniques, micro-teaching laboratory, analysis
of historical content to determine students' prerequisite cognitive skills and processes for
construction of historical scenarios. Prerequisite: Twelve hours of education and related areas.
Credits: 3.
EDSC 227 - Teaching Science in Secondary Schools
Consideration of science curricula and instructional strategies for grades 7-12. Topics may
include teaching science as problem solving, research in science teaching, and inquiry based
science teaching. Prerequisites: Twelve hours in education and related areas or permission.
Credits: 3.
EDSC 240 - Teaching English in Secondary Schools
Approaches to teaching composition, literature, and the English language in secondary school.
Prerequisites: Acceptance into licensure program.
Credits: 3.
EDSC 257 - Teaching Math in Secondary Schools
Contemporary secondary school mathematics curricula and instructional strategies for grades 712. Topics may include problem solving, research in mathematics education, use of calculators
and computers, manipulatives, and evaluation. Prerequisites: Twelve hours in education and
related areas or permission.
Credits: 3.
EDSC 259 - Teaching Foreign Language in Secondary Schools
An overview of language teaching methodology. The learning/ teaching process as it relates to
language learning; techniques used in the teaching and testing of second language skills and
culture. Prerequisite: Acceptance into licensure program.
Credits: 3.
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Secondary Education Faculty
Beauregard, Jeremy
GTF Graduate
Teaching Fellow
[email protected]
Disenhaus, Nancy
GTF Graduate
Teaching Fellow
[email protected]
Mugisha, Vincent
GTF Graduate
Teaching Fellow
[email protected]
Prue, Jennifer Ed.D.
Senior Lecturer
[email protected]
Smith, Carmen Ph.D
Assistant Professor
[email protected]
Steele, Caitlin
GTF Graduate
Teaching Fellow
[email protected]
Tinkler, Alan, Ph.D.
Assistant Professor
[email protected]
Tinkler, Barri, Ph.D.
Assistant Professor
[email protected]
Toolin, Regina, Ph.D.
MAT Program Coordinator
Associate Professor
[email protected]
Program Support Staff
[email protected]
656-1411
Staff:
Baird, Emma
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Part III: Field Experience
Overview of Field Experience
"When I began, I thought content was more important than learners. Now I realize that
learners are more important and that the role of the teacher is that of helping learners
connect what they are learning with their lives."
-a former intern
The field experience is the foundation of the Licensure Master’s Program. Informed by his/her
coursework, a student in an internship learns, through hands-on experience, the complexities of
the teaching role under the guidance of a cooperating mentor teacher. The year-long experience
provides interns with the opportunity for continuous contact with the same group of learners,
public school teachers and support personnel. UVM interns play important roles in enhancing the
learning of individual students and contribute to the professional development goals within the
school. With the careful guidance of the cooperating mentor teacher and the UVM supervisor,
interns reflect that they have been transformed "from student to professional colleague" during
the course of the internship.
The EDSC 209 and EDSC 226 field experiences provide opportunity for a prospective
teacher to do the following:
1. Acquire an understanding of the background and skills necessary to be successful in their
chosen field; acquire an understanding for work with learners with a range of strengths
and needs.
2. Gain a continuum of experience in the development of the complex skills of assessment,
planning, instruction and evaluation;
3. Understand how to design instructional units and programs that complement a student’s
intellectual, academic, and personal development;
4. Organize and manage a classroom environment;
5. Understand and promote the characteristics of successful schools;
6. Gain confidence in her/his professional competency;
7. Qualify for a Vermont Professional Probationary Teaching Certificate.
The College of Education and Social Services recognizes that field experiences vary in design
and implementation, depending upon the nature of the school setting and partnership with the
University, characteristics of the intern and field personnel, the age level of the student, and the
subject matter being taught. The school staff and University faculty members are responsible for
working with the intern to determine the appropriate requirements for the individual intern
within the guidelines outlined in this handbook.
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During the internship, interns have the opportunity to:

Immerse themselves in the total life of the school in order to maximize learning and
understanding

Observe in classrooms both within and outside of their academic discipline and at
varying grade levels

Meet special services staff, participate in IEP, EST and other school based team meetings

Learn to communicate with parents and others regarding student progress

Understand the roles of administrators and staff in the advancement of learning across the
school and/or school district

Learn the functions of administrators and staff

Participate in non-instructional activities such as lunchroom and bus duty, study hall and
extra-curricular activities

Attend parent/teacher conferences, faculty meetings, in-service workshops, parent
association meetings, conferences and other school activities.
Graduates of the UVM program confirm how instrumental the internship has been in their
professional development as teachers.
Criminal Records Check
Vermont requires criminal record checks for individuals working in schools. This process
requires fingerprints and a criminal record check. Each site has slightly different requirements –
please check with your supervisor(s) regarding the requirements at your school. See the
description of the Criminal Records Check process and list of centers that process fingerprints, in
the Resource package.
Requirements for Licensure
1. Complete the internship with a grade of B or higher*
2. Completion of program of studies with an average of 3.0 (B) or higher*
3. Successful achievement of minimum cut score requirements on Praxis I (or equivalent if
before 08/31/2014) or Praxis Core (if after 09/01/2014) and Praxis II Teacher Tests**
(if applying for Licensure in Vermont)
4. Completion of a Licensure Portfolio that is assessed as “Meets Standard” on all
ROPA assessment entries
* Based on state requirements for licensure. See Grading Guidelines, next page.
** This is a state, not program requirement. See Section 5200 of the Vermont State Board
of Education Manual of Rules and Practices.
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Grading Guidelines
It is important to understand that the minimum grade allowed by the Vermont State
Agency of Education for licensure is B. Therefore, the passing grades are A+, A, A-, B+, and
B. Any grade in student teaching lower than a B will result in the state denying that person
licensure.
The grade should represent the demonstrated ability level of the student teaching intern at the
conclusion of the experience and not the overall average of the full semester. An appropriate
question to ask when deciding on the final grade for the internship is “how does the student stand
as he or she is about to enter the work force?”
A+
In general, a grade of A+ should rarely be given as a grade for student teaching. An A+ should
only be considered in the extreme case that a student teacher has demonstrated and documented
outstanding competence in all five standards and in all ROPA entries. In addition, he or she has
provided leadership in professional development to the school and/or intern cohort during the
teaching internship.
A
The student consistently demonstrates a high level of competence in all five of the Standards for
Vermont Educators. The student teaching intern is fully qualified to enter the teaching profession
with the strong endorsement of the university and the cooperating school.
A-
The student teaching intern demonstrates a high level of competence in the Standards for
Vermont Educators but is not consistent in their level of performance. The intern has an area of
the standards that has not fully developed to the extent of an A student. An important difference
between the A and A- student is the amount of initiative, self-confidence and leadership
demonstrated. For example, an intern may be highly skilled in the classroom but have an
undeveloped strength in working with colleagues.
B+*
The student teaching intern is adequate in his or her performance but has not progressed at the
rate consistent with a grade of A or A-. Throughout the course of the student teaching experience,
weaknesses have been identified in his or her ability to meet the Standards. Even though the
intern has worked at addressing those weaknesses, the level of performance has not reached the
level expected of an A- student.
B*
The student teaching intern demonstrates a level of competence in the Standards for Vermont
Educators that are minimally acceptable. Areas of concern have been identified that the intern
needs to address in order to advance from minimally acceptable to fully qualified. The intern at
this level is not so deficient that he or she should be denied a teaching license, but the areas of
concern should be delineated so any district hiring this individual will be aware of these
weaknesses.
B-/C
The intern has deficiencies that make recommendation for licensure impossible. The person has
problems that have not been adequately addressed to bring the intern to a level of performance
that is minimal for a beginning teacher. The person has not attempted to address deficiencies that
have been identified or has not shown a capability of improving in those areas to a level deemed
sufficient to be licensed.
*
In the case of interns who earn a grade of B or B+, mentoring would contribute significantly to
their success in their first professional position.
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Portfolio Review Process
1. Portfolios are submitted to the University at a date designated annually and by semester
in the week following Thanksgiving break for fall semester interns and immediately
following public school vacation in April for spring interns.
2. Portfolios are assessed by a minimum of two University representatives.
3. Feedback is provided to candidates within two weeks of portfolio* submission.
4. Candidates make revisions if needed.
*All portfolios are developed, submitted, and evaluated electronically.
Portfolio Roundtable Process
1. Candidate establishes a committee of relevant professionals who are willing to
participate in the Roundtable. Typically, members include the UVM Internship Supervisor,
mentor teacher, and the Site-based Coordinator (if applicable). Other members may be
included.
2. Candidate coordinates with the committee to establish a date for portfolio/professional
growth discussion. Entry 6 of your portfolio informs this discussion.
3. UVM Supervisor facilitates the roundtable discussion of Standards for Vermont
Educators, professional growth, and next steps using the portfolio to illustrate points.
4. Committee makes licensure recommendation based on candidate’s internship
performance. GPA is calculated when grades are submitted. The licensure
recommendation may be changed if the GPA is below 3.0.
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Part IV: Secondary Education Policy Guidelines
The following section outlines the general policies, guidelines, and procedures related to the
Secondary Education Program in regards to Internship, Licensing, and the University.
Internship Placement – Requirements & Procedures
Professional Attributes and Dispositions Assessment Procedure
Length of Stay Policy
Independent Teaching Time Guideline
Licensure Recommendation Guidelines
Substitute Teaching Policy
Dual Endorsement
Praxis I & II
Labor Relations
Student Complaints against Faculty
Internship Placement – Requirements & Procedures
The Secondary Education Policy regarding student performance and implications for student
teaching requires that in order for students to continue in internship, they must:
 Earn a B (3.0) or better in each of the following courses: EDFS 203, EDSC 207, EDSC
209, EDSC 215 and EDSC 216, and
 pass Praxis I if before 08/31/2014 (or accepted equivalent) or Praxis Core if after
09/31/2014 and
 be assessed as competent according to PADA (no areas of acute concern) and
If student is unsuccessful in passing Praxis I and/or Praxis Core, has not performed satisfactorily
in EDSP 201, EDSC 207, EDSC 209, EDSC 215 and EDSC 216, or is found to be lacking a
number of professional attributes as assessed on the PADA, a special PADA meeting will be
held to determine eligibility for student teaching. This meeting will include student’s 209
instructor, site coordinator, (if other than 209 instructor) and the program coordinator. If the
faculty supports the candidate’s continuation in the program, an individual plan will be
developed to address satisfactory performance requirements.
PLEASE NOTE: Praxis II is required for those students seeking initial licensure in Vermont. Praxis II may not
be required for those students seeking initial licensure outside Vermont.
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Professional Attributes and Dispositions Assessment Procedure
The purpose of the Professional Attribute and Dispositions Assessment (PADA) is to generate a
snapshot of an intern’s suitability for entrance into the profession of teaching at three benchmark
points in time within the Secondary Education Program. When used with efficacy, it is an
effective tool that will provide an opportunity for program faculty, the intern, and mentor
teachers to identify and assess the strengths and areas of challenge of an intern over time. The
content of the PADA addresses and assesses five essential areas:
1) Professional Ethics and Demeanor, 2) Reflective Practice, 3) Teaching Skills,
4) Communication Skills, and 5) Intra-Personal Skills.
At each point of assessment, Secondary Education faculty, in collaboration with mentor teachers
and interns, will make a recommendation regarding the intern’s status and continuation in the
program. In order to continue in the Secondary Education Program or to be recommended for
licensure, faculty must have evidence that the intern has made adequate progress and is
exhibiting the appropriate type and level of professional attributes and dispositions at each of the
three points in the program. (See Professional Attributes & Dispositions Assessment form in
Section 4.)
Initial Assessment will be completed by the intern and reviewed by one member of the
Secondary Education Program faculty at the beginning of EDSC 209*. The candidate and faculty
member should discuss assessment results. Copies of the assessments and any related reflections
should be placed in the intern’s permanent file by the faculty member and a copy should be
retained by the intern. *This assessment may be revisited by program faculty at the end of the
semester in which EDSC 209 is taken.
Mid-Program Assessment will be completed by intern, at least one member of the Secondary
Education Program faculty, and at least one mentor teacher within the first six weeks of EDSC
226. The intern, faculty member(s), and mentor teacher(s) should discuss assessment results. In
general, candidates should earn a 4 in the majority of categories on the assessment scale. Copies
of the assessments and any related reflections should be placed in the intern’s permanent file by
the Faculty member and a copy should be retained by the intern for their portfolio.
End-of-Program Assessment will be completed by intern, at least one member of the
Secondary Education Program faculty, and at least one mentor teacher within the last four weeks
of EDSC 226. The intern, faculty member(s), and mentor teacher(s) should discuss assessment
results. In general, candidates should earn a 4 in the majority of categories on the assessment
scale. Copies of the assessments and any related reflections should be placed in the intern’s
permanent file by the Faculty member and a copy should be retained by the intern for their
portfolio.
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Length of Stay Policy
Interns are required to meet the regular expectations regarding the attendance of teachers in their
school.
If ill or unable to attend school, interns must follow site policy regarding notification of
school/mentor, etc.
Interns must keep a written record of their attendance and note reasons for absences. Interns are
required to have a minimum of a 16-week experience in a school in order to fulfill Vermont State
requirements for licensure.
Independent Teaching Time Guideline
During Independent Teaching the intern teaches a full teaching load and may include all of
his/her mentor teacher supervision responsibilities. Our program requirement for Independent
teaching is 4 weeks or 20 days of solo teaching.
Internship Grade/Licensure Recommendation Guidelines
According to current College of Education and Social Services policy, interns are evaluated on
the basis of a letter grade and the University Supervisor has this ultimate responsibility for the
assessment of the intern, as well as for making a written recommendation for licensure based
upon the student internship.
The University Supervisor grades the intern based on the following data collected by the
supervisor from the Internship Team (intern, mentor teacher, university supervisor, and, if
appropriate, internal site coordinator). See grading guidelines on page 11.






Mentor Teacher Data
Intern’s Lessons and/or Units/Portfolio (ROPA-R)
Mid-term Evaluations
UVM Site Supervisor & School-based Mentor Observations/Summative Evaluations
(minimum of 8)
Professional Attributes/Dispositions Assessment (see policy on initial, mid-program, end
program assessments)
Attendance (see policy on attendance & minimum expectations for length of stay as a
formal intern and policy of independent teaching time)
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Substitute Teaching Policy
Interns and practicum students may be allowed to substitute teach when the UVM site
coordinator and school-based coordinator or representative agrees that the intern has
demonstrated the appropriate skills for serving as a substitute in classrooms. Once readiness is
determined, interns may substitute in sporadic/short term ways as monitored by the UVM
supervisor. Serving as a substitute may not interfere with regular course assignments and
program responsibilities, for example, tutoring or seminars scheduled during the school day.
Interns in the 16-week licensure phase of their program may only sub for their cooperating
teacher(s) after the mid-term conference and until the intern completes their independent
internship period, unless in an extreme emergency. Interns must be fingerprinted and complete
the application form.
Dual Endorsements
Interns/University of Vermont students seeking dual endorsements may either seek licensure in a
second endorsement area directly to the Licensing Office at the State Agency of Education or
through the Secondary Education Program. Those interns choosing to apply for dual
endorsement through the Secondary Education Program at the University of Vermont must meet
the following requirements:
1. Have 30 or more hours of coursework in each of two content areas appropriate for
endorsement at the secondary level. Coursework must be the same as or similar to that
which is articulated in the licensing materials in that discipline. Some differences may
exist between courses on a student’s transcript and the coursework listed in the licensing
materials, particularly if students have studied at other institutions. Those differences
must be identified, reviewed, and accepted as adequate preparation and in alignment with
course of studies for the State of Vermont and NCATE approved program by at least one
faculty member and the UVM Licensing Officer as part of the process of determining
eligibility for dual endorsements.
2. Have approved Special Methods coursework/experiences in each of the two licensing
areas. Candidates must be enrolled in the Special Methods course associated with their
primary endorsement area. Candidates will work with a competent school-based or
University of Vermont mentor and/or take coursework in the second area of endorsement.
(If the second endorsement being sought is in the same major content area such as French
and Spanish, one Special Methods course may be sufficient.)
3. Have student teaching internship experiences in each of the licensing areas.
Candidates must complete an internship with a “full load” of teaching responsibilities.
“Full load” is defined as teaching a minimum of two classes in the primary endorsement
area and two classes in the second area of endorsement. Candidates teaching middle
grades or in a generalist environment must teach in both endorsement areas as full
members of the team in which they are placed.
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Process of seeking dual endorsement in the Secondary Education Program:
1. Intern will write a letter to their academic adviser requesting dual endorsement at the start
of the program.
2. Faculty will review each intern’s request being certain the candidate meets the criteria
stated in #1 under Expectations. (The coursework equivalency sheet, currently being used
in the program, will be the tool used to document a candidate’s coursework associated
with each endorsement area.)
3. Faculty will make a decision based on the availability of opportunity of internship
placements in both areas of endorsement and availability of competent special methods
mentors.
4. Intern will meet with his/her UVM Site Coordinator to determine if he/she will
participate in a second methods course or create an individualized methods experience
with a competent mentor.
If a course is chosen as the route, intern should follow course criteria. If an individual experience
is chosen, intern must:
5. Meet with his/her UVM site coordinator to identify a mentor in the area of study (sitebased or University faculty might be chosen).
6. Goals for the Special Methods Course will be identified by the UVM site coordinator,
Special Methods instructor, and intern and a plan will be completed outlining products to
be developed and how competence will be determined.
7. A regular meeting schedule will be established with the mentor teacher.
8. The UVM site coordinator, mentor teacher, and intern will meet a minimum of two times
during the semester to evaluate progress and adjust goals.
Remember…
In order to achieve a license, each intern must submit a portfolio that is deemed complete and
clearly demonstrates the intern’s competence across all six entries of the ROPA evaluation
and the five Standards for Vermont Educators. Additionally, interns must achieve passing
scores on related Praxis II examinations.
Interns wishing to be endorsed in a second area have the option of applying for the second
endorsement directly to the Licensing Office at the State Agency of Education.
UVM Secondary Teacher Education Graduate Handbook 2014-2015
17
Praxis I & II
Praxis I or Equivalent
Passing scores in Praxis I or its equivalent must be included in the intern’s initial portfolio
submitted prior to the student teaching semester. Specifics of this process can be found in Part
IV – Internship Placement – Requirements and Procedures (page 13).
PRAXIS I TRANSITION- PLEASE READ!
Until 08/31/2014: PRAXIS I or alternative test scores (ACT, SAT, GRE) dated BEFORE
08/31/2014 will be accepted for endorsement by the College of Education and Social Services,
and initial licensing by the Vermont Agency of Education.
Beginning 09/01/2014: PRAXIS Core replaces PRAXIS I/ alternative test scores as the sole
exam accepted for endorsement by College of Education and Social Services, and initial
licensing by the Vermont Agency of Education.
Please note: PRAXIS I or alternative test scores dated after 08/31/2014 will not be accepted for
endorsement by the College of Education and Social Services, nor initial licensing by the
Vermont Agency of Education
Praxis II
If seeking initial licensure in Vermont, documentation of passing scores in Praxis II must be
available to the Vermont State Agency of Education at the time of licensure application
submission. Vermont Licensure recommendation is contingent on the successful achievement of
the above criteria. Vermont Licensure will not be granted by the State Agency of Education
without this documentation.
Further information on Praxis I & II and State Licensure requirements can be found at:
CESS Student Services: www.uvm.edu/~cess/stservices/
Vermont Agency of Education: www.state.vt.us/educ
Praxis I & II: www.ets.org/praxis
Labor Relations
The policy of the College of Education and Social Services with respect to an institutional or
agency closing caused by strike or other work stoppages is to withdraw the intern effective the
first day of the activity. Instead of reporting to the school agency, students will report to the
Department of Education at UVM. An assessment will be made of the situation with the best
interest of the students in mind and in some circumstances, reassignments may be made.
Student Complaints against Faculty Procedure – DOE Policy
The UVM Department of Education is committed to a process of handling student complaints in
a manner that is respectful, fair, and beneficial for both student and faculty.
UVM Secondary Teacher Education Graduate Handbook 2014-2015
18
Students who have a complaint against a faculty member should first bring the issue to the
faculty member’s attention and attempt through direct discussion to reach a mutually satisfactory
resolution to the problem. If students are unsuccessful at this level, or if the students feel that it
is impossible to approach the faculty member, and the problem is program-related, they should
contact the program coordinator for assistance. In extreme or emergency circumstances, the
student should contact the Chair of the Department of Education in the first instance.
If the problem is unresolved with the faculty member or the Program Coordinator, the next step
is for the students to contact the Chair of the Department of Education, who will first initiate
informal and then more formal measures to remedy the problem. Informal measures may
include discussions among the students and faculty member moderated by the Chair, mediated
sessions organized by the Chair and agreed to by both the complainant(s) and faculty member,
and counsel by Chair to both parties.
The Chair may need to do informal fact finding in order to inform his or her involvement at this
stage. As well, the Chair may find it necessary to take quick action – for example, replacing a
supervisor of a practicum experience – but it should be made clear that this was done with the
interest of students in mind, before facts are known and not be taken as a final determination of
the matter. The Chair will protect the anonymity of the complainants in the informal stage, but in
order to protect the rights of the faculty member the student will be informed that no further
action will be taken on the matter, including documentation of the complaint, until the faculty
member is informed and has an opportunity to respond to the complaint.
If informal interventions do not prove successful from their frame of reference, students, with the
assistance of the Chair, may choose to involve a more formal process. The Chair cannot carry the
matter forward in any way unless the students embark on this process. Here, the students author a
signed statement outlining the complaint and submits it to the Chair, with a copy going to the
faculty member. The Chair will request that the faculty member write a similar statement for the
Chair detailing his or her perspective on the issue, and distribute a copy of the complainants.
The Chair will use the two statements as the basis for negotiations and investigations the Chair
initiates in an attempt to resolve the matter. Both sides may bring statements and materials to the
attention of the Chair that bears on the concern. The Chair will maintain a record of all activities
and their outcome and materials that pertain to the issue. When this formalized process has
worked its course in the view of the Chair, and taking into account the well being of both the
student and the faculty member the Chair will distribute a written recommendation to both sides,
accompanied by a rationale, on how best to improve the situation. There may be instances when
because of the highly sensitive nature of some aspect of the recommendation, in order to protect
the student or faculty privacy and/or rights, the Chair will delete content from the copy of the
recommendation he/she submits to one of the parties.
How the student, faculty member, or Chair proceed from this point, if they choose to do so, is
done in accordance with College and University procedures. Whatever course of action the
student or faculty member takes, the Chair may stay involved until the issue is resolved to the
satisfaction of both parties to a reasonable degree. This includes offering to assist the student and
faculty member in working through any residual issues they may experience - apprehension,
disillusionment, resentment, and the like.
UVM Secondary Teacher Education Graduate Handbook 2014-2015
19
In the instance of the receipt of the Dean or other Officers of Administration of student
complaints, the Department of Education requests that these persons promptly notify the Chair of
this department, who will then contact the student and proceed through the steps outlined in this
policy.
This policy is assumed to be consistent with student and faculty rights and privileges as
articulated in catalogs, the Cat’s Tale, the Officers’ handbook, the University policies, and thus
may have to be modified from time to time to maintain consistency.
Finally, it shall be understood by all parties to disputes that the rights of individuals, be they
faculty or students, will be protected by due process at the University of Vermont. Due process is
assumed to include the rights of students and faculty to fair and just treatment, knowledge of
accusation, thoughtful and caring hearing of concerns, and adherence to common rules of
evidence, testimony and decision.
UVM Secondary Teacher Education Graduate Handbook 2014-2015
20
A Vision for Teaching,
Leading, and Learning
Core Teaching and
Leadership Standards
for Vermont Educators
State of Vermont
120 State Street
Montpelier, VT 05620-2501
www.education.vermont.gov
[phone]
[fax]
802-828-3135
802-828-3140
Agency of Education
June 26, 2013
Dear Colleagues:
For more than two decades Vermont’s vision for teaching has been based on Vermont’s Five Standards and 16 Educator
Principles which identified essential educator practices. Over the course of the last twenty years schools have shifted
dramatically to become more student-centered, standards driven, and accountable. Our students too are more diverse,
engaged by technology and eager to become global citizens. It is important to re-examine what knowledge and skills
educators need to be successful in today’s schools.
The Vermont Standards Board for Professional Educators (VSBPE) is proud to announce our adoption of new professional
educator standards. The teaching standards are based again on the Interstate Teacher Assessment and Support Consortium
(InTASC) Model Core Teaching Standards (2011), while the leadership standards stem from the 2008 Interstate School Leaders
Licensure Consortium (ISLLC). Together the Core Teaching and Leadership Standards for Vermont Educators form a
blueprint for the performances and essential knowledge that every educator should strive toward to ensure that all preK12 students are college and career ready.
The VSBPE has chosen to also include the Learning Forward standards for professional learning in this book because of the
increasing importance of professional growth and reflection. Finally, this document includes the Code of Professional Ethics
and Rules of Professional Conduct.
Why did the VSBPE adopt the new standards for educators?
 Vermont last adopted teaching standards in 1992 and endorsement competencies for leaders in 1998.
 The revised standards are written for all educators along the career continuum, from aspiring teachers and
leaders to more experienced educators.
 The standards are compatible with Common Core Standards and are aligned with the National Board for
Professional Teaching Standards.
 They are based on current research and best practice in the field.
 They are more student-centered, collegial, and interdisciplinary.
 Cultural diversity, technology, and family and community collaboration have a greater prominence in the
standards.
The new standards call for:
 Personalized learning for diverse learners
 A stronger focus on application of knowledge and skills
 Improved assessment literacy
 A collaborative professional culture
 New leadership roles for teachers and administrators
On a personal level, we understand the importance of strong teachers and education leaders in our schools. The standards
included here promote a shared vocabulary and vision for what we expect of educators. They describe what is important
for educators to know and be able to do. The professional standards included here have evolved just as schools and
educators have over the last twenty years. We look forward to our continued evolution together.
Sincerely,
Steven John
Chair, Vermont Standards Board for Professional Educators
0
Vermont Standards Board for Professional Educators Members
2012 - 2013
Steven John, VSBPE Chair
Superintendent
Windham Central Supervisory Union
Lia Cravedi, VSBPE Vice Chair
School Board Member
Champlain Valley UHSD
Patti Coultas, VSBPE Secretary
Director, Public Institution
CTE Teacher Preparation Program, VTC
Katherine Blair
Teacher
John F. Kennedy Elementary School
Penny Chamberlin
Career & Technical Center Director,
Barre Technical Center
Marilyn Corkins
Teacher
Newport Town Elementary School
Emily Hausman
Teacher (Retired 2012)
Newbury Elementary School
Jay Hoffman
Teacher
Frederick H. Tuttle Middle School
Nancy Kline
Academic Dean, Private Institution
College of St. Joseph
Helen Lanthier
Teacher
St. Albans Town Educational Center
David Larsen
Public Member
Wilmington, VT
Luisa Millington
Teacher
Arlington Memorial High School
Scott Mosher
Teacher
Essex High School
Vermont Agency of Education
Armando Vilaseca, Secretary of Education
John Fischer, Deputy Secretary of Education
Marta Cambra, Director of Educator Quality
This book cover is designed and printed as part of a cooperative project with the Digital Media Art class at the Barre Technical
Center, Vermont. Book cover layout and design by Ratko Jokic, Jillian Pierce, Ethan Tatro, Dylan Philibert, Digital Media Arts
2012, instructor Ric Nudell.
1
Table of Contents
Core Teaching and Leadership Standards for Vermont Educators
Section One:
Introduction
………..…………………………2
Section Two:
Core Teaching Standards for VT Educators
………..…………………………4
Section Three:
Core Leadership Standards for VT Educators
…………………………………21
Section Four:
Standards for Professional Learning
…………………………………48
Section Five:
Code of Professional Ethics and
Rules of Professional Conduct for Vermont
Educators
…………………………………52
1
Introduction
Purpose
The purpose of this document is to serve as a resource for educators, leaders, districts,
professional organizations, teacher education programs, and others. As each set of standards
included here emphasizes the skills and knowledge needed for 21st century teaching and
learning, they form the basis for teacher preparation, licensure, and professional learning. This
document was created to replace A Vision for Schooling, adopted by the Vermont Standards
Board for Professional Educators (VSBPE) in August 2003. The previous “Apple Book” included
the Five Standards and Sixteen Principles for Vermont Educators. The new “Tree Book”
includes:




Core Teaching Standards for Vermont Educators
Core Leadership Standards for Vermont Educators
Professional Learning Standards
Code of Professional Ethics
Alignment
The Core Teaching and Leadership Standards for Vermont educators stem directly from the
Interstate Teacher Assessment and Support Consortium (InTASC) model core standards, from
the Interstate School Leader Licensure Consortium (ISLLC) 2008 educational leadership policy
standards, and from the companion document of performance expectations and indicators for
education leaders produced by the Council of Chief State School Officers (CCSSO). Adopting
national standards, ensures that Vermont’s standards are compatible with the Common Core
State Standards for students in mathematics and English language arts, the National Board for
Professional Teaching Standards (NBPTS) accomplished teaching core principles, and the
National Council for Accreditation of Teacher Education (NCATE) accreditation standards.
There is also a direct correlation between the standards and national teacher evaluation work,
including Danielson’s Framework1 and the Marzano Teacher Evaluation Model2. Finally, the
Core Teaching and Leadership Standards for Vermont Educators are compatible with the
Learning Forward (formerly National Staff Development Council) professional learning
standards.
The relationship between and among the standards in Vermont is seen in the following graphic.
Pictured here, student standards are the central focus of our work. The Core Teaching
Standards immediately follow as they define how a teacher can best support students in
meeting the Common Core Standards. The Core Leadership Standards function to support
1
Source: The Danielson Group, Correlation of Danielson Framework for Teaching to InTASC Standards, accessed 11/28/12. Website:
http://www.danielsongroup.org/ckeditor/ckfinder/userfiles/files/Danielson%20Framework%20correlation%20with%20InTASC.pdf
2
Source: Learning Sciences International, The Marzano Causal Teacher Evaluation Model Alignment to INTASC Model Core Teaching Standards,
(2011). Website: http://www.marzanoevaluation.com/files/Marzano_Causal_Model_Alignment_to_InTASC_Teaching_Standards.pdf
2
high-quality instruction and by extension student learning. Next, teacher and leader evaluation
guidelines (see Vermont Guidelines for Teacher and Leader Effectiveness) support effective
evaluation systems where educators are provided with the necessary feedback to guide them in
improving their professional practice. Ideally, the professional learning standards function in
conjunction with evaluation systems to promote effective professional growth and learning
practices that lead to improved student learning. Ultimately, the standards remain distinct but
function together to create a coherent system organized around the needs of students.
EDUCATION STANDARDS FOR VERMONT
Professional Learning
Standards
• for educators, school leaders,
professional learning providers
Teacher & Leader
Evaluation Guidelines
• for school & district leaders
Core Leadership
Standards
• for school & district leaders
Core Teaching Standards
• for teachers
Common Core State
Standards
• for students
How to Use this Book
This book has been divided into sections devoted to each set of standards. Each section
includes an introduction as well as the detailed standards themselves. This allows each
section to function alone or in relation to the other standards.
3
Supporting Effective
Teaching in Vermont
Core Teaching Standards for Vermont Educators
4
INTRODUCTION
The dedication and professionalism of Vermont educators make our
schools strong. This is especially important given the research that
finds that teachers are the most important school-based factor
affecting student achievement (Hanushek, Eric A., John F. Kain, and
Steven G. Rivkin. 1998). The increasing attention to teaching
effectiveness, however, necessitates that we create a coherent system
of support so that educators can continue to achieve at a high level.
These standards form the
foundation of a system of
support for educators by
outlining what educators
across all content and
grade levels should know
and be able to do to be
effective in today's schools.
In 2011, the Vermont Standards Board for Professional Educators
(VSBPE) adopted the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core
Teaching Standards. These standards form the foundation of such a system by outlining what
educators across all content and grade levels should know and be able to do to be effective in
today's schools. The Vermont Core Teaching Standards (e.g. InTASC) embody the VSBPE’s
vision for having a caring, competent, highly effective educator in every Vermont classroom.
Education professionals from across the country, including practicing teachers, teacher
educators and state education agency staff, drafted these research-based standards. The ten
standards call for:





Personalized Learning for Diverse Learners
A Stronger Focus on Application of Knowledge and Skills
Improved Assessment Literacy
A Collaborative Professional Culture
New Leadership Roles for Teachers and Administrators
The revised standards are compatible with the Common Core State Standards for math and
English language arts, with National Board for Professional Teaching Standards (NBPTS), and
Learning Forward professional development standards. The standards also align with the
Interstate School Leader Licensure Consortium (ISLLC) 2008 educational leadership policy
standards adopted by the VSBPE in 2011. The VSBPE chose to format the Core Leadership
Standards similarly to the Core Teaching Standards to emphasize this alignment. This
compatibility with other sets of standards and documents helps establish a coherent continuum
of expectations for teachers from the novice stage through accomplished practice.
STRUCTURE OF THE STANDARDS
Vermont’s Core Teaching Standards are interrelated and overlap significantly. While each
standard depicts a discrete aspect of teaching or leading, the actual practice of education
incorporates many standards simultaneously. The ten standards can be grouped into four
general categories: The Learner and Learning, Content, Instructional Practice, and Professional
Responsibility. The categories are further explained by performance and knowledge indicators
and critical dispositions. Performance indicators are included first because they are the aspect of
teaching that can be observed and assessed. Essential Knowledge indicators describe the
5
knowledge necessary for effective practice. Finally, Critical Dispositions describe the habits of
professional action and moral commitments that underlie the work of educators.
The Content category is depicted as larger than the surrounding standards in the following
diagram to emphasize its centrality to the work of educators. Educators preparing to become
teachers or those planning their professional development process will need to prioritize
content knowledge and application. Additional indicators that illustrate Standard 4: Content
Knowledge and Standard 5: Application of Content can be found in the Vermont Licensing
Endorsements.
USING THE STANDARDS
The Vermont Core Teaching Standards provide a picture of what professional practice looks
like at different developmental stages of a teacher’s career. Educator preparation programs,
mentors, and schools can use the standards to support educators as they develop. Educators,
too, can use the standards to help guide their professional practice and growth over time. What
distinguishes a novice from the accomplished teacher is the degree of sophistication in her/his
application of knowledge and skills. Finally, the knowledge and performance indicators are not
intended to be checklists, but instead provide ways to picture what each standard means.
6
INTASC LEARNING PROGRESSIONS
The Core Teaching Standards are not accompanied by rubrics. The CCSSO, however, has
created the InTASC Learning Progressions as a resource tool that educators may use to support
their work using the standards. Learning Progressions for Teachers 1.0: A Resource for Ongoing
Teacher Development describes three developmental levels and offers educators more guidance
about how their practice might be improved. Educators using this document can self-assess or
work with colleagues to identify professional learning and concrete suggestions on how a
teacher can “shift” from one level to the next.
VERMONT TEACHER EFFECTIVENESS
The Vermont Agency of Education established the Vermont Task Force on Teacher & Leader
Effectiveness in March 2011 for the purpose of developing statewide teacher and leader
evaluation guidelines. The Task Force developed standards for evaluation based on the InTASC
standards for teachers and the ISLLC standards for administrators as they are widely accepted
standards of teaching and leading that attempt to capture a range of behaviors. The Task Force
understands that not all areas of a teacher’s practice need to be or can be measured in an
evaluation system. The InTASC standards, however, function as a foundation to support
effective instruction.
7
Standard #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.
Performances
1(a) The teacher regularly assesses individual and group
performance in order to design and modify instruction to
meet learners’ needs in each area of development
(cognitive, linguistic, social, emotional, and physical) and
scaffolds the next level of development.
Essential Knowledge
1(d) The teacher understands how learning occurs-- how
learners construct knowledge, acquire skills, and develop
disciplined thinking processes--and knows how to use
instructional strategies that promote student learning.
1(e) The teacher understands that each learner’s cognitive,
linguistic, social, emotional, and physical development
influences learning and knows how to make instructional
decisions that build on learners’ strengths and needs.
1(b) The teacher creates developmentally appropriate
instruction that takes into account individual learners’
strengths, interests, and needs and that enables each
learner to advance and accelerate his/her learning.
1(f) The teacher identifies readiness for learning, and
understands how development in any one area may affect
performance in others.
1(c) The teacher collaborates with families, communities,
colleagues, and other professionals to promote learner
growth and development.
1(g) The teacher understands the role of language and
culture in learning and knows how to modify instruction to
make language comprehensible and instruction relevant,
accessible, and challenging.
Critical Dispositions
1(h) The teacher respects learners’ differing strengths and
needs and is committed to using this information to further
each learner’s development.
1(i) The teacher is committed to using learners’ strengths as
a basis for growth, and their misconceptions as
opportunities for learning.
1(j) The teacher takes responsibility for promoting learners’
growth and development.
1(k) The teacher values the input and contributions of
families, colleagues, and other professionals in
understanding and supporting each learner’s development.
8
Standard #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.
Performances
2(a) The teacher designs, adapts, and delivers instruction
to address each student’s diverse learning strengths and
needs and creates opportunities for students to
demonstrate their learning in different ways.
Essential Knowledge
2(g) The teacher understands and identifies differences in
approaches to learning and performance and knows how to
design instruction that uses each learner’s strengths to
promote growth.
2(b) The teacher makes appropriate and timely provisions
(e.g., pacing for individual rates of growth, task demands,
communication, assessment, and response modes) for
individual students with particular learning differences or
needs.
2(h) The teacher understands students with exceptional
needs, including those associated with disabilities and
giftedness, and knows how to use strategies and resources
to address these needs.
2(i) The teacher knows about second language acquisition
processes and knows how to incorporate instructional
strategies and resources to support language acquisition.
2(c) The teacher designs instruction to build on learners’
prior knowledge and experiences, allowing learners to
accelerate as they demonstrate their understandings.
2(j) The teacher understands that learners bring assets for
learning based on their individual experiences, abilities,
talents, prior learning, and peer and social group
interactions, as well as language, culture, family, and
community values.
2(d) The teacher brings multiple perspectives to the
discussion of content, including attention to learners’
personal, family, and community experiences and cultural
norms.
2(e) The teacher incorporates tools of language
development into planning and instruction, including
strategies for making content accessible to English
language learners and for evaluating and supporting their
development of English proficiency.
2(k) The teacher knows how to access information about the
values of diverse cultures and communities and how to
incorporate learners’ experiences, cultures, and community
resources into instruction.
2(f) The teacher accesses resources, supports, and
specialized assistance and services to meet particular
learning differences or needs.
Critical Dispositions
2(l) The teacher believes that all learners can achieve at high
levels and persists in helping each learner reach his/her full
potential.
2(m) The teacher respects learners as individuals with
differing personal and family backgrounds and various
skills, abilities, perspectives, talents, and interests.
2(n) The teacher makes learners feel valued and helps them
learn to value each other.
2(o) The teacher values diverse languages and dialects and
seeks to integrate them into his/her instructional practice to
engage students in learning.
9
Standard #3: Learning Environments
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.
Performances
3(a) The teacher collaborates with learners, families, and
colleagues to build a safe, positive learning climate of
openness, mutual respect, support, and inquiry.
Essential Knowledge
3(i) The teacher understands the relationship between
motivation and engagement and knows how to design
learning experiences using strategies that build learner selfdirection and ownership of learning.
3(b) The teacher develops learning experiences that engage
learners in collaborative and self-directed learning and that
extend learner interaction with ideas and people locally
and globally.
3(j) The teacher knows how to help learners work
productively and cooperatively with each other to achieve
learning goals.
3(c) The teacher collaborates with learners and colleagues
to develop shared values and expectations for respectful
interactions, rigorous academic discussions, and individual
and group responsibility for quality work.
3(k) The teacher knows how to collaborate with learners to
establish and monitor elements of a safe and productive
learning environment including norms, expectations,
routines, and organizational structures.
3(d) The teacher manages the learning environment to
actively and equitably engage learners by organizing,
allocating, and coordinating the resources of time, space,
and learners’ attention.
3(l) The teacher understands how learner diversity can
affect communication and knows how to communicate
effectively in differing environments.
3(m) The teacher knows how to use technologies and how
to guide learners to apply them in appropriate, safe, and
effective ways.
3(e) The teacher uses a variety of methods to engage
learners in evaluating the learning environment and
collaborates with learners to make appropriate
adjustments.
Critical Dispositions
3(n) The teacher is committed to working with learners,
colleagues, families, and communities to establish positive
and supportive learning environments.
3(f) The teacher communicates verbally and nonverbally in
ways that demonstrate respect for and responsiveness to
the cultural backgrounds and differing perspectives
learners bring to the learning environment.
3(o) The teacher values the role of learners in promoting
each other’s learning and recognizes the importance of peer
relationships in establishing a climate of learning.
3(g) The teacher promotes responsible learner use of
interactive technologies to extend the possibilities for
learning locally and globally.
3(p) The teacher is committed to supporting learners as they
participate in decision making, engage in exploration and
invention, work collaboratively and independently, and
engage in purposeful learning.
3(h) The teacher intentionally builds learner capacity to
collaborate in face-to-face and virtual environments
through applying effective interpersonal communication
skills.
3(q) The teacher seeks to foster respectful communication
among all members of the learning community.
3(r) The teacher is a thoughtful and responsive listener and
observer.
10
Standard #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 these aspects of the discipline accessible and meaningful
for learners to assure mastery of the content.
Performances
4(a) The teacher effectively uses multiple representations
and explanations that capture key ideas in the discipline,
guide learners through learning progressions, and promote
each learner’s achievement of content standards.
Essential Knowledge
4(j) The teacher understands major concepts, assumptions,
debates, processes of inquiry, and ways of knowing that are
central to the discipline(s) s/he teaches.
4(k) The teacher understands common misconceptions in
learning the discipline and how to guide learners to
accurate conceptual understanding.
4(b) The teacher engages students in learning experiences
in the discipline(s) that encourage learners to understand,
question, and analyze ideas from diverse perspectives so
that they master the content.
4(l) The teacher knows and uses the academic language of
the discipline and knows how to make it accessible to
learners.
4(c) The teacher engages learners in applying methods of
inquiry and standards of evidence used in the discipline.
4(m) The teacher knows how to integrate culturally relevant
content to build on learners’ background knowledge.
4(d) The teacher stimulates learner reflection on prior
content knowledge, links new concepts to familiar
concepts, and makes connections to learners’ experiences.
4(n) The teacher has a deep knowledge of student content
standards and learning progressions in the discipline(s)
s/he teaches.
Critical Dispositions
4(o) The teacher realizes that content knowledge is not a
fixed body of facts but is complex, culturally situated, and
ever evolving. S/he keeps abreast of new ideas and
understandings in the field.
4(e) The teacher recognizes learner misconceptions in a
discipline that interfere with learning, and creates
experiences to build accurate conceptual understanding.
4(f) The teacher evaluates and modifies instructional
resources and curriculum materials for their
comprehensiveness, accuracy for representing particular
concepts in the discipline, and appropriateness for his/ her
learners.
4(p) The teacher appreciates multiple perspectives within
the discipline and facilitates learners’ critical analysis of
these perspectives.
4(g) The teacher uses supplementary resources and
technologies effectively to ensure accessibility and
relevance for all learners.
4(q) The teacher recognizes the potential of bias in his/her
representation of the discipline and seeks to appropriately
address problems of bias.
4(h) The teacher creates opportunities for students to learn,
practice, and master academic language in their content.
4(r) The teacher is committed to work toward each learner’s
mastery of disciplinary content and skills.
4(i) The teacher accesses school and/or district-based
resources to evaluate learners content knowledge in their
primary language.
11
Standard #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.
Performances
5(a) The teacher develops and implements projects that
guide learners in analyzing the complexities of an issue or
question using perspectives from varied disciplines and
cross-disciplinary skills (e.g., a water quality study that
draws upon biology and chemistry to look at factual
information and social studies to examine policy
implications).
Essential Knowledge
5(i) The teacher understands the ways of knowing in his/her
discipline, how it relates to other disciplinary approaches to
inquiry, and the strengths and limitations of each approach
in addressing problems, issues, and concerns.
5(j) The teacher understands how current interdisciplinary
themes (e.g., civic literacy, health literacy, global awareness)
connect to the core subjects and knows how to weave those
themes into meaningful learning experiences.
5(b) The teacher engages learners in applying content
knowledge to real world problems through the lens of
interdisciplinary themes (e.g., financial literacy,
environmental literacy).
5(k) The teacher understands the demands of accessing and
managing information as well as how to evaluate issues of
ethics and quality related to information and its use.
5(c) The teacher facilitates learners’ use of current tools and
resources to maximize content learning in varied contexts.
5(l) The teacher understands how to use digital and
interactive technologies for efficiently and effectively
achieving specific learning goals.
5(d) The teacher engages learners in questioning and
challenging assumptions and approaches in order to foster
innovation and problem solving in local and global
contexts.
5(m) The teacher understands critical thinking processes
and knows how to help learners develop high level
questioning skills to promote their independent learning.
5(e) The teacher develops learners’ communication skills in
disciplinary and interdisciplinary contexts by creating
meaningful opportunities to employ a variety of forms of
communication that address varied audiences and
purposes.
5(n) The teacher understands communication modes and
skills as vehicles for learning (e.g., information gathering
and processing) across disciplines as well as vehicles for
expressing learning.
5(f) The teacher engages learners in generating and
evaluating new ideas and novel approaches, seeking
inventive solutions to problems, and developing original
work.
5(o) The teacher understands creative thinking processes
and how to engage learners in producing original work.
5(p) The teacher knows where and how to access resources
to build global awareness and understanding, and how to
integrate them into the curriculum.
Critical Dispositions
5(q) The teacher is constantly exploring how to use
disciplinary knowledge as a lens to address local and global
issues.
5(g) The teacher facilitates learners’ ability to develop
diverse social and cultural perspectives that expand their
understanding of local and global issues and create novel
approaches to solving problems.
5(h) The teacher develops and implements supports for
learner literacy development across content areas.
5(r) The teacher values knowledge outside his/her own
content area and how such knowledge enhances student
learning.
5(s) The teacher values flexible learning environments that
encourage learner exploration, discovery, and expression
across content areas.
12
Standard #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 teacher’s and learner’s decision making.
Performances
6(a) The teacher balances the use of formative, interim, and
summative assessment as appropriate to support, verify,
and document learning.
Essential Knowledge
6(j) The teacher understands the differences between
formative, interim, and summative applications of
assessment and knows how and when to use each.
6(b) The teacher designs assessments that match learning
objectives with assessment methods and minimizes sources
of bias that can distort assessment results.
6(k) The teacher understands the range of types and
multiple purposes of assessment and how to design, adapt,
or select appropriate assessments to address specific
learning goals and individual differences, and to minimize
sources of bias.
6(c) The teacher works independently and collaboratively
to examine test and other performance data to understand
each learner’s progress and to guide planning.
6(l) The teacher knows how to analyze assessment data to
understand patterns and gaps in learning, to guide planning
and instruction, and to provide meaningful feedback to all
learners.
6(d) The teacher engages learners in understanding and
identifying quality work and provides them with effective
descriptive feedback to guide their progress toward that
work.
6(m) The teacher knows when and how to engage learners
in analyzing their own assessment results and in helping to
set goals for their own learning.
6(e) The teacher engages learners in multiple ways of
demonstrating knowledge and skill as part of the
assessment process.
6(n) The teacher understands the positive impact of effective
descriptive feedback for learners and knows a variety of
strategies for communicating this feedback.
6(f) The teacher models and structures processes that guide
learners in examining their own thinking and learning as
well as the performance of others.
6(o) The teacher knows when and how to evaluate and
report learner progress against standards.
6(g) The teacher effectively uses multiple and appropriate
types of assessment data to identify each student’s learning
needs and to develop differentiated learning experiences.
6(p) The teacher understands how to prepare learners for
assessments and how to make accommodations in
assessments and testing conditions, especially for learners
with disabilities and language learning needs.
Critical Dispositions
6(q) The teacher is committed to engaging learners actively
in assessment processes and to developing each learner’s
capacity to review and communicate about their own
progress and learning.
6(h) The teacher prepares all learners for the demands of
particular assessment formats and makes appropriate
accommodations in assessments or testing conditions,
especially for learners with disabilities and language
learning needs.
6(i) The teacher continually seeks appropriate ways to
employ technology to support assessment practice both to
engage learners more fully and to assess and address
learner needs.
6(r) The teacher takes responsibility for aligning instruction
and assessment with learning goals.
6(s) The teacher is committed to providing timely and effective
descriptive feedback to learners on their progress.
6(t) The teacher is committed to using multiple types of
assessment processes to support, verify, and document
learning.
13
Critical Dispositions
6(u) The teacher is committed to making accommodations in
assessments and testing conditions, especially for learners
with disabilities and language learning needs.
6(v) The teacher is committed to the ethical use of various
assessments and assessment data to identify learner
strengths and needs to promote learner growth. 6(s) The
teacher is committed to providing timely and effective
descriptive feedback to learners on their progress.
14
Standard #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.
Performances
7(a) The teacher individually and collaboratively selects
and creates learning experiences that are appropriate for
curriculum goals and content standards, and are relevant
to learners.
Essential Knowledge
7(g) The teacher understands content and content standards
and how these are organized in the curriculum.
7(h) The teacher understands how integrating cross
disciplinary skills in instruction engages learners
purposefully in applying content knowledge.
7(b) The teacher plans how to achieve each student’s
learning goals, choosing appropriate strategies and
accommodations, resources, and materials to differentiate
instruction for individuals and groups of learners.
7(i) The teacher understands learning theory, human
development, cultural diversity, and individual differences
and how these impact ongoing planning.
7(c) The teacher develops appropriate sequencing of
learning experiences and provides multiple ways to
demonstrate knowledge and skill.
7(j) The teacher understands the strengths and needs of
individual learners and how to plan instruction that is
responsive to these strengths and needs.
7(d) The teacher plans for instruction based on formative,
interim, and summative assessment data, prior learner
knowledge, and learner interest.
7(k) The teacher knows a range of evidence-based
instructional strategies, resources, and technological tools
and how to use them effectively to plan instruction that
meets diverse learning needs.
7(e) The teacher plans collaboratively with professionals
who have specialized expertise (e.g., special educators,
related service providers, language learning specialists,
librarians, media specialists) to design and jointly deliver
as appropriate learning experiences to meet unique
learning needs.
7(l) The teacher knows when and how to adjust plans based
on assessment information and learner responses.
7(m) The teacher knows when and how to access resources
and collaborate with others to support student learning
(e.g., special educators, related service providers, language
learner specialists, librarians, media specialists, community
organizations).
Critical Dispositions
7(n) The teacher respects learners’ diverse strengths and
needs and is committed to using this information to plan
effective instruction.
7(f) The teacher evaluates plans in relation to short- and
long-range goals and systematically adjusts plans to meet
each student’s learning needs and enhance learning.
7(o) The teacher values planning as a collegial activity that
takes into consideration the input of learners, colleagues,
families, and the larger community.
7(p) The teacher takes professional responsibility to use
short- and long-term planning as a means of assuring
student learning.
7(q) The teacher believes that plans must always be open to
adjustment and revision based on learner needs and
changing circumstances.
15
Standard #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.
Performances
8(a) The teacher uses appropriate strategies and resources
to adapt instruction to the needs of individuals and groups
of learners.
Essential Knowledge
8(j) The teacher understands the cognitive processes
associated with various kinds of learning (e.g., critical and
creative thinking, problem framing and problem solving,
invention, memorization and recall) and how these
processes can be stimulated.
8(b) The teacher continuously monitors student learning,
engages learners in assessing their progress, and adjusts
instruction in response to student learning needs.
8(k) The teacher knows how to apply a range of
developmentally, culturally, and linguistically appropriate
instructional strategies to achieve learning goals.
8(c) The teacher collaborates with learners to design and
implement relevant learning experiences, identify their
strengths, and access family and community resources to
develop their areas of interest.
8(l) The teacher knows when and how to use appropriate
strategies to differentiate instruction and engage all learners
in complex thinking and meaningful tasks.
8(d) The teacher varies his/her role in the instructional
process (e.g., instructor, facilitator, coach, audience) in
relation to the content and purposes of instruction and the
needs of learners.
8(m) The teacher understands how multiple forms of
communication (oral, written, nonverbal, digital, visual)
convey ideas, foster self expression, and build relationships.
8(e) The teacher provides multiple models and
representations of concepts and skills with opportunities
for learners to demonstrate their knowledge through a
variety of products and performances.
8(n) The teacher knows how to use a wide variety of
resources, including human and technological, to engage
students in learning.
8(o) The teacher understands how content and skill
development can be supported by media and technology
and knows how to evaluate these resources for quality,
accuracy, and effectiveness.
Critical Dispositions
8(p) The teacher is committed to deepening awareness and
understanding the strengths and needs of diverse learners
when planning and adjusting instruction.
8(f) The teacher engages all learners in developing higher
order questioning skills and metacognitive processes.
8(g) The teacher engages learners in using a range of
learning skills and technology tools to access, interpret,
evaluate, and apply information.
8(h) The teacher uses a variety of instructional strategies to
support and expand learners’ communication through
speaking, listening, reading, writing, and other modes.
8(q) The teacher values the variety of ways people
communicate and encourages learners to develop and use
multiple forms of communication.
8(i) The teacher asks questions to stimulate discussion that
serves different purposes (e.g., probing for learner
understanding, helping learners articulate their ideas and
thinking processes, stimulating curiosity, and helping
learners to question).
8(r) The teacher is committed to exploring how the use of
new and emerging technologies can support and promote
student learning.
8(s) The teacher values flexibility and reciprocity in the
teaching process as necessary for adapting instruction to
learner responses, ideas, and needs.
16
Standard #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.
Performances
9(a) The teacher engages in ongoing learning opportunities
to develop knowledge and skills in order to provide all
learners with engaging curriculum and learning
experiences based on local and state standards.
Essential Knowledge
9(g) The teacher understands and knows how to use a
variety of self-assessment and problem-solving strategies to
analyze and reflect on his/her practice and to plan for
adaptations/adjustments.
9(b) The teacher engages in meaningful and appropriate
professional learning experiences aligned with his/her own
needs and the needs of the learners, school, and system.
9(h) The teacher knows how to use learner data to analyze
practice and differentiate instruction accordingly.
9(i) The teacher understands how personal identity,
worldview, and prior experience affect perceptions and
expectations, and recognizes how they may bias behaviors
and interactions with others.
9(c) Independently and in collaboration with colleagues,
the teacher uses a variety of data (e.g., systematic
observation, information about learners, research) to
evaluate the outcomes of teaching and learning and to
adapt planning and practice.
9(d) The teacher actively seeks professional, community,
and technological resources, within and outside the school,
as supports for analysis, reflection, and problem-solving.
9(j) The teacher understands laws related to learners’ rights
and teacher responsibilities (e.g., for educational equity,
appropriate education for learners with disabilities,
confidentiality, privacy, appropriate treatment of learners,
reporting in situations related to possible child abuse).
9(e) The teacher reflects on his/her personal biases and
accesses resources to deepen his/her own understanding of
cultural, ethnic, gender, and learning differences to build
stronger relationships and create more relevant learning
experiences.
9(k) The teacher knows how to build and implement a plan
for professional growth directly aligned with his/her needs
as a growing professional using feedback from teacher
evaluations and observations, data on learner performance,
and school- and system-wide priorities.
9(f) The teacher advocates, models, and teaches safe, legal,
Critical Dispositions
and ethical use of information and technology including
appropriate documentation of sources and respect for
others in the use of social media.
9(l) The teacher takes responsibility for student learning
and uses ongoing analysis and reflection to improve
planning and practice.
9(m) The teacher is committed to deepening understanding
of his/her own frames of reference (e.g., culture, gender,
language, abilities, ways of knowing), the potential biases in
these frames, and their impact on expectations for and
relationships with learners and their families.
9(n) The teacher sees him/herself as a learner, continuously
seeking opportunities to draw upon current education
policy and research as sources of analysis and reflection to
improve practice.
9(o) The teacher understands the expectations of the
profession including codes of ethics, professional standards
of practice, and relevant law and policy.
17
Standard #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.
Performances
10(a) The teacher takes an active role on the instructional
team, giving and receiving feedback on practice,
examining learner work, analyzing data from multiple
sources, and sharing responsibility for decision making
and accountability for each student’s learning.
Essential Knowledge
10(l) The teacher understands schools as organizations
within a historical, cultural, political, and social context and
knows how to work with others across the system to
support learners.
10(m) The teacher understands that alignment of family,
school, and community spheres of influence enhances
student learning and that discontinuity in these spheres of
influence interferes with learning.
10(b) The teacher works with other school professionals to
plan and jointly facilitate learning on how to meet diverse
needs of learners.
10(c) The teacher engages collaboratively in the schoolwide
effort to build a shared vision and supportive culture,
identify common goals, and monitor and evaluate progress
toward those goals.
10(n) The teacher knows how to work with other adults and
has developed skills in collaborative interaction appropriate
for both face-to-face and virtual contexts.
10(o) The teacher knows how to contribute to a common
culture that supports high expectations for student
learning.
10(d) The teacher works collaboratively with learners and
their families to establish mutual expectations and ongoing
communication to support learner development and
achievement.
Critical Dispositions
10(e) Working with school colleagues, the teacher builds
ongoing connections with community resources to
enhance student learning and well-being.
10(p) The teacher actively shares responsibility for shaping
and supporting the mission of his/her school as one of
advocacy for learners and accountability for their success.
10(f) The teacher engages in professional learning,
contributes to the knowledge and skill of others, and
works collaboratively to advance professional practice.
10(q) The teacher respects families’ beliefs, norms, and
expectations and seeks to work collaboratively with
learners and families in setting and meeting challenging
goals.
10(g) The teacher uses technological tools and a variety of
communication strategies to build local and global
learning communities that engage learners, families, and
colleagues.
10(r) The teacher takes initiative to grow and develop with
colleagues through interactions that enhance practice and
support student learning.
10(h) The teacher uses and generates meaningful research
on education issues and policies.
10(s) The teacher takes responsibility for contributing to
and advancing the profession.
10(i) The teacher seeks appropriate opportunities to model
effective practice for colleagues, to lead professional
learning activities, and to serve in other leadership roles.
10(t) The teacher embraces the challenge of continuous
improvement and change.
10(j) The teacher advocates to meet the needs of learners, to
strengthen the learning environment, and to enact system
change.
10(k) The teacher takes on leadership roles at the school,
district, state, and/or national level and advocates for
learners, the school, the community, and the profession.
18
NEXT STEPS
Supporting the development and continuous growth of effective teachers is essential to the
well-being of Vermont’s schools. The adoption of Vermont’s Core Teaching Standards is an
essential first step towards building a coherent system of support for educators. Key partners
are already beginning to implement the standards in their efforts to develop such a system.
Specifically:


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
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The Vermont Task Force on Teacher and Leader Effectiveness is working to implement
guidelines for teacher and leader evaluation systems that are built upon the Vermont
Core Teaching and Leadership Standards across the state.
The VT AOE is supporting educator preparation programs in adopting the InTASC
standards in their approved programs.
The Results Oriented Program Approval (ROPA) Design Team is working to align the
program approval process with the standards in order to better evaluate educator
preparation programs and alternate routes to licensure, including Peer Review.
Local Standards Boards have begun to examine the standards in light of the relicensure
process.
The VSBPE will consider additional ways the standards and the InTASC Learning
Progressions can be used to promote mentoring, induction, and professional learning.
Moving forward, the Vermont Core Teaching Standards will serve as a resource to prepare,
train, guide, and support Vermont educators.
19
REFERENCES
Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and
Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State
Dialogue. Washington, DC: Author.
Goe, Laura. 2007. “The Link Between Teacher Quality and Student Outcomes: A Research
Synthesis.” Washington, D.C.: National Comprehensive Center on Teacher Quality
Hanushek, Eric A., John F. Kain, and Steven G. Rivkin. 1998. “Teachers, Schools, and
Academic Achievement.” New York: National Bureau of Economic Research Working
Paper No. 6691
Sawchuk, S., "EWA Research Brief: What Studies Say About Teacher Effectiveness," 2011.
National Education Writers Association.
http://www.ewa.org/site/PageServer?pagename=research_teacher_effectiveness
20
Supporting Effective
Leadership in Vermont
Core Leadership Standards for Vermont Educators, Internship Requirements and
Pathways to Licensure
21
INTRODUCTION
The expectations for school leaders have shifted dramatically over the last decade in
conjunction with an increase in knowledge and understanding of the significant role that
educational leadership plays in transforming schools. Today’s schools look to leaders to address
more than the traditional administrative duties: buses, budgets, and buildings. Administrators
across the country are asked to be instructional leaders, to improve teaching and learning so
that every student may be successful.
Studies have concluded that 20 to 25 percent of a school’s
Standards are the foundation and can
impact on student achievement is attributable to
inform all components of an aligned
and cohesive system—preparation,
leadership. Furthermore of all school-level factors, only
licensing, induction, and professional
classroom instruction has a greater effect on students’
development.
learning (Leithwood, Seashore Louis, Anderson, and
Wahlstrom, 2004; Marzano, Waters, and McNulty, 2005).
Educational Leadership Policy Standards:
Recognizing the importance of school and district
ISLLC 2008
leadership, the Vermont Agency of Education, together
with the Vermont Standards Board for Professional Educators (VSBPE), has committed itself to
identifying ways to support current and aspiring leaders.
The VSBPE last adopted requirements for administrators in 1998. In the fall of 2011, the VSBPE
voted to adopt the 2008 Interstate School Leaders Licensure Consortium (ISLLC) Standards for PK12 educational leaders. The six standards call for:
1.
Facilitating the development, articulation, implementation and stewardship of a
widely shared vision for learning;
2.
Developing a school culture and instructional program conducive to student
learning and staff professional growth;
3.
Ensuring effective management of the organization, operation, and resources for a
safe, efficient, and effective learning environment;
4.
Collaborating with faculty and community members, responding to diverse
community interests and needs, and mobilizing community resources;
5.
6.
Acting with integrity, fairness, and in an ethical manner; and
Understanding, responding to, and influencing the political, social, legal, and
cultural contexts.
To further support this focus on educational leadership, the VSBPE appointed a stakeholder
group of field practitioners to consider revisions to the administrator endorsements and to
recommend additional requirements for licensure. This committee first convened in November
2011 and included representatives from each of the administrator endorsement areas: career
and technical center director, assistant director for adult education, principal, superintendent,
supervisor, and director of special education. Also represented were educational leadership
preparation programs, curriculum directors, teachers, and aspiring principals.
22
Specifically, the VSBPE directed the committee to draft the foundational knowledge and
performance standards and to consider additional requirements for all administrator
endorsement areas. Parameters for the committee’s work were defined by:






Vermont’s Definition of an Effective School Leader adopted by the VSBPE on December 9,
2010
Vermont’s Rules Governing the Licensing of Educators and the Preparation of Educational
Professionals
Educational Leadership Policy Standards: ISLLC 2008 (ISLCC 2008)
Performance Expectations and Indicators for Education Leaders, a companion guide to ISLLC
2008
Educational Leadership Program Standards – ELCC Revised Standards –March 2009,
published by the National Policy Board for Educational Administration.
Research on principal certification summarized by the Northeast and Islands Regional
Educational Laboratory (REL) in the spring of 2011 on behalf of the VSBPE
Finally, the committee chose to strengthen Vermont’s Core Leadership Standards by
incorporating specific indicators that referenced the knowledge and skills school leaders need to
support digital age learning and technology use in transformed schools. To do so, the
committee incorporated into the standards themselves a number of the National Educational
Technology Standards for Administrators (NETS-A) developed by the International Society for
Technology in Education.
The VSBPE wishes to thank the following members of the endorsement revision committee
for their time and expertise in helping to revise the administrator endorsement requirements:
Judith Aiken, Associate Professor, University of Vermont
Mark Aliquo, Director, Burlington Technical Center
Nancy Bush, Cooperative Education Coordinator, Hartford School District
Jill Cramer, Special Educator, Vice-Chair VSBPE, John F. Kennedy Elementary School
Ruth Durkee, Assistant Director for Adult Education, Randolph Technical Career Center
Carole Freeman, Assistant Superintendent, Washington Central Supervisory Union
Rob Fried, Executive Director, Upper Valley Educators Institute
Sally Hayes, 4th Grade Teacher, Aspiring Principal, C.P. Smith Elementary School
Bill Kimball, Coordinator of Curriculum and Assessment, Orleans Southwest Sup. Union
Colleen MacKinnon, Director of Assessment & Accreditation, University of Vermont
Tina Muncy, Interim Coordinator for School Leadership, Upper Valley Educators Institute
Ken Page, Executive Director, Vermont Principals’ Association
Ron Stahley, Superintendent, Windham Southeast Supervisory Union
Joe Teegarden, Director, Green Mt. Technology & Career Center
Vicki Wells, Director of Student Services, Addison Central Supervisory Union
The VSBPE would also like to thank the following individuals for their feedback and
support of the revision process:
Harry Chaucer, Director Woodruff Institute, Castleton State College
Susan Hayes, Senior Program Associate-Special Education, WestEd
Jeff Francis, Executive Director, Vermont Superintendents Association
23
VERMONT’S CORE LEADERSHIP STANDARDS
Performance expectations and
indicators are observable and
measurable statements about what
leaders do to ensure effective teaching
and successful learning by every
student.
Performance Expectations and
Indicators for Education Leaders
Vermont’s Core Leadership Standards are based on
the six ISLLC broad policy standards and functions
that establish a strong vision for effective leadership at
the school and district level. The VSBPE’s
endorsement revision committee identified
accompanying knowledge indicators to further guide
leaders in developing an essential knowledge base that
can lead to effective practice, along with a set of
performance indicators to identify observable
performance expectations that can be measured.
Few school and district leaders can be expected to demonstrate expertise in meeting all of the
knowledge and performance indicators. Instead, the committee intentionally chose to speak to
“educational leaders” in this document to emphasize the idea of shared leadership. The
knowledge and performance expectations included here are comprehensive and greater than a
single leader can be expected to attain; this is especially true for aspiring leaders and those early
in their career. A distributed leadership model, however, would support educational leaders,
including teachers, in working together to meet these knowledge and performance expectations
within schools and districts. There may also be additional indicators demonstrating the
standards that the committee has not identified.
Finally, the VSBPE acknowledges the importance of continued professional growth in relation
to the standards. What distinguishes levels of proficiency among those in leadership roles is the
degree of sophistication in their application of the knowledge and skills required to lead.
Educational leaders in different positions and at different points in their careers can be expected
to meet these performance standards at increasingly higher levels of effectiveness as they
develop professionally.
Standards Structure
Vermont’s Core Leadership Standards are interrelated and overlap significantly. Each standard
is supported by a number of functions that describe the action or actions for which school
leaders are responsible. The functions are further defined by the knowledge and performance
indicators, which can be used to monitor progress at career-stages or for differentiated
leadership roles. The performance standards, however, come first because they are observable
and can be assessed in practice. Key concepts are also referenced across standards. For example,
use of data is woven throughout the leadership standards because of its value in accountability,
decision-making, and reflective practice.
Standard 2, Teaching and Learning, is shown in the following diagram as larger than the other
standards to emphasize the centrality of teaching and learning to the work of educational
leaders. Educators addressing the standards in preparation for becoming leaders or as part of
their professional development process may want to prioritize Standard 2 when reflecting on the
significance of their activities.
24
Finally, the VSBPE chose a format for the Core Leadership Standards for Vermont Educators
that mirrors the Vermont Core Teaching Standards, also adopted in 2011, to emphasize that the
standards have much in common (e.g., addressing the needs of diverse learners) while still
meeting the unique needs of teachers and leaders.
25
VERMONT CORE STANDARDS AT-A-GLANCE
26
VERMONT LEADERSHIP INTERNSHIP REQUIREMENTS
Rationale
Leadership is learned
Aspiring educational leaders who complete a high-quality
through studying the key
internship will experience leading, facilitating, and making
concepts and skills used by
decisions typical of those made by educational leaders within a
effective leaders, observing
school environment. A candidate’s time spent doing the actual
good models and by one’s
work of an administrator during a formalized internship
own trial and error in the
experience with the support of a trained mentor should result in
workplace.
greater success for both the leader and the school when the
Southern Regional
aspiring administrator is hired in the future and lessen the
Education Board,
potential damage and expense of principal turnover. The
The Principal Internship:
How Can We Get It Right
endorsement revision committee, consisting of aspiring and
expert practitioners, believes that requiring this kind of
experience in schools where future leaders apply theory to practice will best prepare future
administrators for the job of leading schools.
Research supports the idea that aspiring leaders need frequent and regular experiences in
schools throughout a school year to meet a range of authentic educational leadership
responsibilities by working with teachers, students and their families, and community members
(Southern Regional Education Board). Additionally, the committee believes that future
educational leaders benefit greatly from multiple field experiences in diverse educational
settings.
Finally, requiring internship experiences for future administrators is considered current best
practice across states. For example, the 16th annual edition of Education Week’s Quality Counts
2012 report noted 40 states require an internship for aspiring principals. A new field-based
requirement would place Vermont among those states requiring internships.
Internship
The VSBPE has adopted the following definition to promote greater clarity and consistency for
aspiring administrators who may be enrolled in a preparation program, pursuing an alternate
route, or working under a provisional license.
An “Administrative Internship” means a minimum of 300 hours of supervised,
substantive field experience in two or more types of school settings, including
employment on a provisional license as an administrator, or other concentrated field
experience however named, in which the candidate shall demonstrate competence in the
Core Leadership Standards for Vermont Educators (e.g. ISLLC).
Aspiring educational leaders will apply their knowledge to promote the success of every
student through a substantial and sustained educational leadership internship experience
within a school setting. The internship must be monitored by a qualified, on-site mentor who is
licensed in the same area. Candidates will be required to work with teachers throughout the
27
internship to address curriculum, instructional best practices, and assessment; work with staff
and parents to promote student success and improve schools; and work with faculty to
implement an improvement initiative and evaluate its effectiveness.
An ideal internship is full-time and job-embedded. One way a candidate could meet the
requirement is by working in an appropriately supervised setting under a provisional license
with mentoring. Internships, however, can be flexibly scheduled and allow a candidate to teach
on a part-time basis while spending several days a week in the role of an administrator during
the school day (for a 16 hour weekly minimum). Candidates should have opportunities to gain
experiences in two or more types of school settings (e.g. elementary, middle, secondary, urban,
suburban, rural, virtual, and alternative schools) in order to deepen their understanding of the
knowledge and leadership skills necessary for leadership in PK-12 schools. Ultimately, the time
devoted to the internship needs to be sufficient for the candidate to demonstrate competencies
as defined by the knowledge and performance indicators outlined in the Core Leadership
Standards for Vermont Educators (e.g., ISLLC).
PATHWAYS TO BECOMING AN ADMINISTRATOR
The VSBPE is committed to assuring that learners in Vermont are served by effective leaders
who have been well-prepared. As part of its efforts to only license the most- qualified aspiring
leaders, the Board has developed three pathways to licensure. Education leaders can become
licensed through:
Pathway 1: Completion of an Approved Preparation Program
Aspiring leaders who successfully complete an approved preparation program, an
administrative internship, and have documented their meeting of the Core
Leadership Standards for Vermont Educators, will receive a recommendation for
licensure from their program and be granted a Level I administrator endorsement.
Pathway 2: Completion of Peer Review
Vermont has created an "alternate route to licensure" for experienced educators who
wish to become licensed administrators but who have not completed a traditional
educator preparation program at a college or university. Peer Review is designed for
individuals who have acquired the knowledge and skills needed to meet the Core
Leadership Standards for Vermont Educators and who have completed internship
requirements through a combination of coursework and experiences, rather than
strictly through an approved preparation program. Candidates will receive a
recommendation for licensure from Peer Review and be granted a Level I
administrator endorsement.
Pathway 3: Completion of an Academic Review
Aspiring leaders may apply for an Academic Review by the Licensing Office after
completing coursework that aligns with the Core Leadership Standards for Vermont
Educators, meeting internship requirements, and by successfully demonstrating
knowledge competencies by a passing score on the School Leaders Licensure
Assessment (SLLA) available through ETS. The Licensing Office will grant a Level I
28
administrator endorsement upon verification that an applicant has met these
requirements.
The three Pathways have been established to allow flexibility for leaders entering the field while
assuring the public that future administrators have demonstrated the knowledge and skills
necessary to lead Vermont’s schools. (Please note that additional licensing requirements will
apply depending on the administrator endorsement being sought.)
Vermont Leader Effectiveness
The Vermont Agency of Education established the Vermont Task Force on Teacher & Leader
Effectiveness in March 2011 for the purpose of developing statewide teacher and leader
evaluation guidelines. Working from the InTASC standards for teachers and the ISLLC
standards for administrators, the Task Force created the Vermont Guidelines for Teacher & Leader
Effectiveness, which was subsequently approved by the Vermont State Board of Education on
June 18, 2012. The document is intended to clarify essential elements of a high-quality teacher
and leader evaluation system and provide guidance as districts work to design or improve their
evaluation systems.
29
Educational Leadership Policy Standards: ISLLC 2008
An education leader promotes the success of every student by...
Standards
1.
2.
3.
4.
A. Collaboratively
develop and
implement a
shared vision
and mission
B. Collect and
use data to
identify goals,
assess organizational
effectiveness,
and promote organizational
learning
B. Create a
comprehensive,
rigorous, and
coherent
curricular
program
C. Create and
implement plans
to achieve goals
D. Promote
continuous and
sustainable
improvement
E. Monitor and
evaluate
progress
and revise plans
C. Create a
personalized
and
motivating
learning
environment
for students
D. Supervise
instruction
E. Develop assessment and
accountability
systems to
monitor student
progress
A. Monitor and
evaluate the
management
and operational
systems
B. Obtain,
allocate, align,
and efficiently
utilize human,
fiscal, and technological
resources
C. Promote and
protect the
welfare and
safety of
students and
staff
D. Develop the
capacity for
distributed
leadership
E. Ensure
teacher and
organizational
time is focused
to support
quality
instruction
and student
learning
Collaborating with
faculty and community
members, responding to
diverse community
interests and needs, and
mobilizing community
resources
A. Collect and
analyze data
and information
pertinent to the
educational
environment
B. Promote
understanding,
appreciation,
and use of the
C. Build and
sustain positive
relationships
with families
and caregivers
D. Build and
sustain productive
relationships
with community
partners
Acting with integrity,
fairness, and in an
ethical manner
A. Ensure a system of accountability for every
demic and
social success
C. Safeguard
the values of
democracy,
equity, and
diversity
D. Consider and
evaluate the
potential moral
and legal consequences of
decision-making
Understanding,
responding to, and
influencing the
political, social,
economic, legal, and
cultural context
A. Advocate for
children, families, and caregivers
B. Model principles
of selfawareness,
reflective
practice,
transparency,
and ethical
behavior
B. Act to
influence
local, district,
state, and
national
decisions
affecting
student learning
5.
6.
Functions
Facilitating the
development,
articulation,
implementation, and
stewardship of a vision
of learning that is shared
and supported by all
stakeholders
Advocating
nurturing, and
sustaining a school
culture and instructional
program conducive to
student learning and
staff professional growth
Ensuring
management of the
organization, operation,
and resources for a safe,
efficient, and effective
learning environment
A. Nurture and
sustain a culture
of collaboration,
trust, learning,
and high
expectations
diverse cultural,
social, and intellectual resources
C. Assess,
analyze,
and anticipate
emerging trends
and initiatives in
order to adapt
leadership
strategies
30
E. Promote
social
justice and
ensure that
individual
student needs
inform all
aspects of
schooling
F. Develop the
Instructional
and leadership
capacity of staff
G. Maximize
time spent on
quality instruction
H. Promote the
use of the most
effective and
appropriate
technologies to
support
teaching
and learning
I. Monitor
and evaluate the
impact of
the instructional
program
Standard #1
An education leader promotes the success of every learner by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and
supported by all stakeholders.
Function:
1.1 Collaboratively develop and implement a shared vision and mission.
Performances
Education leaders:
a) Use varied sources of information and analyze
data about current practices and outcomes to
shape a vision, mission, and goals with high,
measurable expectations for all learners and
educators.
b) Align the vision, mission, and goals to school,
district, state, and federal policies, such as
content standards and achievement targets.
c) Incorporate diverse perspectives, including
the aspirations of learners, and craft consensus
about vision, mission, and goals that are high
and achievable for every learner.
d) Advocate for a specific vision of learning in
which every learner has equitable,
appropriate, and effective learning
opportunities and achieves at high levels.
e) Identify and adhere to roles, responsibilities,
and authority in relation to implementing the
vision, mission, and goals.
Essential Knowledge
Education leaders have knowledge of:
a) The nature of collaborative school visioning
and the impact of vision and mission on learner
achievement and various methods for
involving stakeholders in the visioning process
and consensus building.
b) Theories and relevant knowledge surrounding
learning in a pluralistic society, the diversity of
learners and learners’ needs, schools as
interactive social and cultural systems, and
social and organizational change.
c) Role delineation at the school, district, and
supervisory union level.
Function:
1.2 Collect and use data to identify goals, assess organizational effectiveness, and promote
organizational learning.
Performances
Education leaders:
a) Use or develop data systems and other sources
of information (e.g., test scores, teacher
reports, learner work samples, climate
surveys) to identify unique strengths and
needs of learners, gaps between current
outcomes and goals, and areas for
improvement.
b) Make decisions informed by data, research,
and best practices to shape plans, programs,
and activities and regularly review their
effects.
c) Use data to determine effective change
strategies, engaging staff and community
stakeholders in planning and carrying out
changes in programs and activities.
Essential Knowledge
Education leaders have knowledge of:
a) The purposes and processes for collecting,
analyzing and using appropriate data to drive
decision making that impact learning.
b) The design and utilization of assessment data
for learning.
c) Organizational effectiveness and learning
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Function:
1.3 Create and implement plans to achieve goals.
Performances
Education leaders:
a) Identify and remove barriers to achieving the
vision, mission, and goals.
b) Incorporate the vision and goals into planning
(e.g., strategic plan, school improvement
plan), change strategies, and instructional
programs.
c) Engage diverse stakeholders, including those
with conflicting perspectives, in ways that
build shared understanding and commitment
to vision, mission, and goals.
d) Work to bring diverse learners into the
dialogue on school improvement so as to
engage them in achieving identified goals.
e) Advocate for and act on commitments in the
vision, mission, and goals to provide
equitable, appropriate, and effective learning
opportunities for every learner.
Essential Knowledge
Education leaders have knowledge of:
a) Strategic, tactical, and operational program
planning, implementation, and evaluation.
b) School improvement planning processes.
c) Variables that affect learner achievement.
d) The impact of school culture on teaching and
learning.
Function:
1.4 Promote continuous and sustainable improvement.
Performances
Education leaders:
a) Develop shared commitments and
responsibilities that are distributed among
staff and the community for making decisions
and evaluating actions and outcomes.
b) Communicate and act from shared vision,
mission, and goals so educators and the
community understand, support, and act on
them consistently.
Essential Knowledge
Education leaders have knowledge of:
a) The role of professional learning, including
adult learning theory, in continuous and
sustainable improvement.
b) Continuous and sustained improvement
models and processes.
c) Change processes, including continuous and
sustainable improvement and discontinuous
change at the building-level.
d) Strategic management of human resources and
its impact on continuous and sustainable
improvement.
Function:
1.5 Monitor and evaluate progress and revise plans.
Performances
Education leaders:
a) Establish, conduct, and evaluate processes
used to engage staff and community in a
shared vision, mission, and goals.
b) Revise plans, programs, and activities based
on systematic evidence and reviews of
progress toward the vision, mission, and
Essential Knowledge
Education leaders have knowledge of:
a) Effective strategies for monitoring the
implementation and revision of plans to
achieve school improvement goals.
b) Program evaluation models.
32
c)
goals.
Obtain and align resources, such as learning
technologies, staff, time, funding, materials,
training, etc., to achieve the vision, mission,
and goals.
33
Standard #2
An education leader promotes the success of every learner by advocating, nurturing, and
sustaining a school culture and instructional program conducive to learning and staff
professional growth.
Function:
2.1 Nurture and sustain a culture of collaboration, trust, learning, and high expectations.
Performances
Education leaders:
a) Develop shared understanding, capacities,
and commitment to high expectations for all
students and closing achievement gaps.
b) Model openness to change and collaborative
and transformative practices that enhance
learner outcomes.
c) Provide support, time, and resources for
leaders, staff, and learners to examine their
own beliefs, values, and practices in relation
to the vision and goals for teaching and
learning.
Essential Knowledge
Education leaders have knowledge of:
a) The elements of school culture and ways it can
be influenced to ensure learner success.
Function:
2.2 Create a comprehensive, rigorous, and coherent curricular program.
Performances
Education leaders:
a) Provide coherent, effective guidance for
rigorous curriculum and instruction, and
align content standards, curriculum,
teaching, assessments, professional learning,
and evaluation methods.
b) Identify and use high-quality research and
data-based strategies and practices that are
appropriate in the local context to increase
learning for every student.
Essential Knowledge
Education leaders have knowledge of:
a) The development of quality curriculum
including principles or theories of learning,
appropriate instructional techniques,
monitoring and evaluating instruction, using
data and technology to improve instruction,
and allocating resources.
Function:
2.3 Create a personalized and motivating learning environment for learners.
Performances
Education leaders:
a) Develop shared understanding of rigorous
curriculum and standards-based instructional
programs, working with teams to analyze
learner work, monitor learner progress, and
redesign curricular and instructional
programs to meet diverse needs.
b) Provide and monitor effects of differentiated
teaching strategies, curricular materials,
educational technologies, and other resources
appropriate to engage and help motivate
Essential Knowledge
Education leaders have knowledge of:
a) Human development theories, brain-based
strategies, proven learning and motivational
theories and how diversity influences the
learning process.
b) Motivational theories that lead to increased
self-initiative, self-direction, self-assessment
and reflection by learners.
34
diverse learner populations, including
learners with disabilities, cultural and
linguistic differences, gifted and talented,
disadvantaged social economic backgrounds,
or other factors affecting learning.
Function:
2.4 Supervise instruction.
Performances
Education leaders:
a) Provide ongoing feedback using data,
assessments, and evaluation methods that
improve practice.
b) Encourage, guide, and monitor individual
professional learning plans and progress for
continuous improvement of teaching and
learning.
Essential Knowledge
Education leaders have knowledge of:
a) Supervision strategies that ensure teachers are
demonstrating research based professional
practices.
b) Individual professional development plans and
continuous progress.
Function:
2.5 Develop assessment and accountability systems to monitor learner progress.
Performances
Education leaders:
a) Develop and appropriately use aligned,
standards-based accountability data to
improve the quality of teaching and learning.
b) Use varied sources and kinds of information
and assessments (e.g. test scores, work
samples, anecdotal information) to evaluate
learning, effective teaching, and program
quality.
c) Guide regular analyses and disaggregation of
data about all learners to improve
instructional programs.
d) Use appropriate assessment strategies and
research methods to understand and
accommodate diverse learner and
community conditions and dynamics.
Essential Knowledge
Education leaders have knowledge of:
a) Multiple purposes, types of assessments, and
appropriate use of data from assessments
b) Authentic assessments that relate to real-world
application of knowledge and skills.
c) Multiple methods of evaluation, accountability
systems, data collection, and analysis of data.
Function:
2.6 Develop the instructional and leadership capacity of staff.
Performances
Education leaders:
a) Guide and support job-embedded, standardsbased professional learning that improves
teaching and learning and meets diverse
learning needs of every student.
b) Develop time and resources to build a
professional culture of openness and
collaboration, engaging teachers in sharing
Essential Knowledge
Education leaders have knowledge of:
a) Principles of quality professional learning.
b) Effective instructional techniques.
c) Strategies to encourage individual and shared
improvement initiatives.
d) Evaluation of professional learning.
35
information, analyzing outcomes, and
planning improvement.
Function:
2.7 Maximize time spent on quality instruction.
Performances
Education leaders:
a) Provide and monitor the use of differentiated
strategies, materials, and technologies to
maximize the effective use of instructional
time to enhance deep understanding and
critical thinking.
Essential Knowledge
Education leaders have knowledge of:
a) School systems that promote efficient and
motivating practices in the growth of people
through humane processes, and creative
resources.
Function:
2.8 Promote the use of the most effective and appropriate technologies to support teaching and
learning.
Performances
Education leaders:
a) Promote the use of effective data-based
technologies and performance enhancement
systems to monitor and analyze assessment
results for accountability reporting and to
guide continuous improvement.
b) Promote the use of appropriate methods and
strategies for applying technology to
maximize learning.
c) Ensure instructional innovation focused on
continuous improvement of digital-age
learning.
d) Allocate time, resources, and access to ensure
ongoing professional growth in technology
fluency and integration.
Essential Knowledge
Education leaders have knowledge of:
a) Technology as a pedagogical and
administrative tool.
b) National standards related to the use of
technology in teaching and learning.
c) Effective practice in the study of technology
and its infusion across the curriculum.
Function:
2.9 Monitor and evaluate the impact of the instructional program.
Performances
Education leaders:
a) Interpret data and communicate progress
toward vision, mission, and goals for
educators, the school community, and other
stakeholders.
Essential Knowledge
Education leaders have knowledge of:
a) Program evaluation.
36
Standard #3
An education leader promotes the success of every learner by ensuring management of the
organization, operation, and resources for a safe, efficient, and effective learning environment.
Function:
3.1 Monitor and evaluate the management and operational systems.
Performances
Education leaders:
a) Use effective tools to design, evaluate and
revise processes to continuously improve the
organizational and operational system.
b) Evaluate and revise processes to
continuously improve the operational
system.
Essential Knowledge
Education leaders have knowledge of:
a) How to assess and manage organizational and
operational resources of the school/program.
b) How to manage the marketing and public
relations functions of the school (e.g. by
creating meaningful links to members and
groups within the surrounding community).
c) How to strategically align the operations,
mission, vision, and goals of the school with the
district’s strategic framework.
Function:
3.2 Obtain, allocate, align, and efficiently utilize fiscal and technological resources.
Performances
Education leaders:
a) Develop and facilitate communication and
data systems that assure the timely flow of
information.
b) Allocate funds based on learner needs
within the framework of federal and state
rules.
c) Align resources (e.g. time, people, space)
to achieve the vision and goals.
d) Operate within budget and fiscal
guidelines and direct them effectively
toward teaching and learning.
e) Seek and secure additional resources
needed to accomplish the vision and goals.
f) Establish and maintain a robust
infrastructure for technology including
integrated, interoperable technology
systems to support management,
operations, teaching, and learning.
Essential Knowledge
Education leaders have knowledge of:
a) Methods and procedures for managing the
school’s operations.
b) Methods and procedures for managing school
facilities.
c) Methods and procedures for strategically
aligning resources with school priorities.
Function:
3.3 Promote and protect the welfare and safety of students and staff.
Performances
Education leaders:
a) Maintain the physical plant for safety,
ADA requirements, and other access
issues to support learning of every
student.
Essential Knowledge
Education leaders have knowledge of:
a) Policies and procedures for providing school
personnel, learners, and visitors with a safe
and secure building environment, including
how to plan for a substance, weapon, and
37
b) Develop and monitor a comprehensive
safety and security plan.
c) Involve teachers, and learners in
developing, implementing, and
monitoring guidelines and norms for
accountable behavior.
d) Involve parents and families in supporting
guidelines and norms for accountability.
e) Promote, model and establish policies for
safe, legal, and ethical use of digital
information and technology.
violence-free school.
Function:
3.4. Recruit, support, and retain effective educators.
Performances
Education leaders:
a) Implement practices to recruit and retain
highly qualified personnel.
b) Conduct personnel evaluation processes
that promote professional practice to
enhance student growth and learning in
keeping with district and state policies.
Essential Knowledge
Education leaders have knowledge of:
a) Methods and procedures for managing the
school’s resources, including human
resource development.
b) Hiring practices that fully and effectively
screen candidates.
c) Evaluation systems that support effective
teaching.
Function:
3.5 Develop the capacity for distributed leadership.
Performances
Education leaders:
a) Distribute and oversee responsibilities for
leadership of operational systems.
b) Advocate for and create collaborative
systems and distributed leadership
responsibilities that support student and staff
learning and well-being.
c) Clarify and adhere to roles, responsibilities,
and authorities within leadership model.
Essential Knowledge
Education leaders have knowledge of:
a) The meaning of distributed leadership and how
to create and sustain it.
b) The effective delineation of leadership roles.
Function:
3.6 Ensure teacher and organizational time is focused to support quality instruction and learning.
Performances
Education leaders:
a) Assign personnel to address diverse learner
needs, legal requirements, and equity goals.
Essential Knowledge
Education leaders have knowledge of:
a) Time management and setting work priorities.
b) The creation and management of school
schedules.
38
Standard #4
An education leader promotes the success of every learner by collaborating with faculty and
community members, responding to diverse community interests and needs, and mobilizing
community resources.
Function:
4.1 Collect and analyze data and information pertinent to the educational environment.
Performances
Education leaders:
a) Collect and accurately communicate data
about educational performance in a clear and
timely way, relating specifics about the local
context to improve policies and inform
political debates.
Essential Knowledge
Education leaders have knowledge of:
a) The collection and analysis of data and
information pertinent to the school educational
environment.
Function:
4.2 Promote understanding, appreciation, and use of the community’s diverse cultural, social, and
intellectual resources.
Performances
Education leaders:
a) Capitalize on diversity (e.g. cultural, ethnic,
racial, economic) as an asset of the school
community to strengthen educational
programs.
b) Demonstrate cultural competence in sharing
responsibilities with communities to improve
teaching and learning.
Essential Knowledge
Education leaders have knowledge of:
a) Cultural competence.
b) Diverse cultural, social and intellectual
community resources.
c) Techniques for conducting focus groups and
community surveys to encourage full
stakeholder participation.
Function:
4.3 Build and sustain positive relationships with families and caregivers.
Performances
Education leaders:
a) Apply communication and collaboration
strategies to develop family and local
community partnerships.
b) Involve families in decision making about
their children's education.
c) Use effective public information strategies to
communicate with families and community
members (e.g. email, night meetings, written
materials in multiple languages).
d) Links to and collaborates with community
agencies for health, social, and other services
to families and children.
Essential Knowledge
Education leaders have knowledge of:
a) The needs of learners, parents, and caregivers.
b) Organizational culture that promotes open
communication with families and caregivers.
c) Strategies for effective oral and written
communication and collaboration with families
and caregivers.
39
Function:
4.4 Build and sustain productive relationships with community partners.
Performances
Education leaders:
a) Seek out and collaborate with community
programs serving learners with special needs.
b) Identify key stakeholders and are actively
involved within the community, including
working with community members and
groups that have competing or conflicting
perspectives about education.
c) Bring together the resources of schools,
family members, and community to
positively affect student and adult learning,
including parents and others who provide
care for children.
d) Develop comprehensive strategies for
positive community and media relations.
e) Develop mutually beneficial relationships
with business, religious, political, and service
organizations to share school and community
resources (e.g. buildings, playing fields,
medical clinics).
f) Use public resources and funds appropriately
and effectively.
g) Secure community support to sustain existing
resources and add new resources that
address emerging learner needs.
h) Promote and participate in local, national,
and global learning communities that
stimulate innovation, creativity, and digital
age collaboration
Essential Knowledge
Education leaders have knowledge of:
a) The needs of school community partners.
b) School organizational culture that promotes
open communication with community partners.
c) School strategies for effective oral and written
communication and collaboration to develop
and sustain productive relations with
community partners.
40
Standard #5
An education leader promotes the success of every learner by acting with integrity, fairness,
and in an ethical manner.
Function:
5.1 Ensure a system of accountability for every learner’s academic and social success.
Performances
Education leaders:
a) Protect the rights and appropriate
confidentiality of students and staff.
b) Behave in a trustworthy manner, using
professional influence and authority to
enhance education and the common good.
c) Operate consistently to uphold and influence
federal, state, and local laws, policies,
regulations, and statutory requirements in
support of every learner.
Essential Knowledge
Education leaders have knowledge of:
a) Federal, state, and local legal/policy guidance to
create operational definitions of accountability,
equity, and social justice.
Function:
5.2 Model principles of self-awareness, reflective practice, transparency, and ethical behavior.
Performances
Education leaders:
a) Model personal and professional ethics,
integrity, justice, and fairness and expect the
same of others.
b) Model respect for diverse community
stakeholders and treats them equitably.
c) Assess their own personal assumptions,
values, beliefs, and practices that guide
improvement of student learning.
d) Reflect on their own work, analyze strengths
and weaknesses, and establish goals for
professional growth.
e) Model lifelong learning by continually
deepening understanding and practice
related to content, standards, assessment,
data, teacher support, evaluation, and
professional learning strategies.
f) Balance professional and personal
responsibilities and encourage similar actions
for others.
g) Promote and model responsible social
interactions related to the use of technology
and information
h) Demonstrate effective communication and
interpersonal skills.
Essential Knowledge
Education leaders have knowledge of:
a) The basic tenants of ethical behavior, the
relationship between ethical behavior, building
culture and learner achievement.
b) The effect of ethical behavior on one’s own
leadership.
c) The ability to join or create professional
networks that allow leaders to support one
another’s reflective practice and ethical
decision-making.
41
Function:
5.3 Safeguard the values of democracy, equity, and diversity.
Performances
Education leaders:
a) Demonstrate respect for the inherent dignity
and worth of each individual.
b) Model respect for diverse community
stakeholders and treat them equitably.
c) Demonstrate respect for diversity by
developing cultural competency skills and
equitable practices.
d) Communicate vision and goals and manage
political differences
e) Help learners and teachers learn how to
create and maintain safe and productive
learning environments.
Essential Knowledge
Education leaders have knowledge of:
a) Values of democratic principles including
values of social justice and diversity.
Function:
5.4 Consider and evaluate the potential moral and legal consequences of decision-making.
Performances
Education leaders:
a) Use understanding of educational rules,
regulations, policies and practices to inform
decisions that impact the organization.
Essential Knowledge
Education leaders have knowledge of:
a) Current ethical issues facing education,
government, and business and their
consequences.
Function:
5.5 Promote social justice and ensure that individual learner needs inform all aspects of schooling.
Performances
Education leaders:
a) Use a variety of strategies to lead others in
safely examining deeply held assumptions
and beliefs that may conflict with vision and
goals.
b) Respectfully challenge and work to change
assumptions and beliefs that negatively affect
students, educational environments, and
every student learning.
Essential Knowledge
Education leaders have knowledge of:
a) The relationship between social justice, school
culture, and learner growth and achievement.
b) Techniques for assisting leaners to define these
concepts in language they understand and to
support teachers in enhancing learning
environments.
c) Decision making framework.
42
Standard #6
An education leader promotes the success of every learner by understanding, responding to,
and influencing the political, social, economic, legal, and cultural context.
Function:
6.1 Advocate for children, families, and caregivers.
Performances
Education leaders:
a) Advocate for equity and adequacy in
providing for students' and families'
educational, physical, emotional, social,
cultural, legal, and economic needs, so every
learner can meet educational expectations
and policy goals.
b) Advocate for increased support of excellence
and equity in education.
c) Advocate for public policies that ensure
appropriate and equitable human and fiscal
resources and improve student learning.
Essential Knowledge
Education leaders have knowledge of:
a) Policies, laws and regulations enacted by state,
local and federal authorities that affect schools,
especially those targeted to improve
educational and social opportunities.
b) The complex causes of poverty and other
disadvantages and their effects on families,
communities, children and learning.
c) The role of the school as an institution that can
significantly ameliorate disadvantages.
Function:
6.2 Act to influence local, district, state, and national decisions affecting student learning.
Performances
Education leaders:
a) Facilitate constructive discussions with the
public about federal, state, and local laws,
policies, regulations, and statutory
requirements affecting continuous
improvement of educational programs and
outcomes.
b) Actively develop relationships with a range
of stakeholders and policymakers to identify,
respond to, and influence issues, trends, and
potential changes that affect the context and
conduct of education.
c) Communicate effectively with key decision
makers in the community and in broader
political contexts to improve public
understanding of federal, state, and local
laws, policies, regulations, and statutory
requirements.
d) Build strong relationships with the school
board, district and state education leaders,
and policy makers to inform and influence
policies and policymakers in the service of
children and families.
Essential Knowledge
Education leaders have knowledge of:
a) The larger political, social, economic, legal and
cultural context.
b) How to contribute to local, state and federal
decisions.
c) How leaners can influence such decisions
through reading, writing, and speaking.
43
Function:
6.3 Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership
strategies.
Performances
Education leaders:
a) Support public policies that provide for
present and future needs of children and
families and improve equity and excellence
in education.
b) Work with community leaders to collect and
analyze data on economic, social, and other
emerging issues that impact district and
school planning, programs, and structures.
c) Stay abreast of educational research and
emerging trends regarding effective use of
technology and encourage evaluation of new
technologies for their potential to improve
student learning.
Essential Knowledge
Education leaders have knowledge of:
a) Resources and methods of identifying future
issues and trends that can affect schools.
44
Next Steps
Supporting the development and continuous growth of effective leaders is essential to the wellbeing of Vermont’s schools. The creation of Vermont’s Core Leadership Standards is an
essential first step towards building a coherent system of support for educational leaders. Key
partners are already beginning to implement the standards in their efforts to develop such a
system. Specifically:





The Vermont Task Force on Teacher and Leader Effectiveness is working to implement
guidelines for teacher and leader evaluation systems that are built upon the Vermont
Core Teaching and Leadership Standards across the state.
While most of Vermont’s leadership preparation programs currently use the ISLCC
standards, the VT AOE is supporting programs in reviewing their internship
requirements and evaluation systems to assure alignment with Vermont’s Core
Leadership Standards.
The Results Oriented Program Approval (ROPA) Design Team is considering ways to
modify the program approval process to better evaluate educational leader preparation
programs and alternate routes to licensure, including Peer Review.
Regional Standards Boards have begun to examine the standards in light of the
relicensure process.
The VSBPE will consider additional ways the standards can be used to promote
mentoring, induction, and professional learning.
Moving forward, the Core Leadership Standards for
Vermont Educators will serve as a resource to
prepare, train, guide, and support Vermont
administrators.
45
Glossary
Culturally Competent- a person’s ability to relate with students and families from
different cultural or ethnic backgrounds
Discontinuous Change- a transformation of the existing structure that occurs suddenly,
altering the way things have traditionally been done
Distributed Leadership- a model of leadership based on the idea that leadership of an
organization should not be based with a single person, but should instead be shared
among a group of individuals possessing the necessary skills and knowledge
46
Bibliography
Council of Chief State School Officers. (June 2008). Educational Leadership Policy
Standards: ISLLC 2008. Washington, D.C.: Council of Chief State School Officers.
Education Week. (2012). Quality Counts: The Global Challenge
http://www.edweek.org/ew/toc/2012/01/12/index.html?intc=EW-QC12-LFTNAV
Educational Testing Services. (2012). Test at a Glance: School Leaders Licensure Assessment.
ETS. http://www.ets.org/Media/Tests/SLS/pdf/1011.pdf
ELCC (Educational Leadership Constituent Council). (2011). Educational Leadership
Program Standards: 2011 ELCC Building Level. National Policy Board for
Educational Administration (NPBEA).
Hayes, S. (2009). Roots of Success: Effective Practices in Vermont Schools. Montpelier:
Vermont Department of Education.
Leithwood, K., & Seashore, L. K. (2004). How Leadership Influences Student Learning. New
York, NY: The Wallace Foundation.
Marzano, R. J., Waters, T., and McNulty, B. (2005). School Leadership that Works: From
Research to Results. Alexandria, VA: Association for Supervision and Curriculum
Development.
National Educational Technology Standards for Administrators. (2009). ISTE®
(International Society for Technology in Education), www.iste.org.
Regional Education Laboratory at EDC. (March 2011). Principal Licensure and
Certification. Montpelier .
Sanders, N. M., & Kearney, K. M. (2008). Performance Expectations and Indicators for
Education Leaders. Washington, D.C.: Council of Chief State School Officers.
Southern Regional Education Board. (n.d.). The Principal Internship: How Can we Get it
Right? Atlanta, GA: www.sreb.org.
Vermont Standards Board for Professional Educators (VSBPE). (2010). Definition of an
Effective Teacher and School Leader. Montpelier, VT.
47
VSBPE STANDARDS
FOR PROFESSIONAL
LEARNING
Adopted by the VSBPE on November 14, 2012
48
INTRODUCTION
Adopting high-quality standards to guide educators and leaders across a career-continuum
does not by itself address the needs of educators seeking ways to better serve students. If
educators are to be successful using standards, we must also establish opportunities for
educators to reflect and grow in their professional practice. The following Professional Learning
Standards are meant to ensure that both the time and resources we dedicate to this professional
learning are well-spent.
The VSBPE last adopted professional development standards on
October 15, 2004. These standards were based on the National Staff
Development Council (now called Learning Forward) standards for
professional development and included additional items identified
as areas of concern for Vermont educators. The standards were
intended to be used by principals, curriculum coordinators,
professional development committees, and others involved with
educator professional development to evaluate current professional
development structures and offerings and to guide development of
new programs.
Increasing the effectiveness
of professional learning is the
leverage point with the
greatest potential for
strengthening and refining
the day-to-day performance
of educators.
Learning Forward, 2011
Since 2004, Learning Forward has updated the standards to reflect current research and
experience from the field about professional learning. In the last decade, research on
professional learning has strengthened the consensus on the elements of effective professional
learning. The seven new standards focus attention on educator learning that relates to
successful student learning and require professional learning that is interactive, relevant,
sustained and embedded in everyday practice.
The new standards’ emphasis on professional learning over professional development is perhaps the
most significant shift. Traditionally professional development has referred to activities teachers
participate in, such as coursework, conferences, workshops, institutes, mentoring, or action
research. Professional development is typically led by external experts who provide little
follow-up to educators following the event. Professional development also rarely differentiates
among teachers or taps their prior knowledge or experience. Professional learning, on the other
hand, refers to a planned and organized process where educators are actively engaged in
continuous improvement. Professional learning is collaborative, evidence-based, embedded in
an educators’ day, and sustained across the school year with opportunities to reflect. Educators
work to align their professional learning with their professional goals and with school and
district improvement goals.
The updated professional learning standards will support educators in adapting their practice
in response to the evolving needs of their students. Educators engaged in professional learning
will identify a need and then work to adjust their practice to meet student learning needs,
increasing the likelihood of student achievement. Systemic support of this cycle of professional
growth by using the standards to plan, facilitate, and evaluate professional learning in schools
and districts further ensures that improved learning for educators will lead to improved
learning for students.
49
1.
LEARNING COMMUNITIES: Professional Learning that increases
educator effectiveness and results for all students occurs within learning
communities committed to continuous improvement, collective responsibility,
and goal alignment.
2.
LEADERSHIP: Professional learning that increases educator effectiveness
and results for all students requires skillful leaders who develop capacity,
advocate, and create support systems for professional learning.
3.
RESOURCES: Professional learning that increases teacher effectiveness and
results for all students requires prioritizing, monitoring, and coordinating
resources for educator learning.
4.
DATA: Professional learning that increases educator effectiveness and results
for all students uses a variety of sources and types of student, educator, and
system data to plan, access, and evaluate professional learning.
5.
LEARNING DESIGN: Professional learning that increases educator
effectiveness and results for all students integrates theories, research, and
models of human learning to achieve its intended outcomes.
6.
IMPLEMENTATION: Professional learning that increases educator
effectiveness and results for all students applies research on change and
sustains support for implementation of professional learning for long-term
change.
7.
OUTCOMES: Professional learning that increases educator effectiveness and
results for all students aligns its outcomes with educator performance and
student curriculum standards.
Learning Forward, 2011
For more information, visit www.learningforward.org
50
References
National Comprehensive Center for Teacher Quality, “Toward the Effective Teaching of
New College- and Career-Ready Standards: Making Professional Learning Systemic” (May
2012)
Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.
51
CODE OF PROFESSIONAL
ETHICS AND
RULES OF PROFESSIONAL
CONDUCT FOR VERMONT
EDUCATORS
Adopted by the VSBPE on April 15, 2009
52
INTRODUCTION
Act 214 of the 2006 Vermont legislative session mandated that the VSBPE develop a code of
professional ethics and act as advisors regarding its interpretation. The Code of Professional
Ethics and Rules of Professional Conduct for Vermont Educators that follow are meant to
ensure that our educators demonstrate the highest professional conduct and care for our
learners.
Licensing Hearing Panels
Act 214 also required the establishment of a Licensing Hearing
Panel (LHP). The LHP is a 14-member teacher majority board
that determines compliance with these standards to help assure
high caliber professionals and high quality public educational
programs for Vermont students. The VSBPE and the LHP
convene annually for a mandatory training to discuss the
practical application of its standards.
The public vests educators
with trust and responsibility
for educating the children of
Vermont.
VT Code of Professional Ethics
References
Before adopting a new code of professional ethics, the VSBPE reviewed codes of conduct from
several states to assure its standards were aligned with current practices from across the
country. These included: Pennsylvania, Minnesota, New York, and Connecticut.
53
5510
Code of Professional Ethics
The essential qualities of the competent and caring educator include moral integrity,
humane attitudes, reflective practice, and a sound understanding of academic content
and pedagogy. The public vests educators with trust and responsibility for educating the
children of Vermont. We believe that fulfilling this charge requires educators to
demonstrate the highest standards of professional conduct.
We, as professional educators, respect the dignity and individuality of every human
being. We are committed to, and model for our students, the lifelong pursuit of learning
and academic excellence.
We are dedicated to effective scholarly practice, further enhanced by collaboration with
colleagues and with those in the greater educational community. Furthermore, we are
dedicated to compassionate service on behalf of our learners and their families, and we
advocate for them in the school and community settings.
We recognize and accept both the public trust and the magnitude of responsibility
inherent in our profession. To this end, we put forth these rules of conduct as the
foundation for professional practice for all Vermont educators to honor and follow.
5520
Rules of Professional Conduct
What follows is a statement of fundamental principles which all Vermont educators
should follow, each of which is accompanied by an enumeration of examples of
unprofessional conduct which could subject an educator to licensing action.
5521
Principle I. A professional educator abides by all federal, state and local laws and
regulations. Unprofessional conduct includes all conduct listed in 16 V.S.A. § 1698(1).
5522
Principle II. A professional educator maintains a professional relationship with all
learners, both inside and outside the classroom, and makes reasonable efforts to protect
learners from conditions which are harmful to their health and safety. Unprofessional
conduct includes, but is not limited to:
A. Committing any act of child abuse, including physical and/or emotional abuse;
B. Committing any act of cruelty to children, or any act of child endangerment;
C. Committing any sexual act with, or soliciting any sexual act from, any minor, or any
elementary or secondary student regardless of age;
D. Committing any act of harassment as defined by state or federal law or regulation;
E. Soliciting, encouraging or participating in a romantic or sexual relationship
(whether written, verbal or physical) with a student, the educator knows or should
know is a student, in the absence of countervailing facts;
F. Using patently offensive language including, but not limited to, improper sexual
comments;
54
G. Taking patently offensive pictures (digital, photographic or video) of learners;
H. Patently improper contact with any minor, or with any elementary or secondary
student regardless of age, using any means including electronic media;
I. Furnishing alcohol or illegal or unauthorized drugs to any student, or allowing or
encouraging a student to consume alcohol or illegal or unauthorized drugs.
5523
Principle III. A professional educator refrains during the course of professional practice
from the use of alcohol or drugs not prescribed for the educator's use. Unprofessional
conduct includes, but is not limited to:
A. Unlawful possession of a drug so as to evidence moral unfitness to practice as an
educator;
B. Possessing, using or being under the influence of alcohol or drugs, not prescribed for
the educator's use, when on school premises or at a school sponsored activity where
learners are present or may reasonably be expected to be present. (1698(1A)).
5524
Principle IV. A professional educator exemplifies honesty and integrity in the course of
professional practice. Unprofessional conduct includes, but is not limited to:
A. Falsifying, fraudulently altering or deliberately misrepresenting professional
qualifications, degrees, academic awards and/or related employment history, when
applying for employment and/or licensure;
B. Failure to notify the state, at the time of application for licensure, of past criminal
convictions, or of revocations or suspensions of a certificate or license by Vermont or
any other jurisdiction;
C. Deliberately falsifying, deliberately misrepresenting, or deliberately omitting when
requested, information regarding the evaluation of learners and/or personnel;
D. Deliberately improper administration of state or federal mandated standardized
tests (including, without limitation, changing a student’s test answers, copying or
teaching identified test items, and reading a test to learners without authorization);
E. Falsifying, or deliberately misrepresenting, information submitted to the Department
of Education in the course of an official educational inquiry and/or investigation.
5525
Principle V. A professional educator entrusted with public funds and/or property
honors that trust with a high level of honesty, accuracy and responsibility.
Unprofessional conduct includes, but is not limited to:
A. Misusing, failure to account for, or unauthorized use of, public or school-related
funds or property;
B. Using any school equipment for the purpose of gaining access to pornography.
5526
Principle VI. A professional educator maintains integrity with learners, colleagues,
parents, and others regarding gifts and other favors. Unprofessional conduct includes,
but is not limited to:
55
A. Soliciting or accepting gifts or other favors for personal use or gain where there may
be an actual or apparent conflict of interest.
5527
Principle VII. A professional educator complies with state and federal laws and
regulations, relating to the confidentiality of student and employee records, unless
disclosure is required or permitted by law. Unprofessional conduct includes, but is not
limited to:
A. Sharing of confidential information concerning student academic or disciplinary
records, health and medical information, family status and/or income, and
assessment/testing results, with unauthorized individuals or entities;
B. Sharing of confidential information by an administrator about employees with
unauthorized individuals or entities.
5528
Principle VIII. A professional educator fulfills all of his or her obligations to learners.
Unprofessional conduct includes, but is not limited to, the failure to provide appropriate
supervision of learners at school or school-sponsored activities, or the failure to ensure
the safety and well-being of learners.
5529
Principle IX. A professional educator complies with obligations to report alleged
unprofessional conduct. Unprofessional conduct of an administrator includes, but is not
limited to:
A. The failure of a superintendent who has reasonable cause to believe an educator has
engaged in unprofessional conduct to submit a written report to the commissioner;
B. The failure of a principal who submits to the commissioner a report of alleged
unprofessional conduct to submit it to his or her superintendent as well.
5530
Principle X. A professional educator ensures just and equitable treatment for all
members of the profession in the exercise of academic freedom, and in professional
rights and responsibilities. Unprofessional conduct includes, but is not limited to:
A. Conduct that unreasonably impairs a colleague’s ability to teach or perform his or
her professional duties, including acts of harassment or interfering with the free
participation of colleagues in professional associations;
B. Taking, sharing or disseminating inappropriate pictures (digital, photographic or
video) of colleagues.
Application Notes:
1. The foregoing Code of Professional Ethics is adopted in accordance with 16 V.S.A. § 1694(5).
2. Nothing in these Rules can, or is intended to, vary the definition of “unprofessional conduct”
which is contained in 16 V.S.A. § 1698. Rather, these Rules enumerate a non-exclusive list of
conduct which, if proven in a particular case, might constitute unprofessional conduct.
56
“Ensuring a Caring,
Competent, Highly Effective
Educator in Every Vermont
Classroom to Improve
Student Learning.”
Vermont Standards Board
for Professional Educators
Educator Quality Division
120 State Street
Montpelier, VT 05620-2501
(802) 828-2445
http://education.vermont.gov
INTERNSHIP RESOURCES
Internship Forms
1.
2.
3.
4.
Mutual Agreement Contract
Clinical Experience Contract
Permission to Use Documents
Fingerprint Procedures
Setting Up Your Experience
1.
2.
3.
4.
Internship Team Roles and Responsibilities
Internship Experience Plan Learning Activities
Indicators of Professional Accountability
Graduate Internship Experience Timeline Plan
Monitoring Progress
1. PADA
2. Intern Observation Report
3. Student Teaching Content Area Assessment Rubrics – Specific
to your content area (also available online:
shared\\files.campus.ad.uvm.edu cess depts doe secondary)
UVM Secondary Teacher Education Graduate Handbook 2014-2015
Please turn in form during first week of
classes to Emma Baird, 411 Waterman
Building – Thank You.
College of Education and Social Services
Secondary Teacher Education Program
411 Waterman
802-656-1411
Internship Mutual Agreement
Department of Education
Semester:
Year:
Intern Name
Best Phone Number
Address
College
Advisor
Course #(s)
Credit Hours
This agreement is to confirm that the above-named student has been placed for his/her Internship at:
________________________ for the period from:
(Month)
___________to (Month)___________
School / District
This student will work with the following courses with a mentor that is certified to teach these content areas.
Course
Specific Grade
Levels
Course
Specific Grade Levels
The Intern and Mentor teacher(s) have agreed to follow the policies and procedures as described in the Secondary
Education Internship Handbook, and as specifically negotiated among the members of the Internship Team.
Please print names, email addresses and sign below – All information in shaded area required. Thank you.
---------------------------------------------------------------------------------------------------------------------------------------INTERN NAME: (Please print): ________________________
EMAIL: ____________________
INTERN SIGNATURE: ________________________
DATE: ____________________
----------------------------------------------------------------------------------------------------------------------------- -------------------------(If more than one – please fill in each name – thank you)
1. MENTOR TEACHER’S NAME: (Please print): ________________________ EMAIL: ________________________
MENTOR TEACHER SIGNATURE: ___________________________________ DATE: ________________________
2. MENTOR TEACHER’S NAME: (Please print): ________________________ EMAIL: ________________________
MENTOR TEACHER SIGNATURE: ___________________________________ DATE: ________________________
DISTRICT SUPERVISOR/SITE REP: (Please print):___________________________ EMAIL:____________________
DISTRICT SUPERVISOR/SITE REP SIGNATURE: ________________________ DATE:____________________
UVM SUPERVISOR: (Please print): _______________________________
UVM SUPERVISOR SIGNATURE: ______________________________
EMAIL:____________________
DATE:_____________________
PLEASE PRINT CESS REPRESENTATIVE: Regina Toolin, Sec Education EMAIL: [email protected]
CESS REPRESENTATIVE’S SIGNATURE: _________________________ DATE:_____________________
Secondary Teacher Education Graduate Handbook 2014-2015
Clinical Experience Contract
University of Vermont
Department of Education
In order for teachers and interns to make a positive difference in the lives of their students, they must be critically reflective
practitioners. In order to be eligible for and to retain a school placement, behavior at the university and in the field must demonstrate
a high level of professionalism.
The following behaviors are inappropriate though not necessarily illegal. Interns engaging in these behaviors will be reprimanded;
illegal infractions will result in immediate removal from the internship placement.
Interns must follow the policies and accepted practices of the school in which they are placed. In addition to school-based
expectations, the University of Vermont expects the following:
Professional Conduct

Dress professionally at school.

Remember that you are a teacher; do not think of your students as peers.

Grade your students based on their performance, not on personal relationships.

Do not establish on-going personal communications with students.

Do not text or take personal calls when students can see you, even if students are allowed to have cell phones in
school.

Never come to school under the influence of alcohol or drugs (this includes being hung over).

Never provide drugs or alcohol to students.

Do not engage in any activity with students or their families in which rules are being broken (e.g. skateboarding
where it isn’t permitted).
Electronic Communication

Do not friend or post pictures of your students or their families on your Facebook or other social networking sites.

Do not engage in inappropriate texting (including sexting) with students or their families.
Field Trips/Off-School-Grounds

Do not give students rides in your vehicle or invite them to your home.

Do not go to a student’s home unless it is a professional responsibility, which is sanctioned by the school.
I _________________________________________have read and agree to follow the Clinical Experience Contract.
________________________________________________________
Intern Signature
_ MAT Secondary Ed__
Date
☐All Clinical Experiences (Practicum and Internship)
Program
This list includes examples and is not a full list of indiscretions.
January 2014
MEMO:
Permission to Use Documents
TO:
All Students Studying in the Secondary Education Program
FROM:
Regina Toolin, Program Coordinator
RE:
Use of Materials Generated as Part of Your Program
The Secondary Education Program is accredited by the State Department of Education
through the accreditation process known as Results Oriented Program Approval (ROPA).
A significant amount of the information needed for program approval is gathered through
the review of candidate-generated work – particularly the work that is found in licensure
portfolios.
Given the expectation to show candidate work as part of receiving and maintaining our
accreditation, I wish to inform you formally that we reserve the right to use materials
generated by you to illustrate our adherence to ROPA Guidelines.
If you are willing to have your work used in this way, please indicate below. If you have
any objections to having your work used in this way, please sign and date the second
statement below which indicates your objection.
All forms should be returned to the Secondary Education Program Office – Room 411
Waterman Building.
Please print name here: _____________________________
Date: ________
----------------------------------------------------------------------------------------------------------Please sign name here on one of the lines below:
I, ______________________________, give my permission to have my materials be
shared as part of the ROPA accreditation process at the University of Vermont.
I, ______________________________, request that my materials not be shared as
part of the ROPA accreditation process at the University of Vermont.
Secondary Teacher Education Graduate Handbook 2014-2015
DEPARTMENT OF POLICE SERVICES
Lianne M. Tuomey, Chief of Police
Fingerprint Procedures:
If You want UVM Police to do your fingerprints,
you will need the following:

Be a current UVM faculty, staff or student

We charge $10.00 to provide this service. We require you pay with your CatCard. You MUST have at
least $10.00 on your CatCard or we will not take your prints. We do not accept cash, checks or
credit cards

Have a valid UVM Catcard and one other valid form of picture ID (Driver’s license, passport)

Have a business size (#10) envelope with enough postage to mail the letter

Have a signed letter on letterhead from the agency you are having the prints done for, with the proper
elements, as required by the Vermont Criminal Information Center.
Any questions regarding this letter should be directed to
VCIC at (802) 244-8727

We will keep the prints and letter. We will address the envelope and drop it in the mail. We do not
give you back these forms.

Please contact either Joyce Shepard at 656-2027 or Dispatch at 656-3473 to set up your fingerprint
appointment.
Note: If you think you are a member of a group that does not need the letter and envelope, such as the Peace
Corp, please ask.
RESPECT ~ INTEGRITY ~ SERVICE ~ PRIDE
Vermont Agency of Education
DIRECTIONS FOR COMPLETING
REQUEST FOR CRIMINAL RECORD CHECK
The Vermont Legislature permits the Commissioner of Education to seek criminal record checks through the
FBI and other states where you may have resided or been employed previously, when you apply for initial
licensure as a professional educator in Vermont. Pursuant to VSA, Title 16, Chapter 5, Subchapter 4, you
will be asked to take the following steps with regard to criminal record background checks at the time you
apply for initial licensure. The criminal record check must be completed before you can receive a license,
so it is important that you complete these steps promptly. Please allow at least a period of 12 weeks for
processing of an FBI record check.
1. Complete the “Request for Criminal Record Check” form, (the Central office has the forms) but do not sign it
unless you are in front of a notary. You must have the form notarized. Be sure to answer all questions
completely. This may be done directly at the Central Office for the county you are in. Montpelier/U32:
Montpelier Public School System Central Office located at 58 Barre Street, a brick building that says Senior
Center, directly across from the Recreation Agency. Go up one floor to the main office (229-0553).
Mt.
Abe: 10 Orchard Terrace Park, Bristol, VT 05443, one mile from the High School (453-3657). Please bring a
check or cash in the amount of $16.50 and two forms of picture ID (i.e., your driver’s license and UVM ID or
other). You will receive a receipt.
2. Fingerprinting: You have two options from there. You may choose to go directly to the local Sheriff’s Office for
you for a fee of $25, (they will be happy to make the appointment for you) or you may choose to utilize the
UVM Police Services on campus at 284 East Avenue. Note: While in the Central office, you may also want to
fill out a sub form at the same time in case you decide to ever substitute in the schools. That is completely
optional, but it does save you a step.
 If you choose to use the UVM Police Services, the cost is $10, and you can only pay with your CatCard. If
you do not have a CatCard, you will need to get one from the CatCard Office in the Davis Center, first
floor. Please bring with you your two forms of picture ID, your receipt from the school showing you paid the
$16.50 to have your background check done, a copy of the Request for Criminal Record Check form and a
large manila envelope (9x12) with $1.08 postage on it. You must have these items with you, or you will
be turned away. Please call ahead for an appointment at 656-2027, and they will process your fingerprints
at no charge. The Police Agency is required to mail the fingerprint(s) directly to the VCIC. The fingerprinting must
use the Vermont Livescan process or an FBI Applicant card, white with blue print, form number FD-258. Any other card
used will be rejected.
3. After you have your fingerprints taken, the that took them will send them along with the Fingerprint
Authorization Certificate to: VCIC-Criminal Record Checks, 103 South Main Street, Waterbury, VT 05671.
Maintenance and Destruction Policy
1.
The Vermont Agency of Education will provide applicants with an “Authorization to Release Criminal Record Check
Information toe the Vermont Agency of Education” form.
2.
An applicant has the right to challenge the accuracy of the record by appealing to the Vermont Criminal Information Center
at:
State of Vermont Agency of Public Safety Vermont Criminal Information Center
103 South Main Street, Waterbury, VT 05671-2101 Phone: (802) 244-8727
3.
The Agency of Education will use criminal record information received from VCIC for the purpose intended by law and not
disclose the contents of criminal record information without the applicant’s permission to any person other than the
applicant and properly designated employees of the Agency who have a documented need to know the contents of the
record.
4.
The Agency of Education will maintain a confidential log of all criminal history requests for three years.
5.
At the end of the retention period, logs and requests for records will be destroyed.
6.
The Agency of Education’s criminal history log and all records relating to request for criminal records are available to the
Vermont Criminal Information Center for audit at least once every two years.
7.
Any request for criminal record information or dissemination of criminal history information which is inconsistent with VSA
Title 16, Chapter 5, Subchapter 4 or VCIC regulations is a violation of state and federal law.
UVM Secondary Teacher Graduate Handbook 2014-2015
Mt. Abraham Union Middle and High School
Addendum to PADA
End of Internship Closing Bulletin: 2014-2015
Intern should have this form filled
in prior to PADA Roundtable
Print Name
Intern
Cooperating Teacher
Cooperating Coach*
CFP On-site Coordinator
CFP UVM Coordinator
PLEASE READ CAREFULLY! Print your name and the name of your cooperating teacher and coach if
you were involved in an extracurricular activity. Bring this check list to the indicated individuals for
signature. If you have any questions, please ask. This will serve as your sign out sheet from Mt.
Abraham. This check list will become part of your PADA demonstrating professionalism and
accountability.
1
2
3
4
5
6
Item
If you have any students who owe an obligation for anything, i.e. books,
equipment, please a list to your cooperating teacher before you leave.
If you have any students who owe an obligation for athletic uniforms or
equipment, please a list to your cooperating coach* before you leave.
If you have any financial obligations to the school, take care of them with
the office.
All grades should be entered in Grade Quick before your PADA roundtable. Please be sure you have verified all grade with your cooperating
teacher.
All necessary communications with students and/or parents has been
completed.
Return all A.V. hardware, books, DVDS, and videos to the library.
Check with the librarians.
KEYS – LABEL AND HAND IN ALL KEYS TO On-site coordinator at
your roundtable. If you need a key after your roundtable, check them out
with Reg Wedge or Bev Meyer.
Signature
Required
Cooperating
Teacher
Cooperating
Coach
Cindy
Benway
Cooperating
Teacher
Signature
Cooperating
Teacher
Librarian
Shelley F.
Snyder
Cooperating
7 Return IEP Notebooks At-A-Glance) to your cooperating teacher.
Teacher
Please give an address and phone number to Shelley before you leave in
Shelley F.
8 the event there are questions later.
Snyder
If you want to stay on the sub-list, after your PADA roundtable, let Bev
Beverly
9 know.
Meyer
*Required if you have worked with an extracurricular activity.
UVM Secondary Teacher Education Graduate Handbook 2014-2015
Internship Team Roles and Responsibilities
The following matrix provides a suggested framework for the roles and responsibilities
necessary for a student teaching internship to be successful for all the individuals involved. The
Internship Team should complete the matrix as part of their discussion of expectations, and
specific roles and responsibilities. Each team is encouraged to adapt the matrix to its specific
situation. This includes deleting items listed or adding items which are appropriate. To facilitate
this process, the matrix can be copied onto a disk by the Program Secretary.
Once completed at the beginning of the semester, a copy should be attached to the Mutual
Agreement and submitted to the Secondary Education Program Office. Internship Teams may
find it helpful to revisit and revise the matrix during the internship experience. Any revisions do
not have to be submitted to the Program Office.
Internship Team
Members
Responsibilities
Become familiar with the materials which describe the UVM program including the
goals and expectations held for interns and the responsibilities of each member of the
Internship Team
Attend orientation sessions, when held.
Define reasonable goals, objectives, and evaluation criteria for the internship
experience.
Develop and monitor the Internship Experience Plan which includes a phase-in process
moving from observing, to working with small groups of pupils, to working with the
entire class and the full schedule of classes.
Provide the intern with close supervision to ensure the safety and well-being of pupils
in the classroom.
Set high standards for the intern's behavior in the professional setting, including dress,
general deportment, and attitude toward professional responsibilities.
Observe the intern closely in her/his work and to provide evaluative feedback promptly
about strengths and weaknesses observed.
Keep data concerning attendance, the nature of the intern's work, and other relevant
factors associated with the internship and the intern's progress.
Conduct at least one formal observation and follow-up interview at least once every ten
school days.* Provide a written record of the observation to the Intern and the Intern's
file in the Secondary Education Office. *State Regulation
Arrange for the intern to observe other professionals at work in the school. (Suggested
number – 2)
Responsibilities
Be knowledgeable of the intern's academic program.
UVM Secondary Teacher Education Graduate Handbook 2014-2015
Help the intern understand how the internship experience relates to the mission and
primary goals of the College of Education and Social Services.
Act as a resource person to help the intern enrich his/her understanding and practice.
Participate in midterm conference.
Report verbally, and in writing when necessary, to the Secondary Education
Coordinator at mid-term concerning the intern's progress, and at anytime the intern is
having difficulty and requiring intervention strategies.
Attend supervisory meetings at UVM
Participate in final assessment of Intern's progress.
Write a final summary evaluation of the intern’s work and discuss the report with the
University Supervisor and the intern.
Submit final grade of the intern's work and recommendation concerning licensure
File the final summary evaluation and all pertinent documentation of the intern's work
with the Secondary Education Coordinator.
Ensure that all plans and preparation are completed carefully in advance, and that these
materials are available to the Cooperating Teacher in case of absence.
Welcome suggestions which allow skills and knowledge to grow.
Set realistic, appropriate standards of performance for students in the classroom and to
provide them with support and encouragement through direct, constructive feedback.
Observe and interact with other professionals at work in the schools.
Attend support seminars, when held, during the semester
UVM Secondary Teacher Education Graduate Handbook 2014-2015
Internship Experience Plan Learning Activities
The following chart can be used as a guide and checklist for internship activities.
Orientation to the School
Meet principal, assistant principal, & other administrative staff
Become familiar with policies & procedures described in the school handbook, including school
calendar, rules, time schedule, teacher duties
Tour school building & facilities
Meet guidance staff, become familiar with schools system of permanent records
Meet various school specialists & become familiar with the testing & referral system’s of the
school
Become familiar with school policies toward discipline, attendance, passage in the halls,
homework, etc.
Get to know faculty in addition to internship team
Become familiar with important characteristics of the community & student body
(other)
Classroom Routines (non-instruction)
Take & report attendance
Oversee fire drill
Become familiar with accident & injury procedures
Obtain, issue,& store equipment & books
Begin & dismiss class
(other)
Out of Classroom Activities
Attend parent’s night, open house, or similar program
Chaperone school dance, athletic program, or other co-curricular activity
Monitor study hall, lunch room, hallway, bus, or similar areas
Become familiar with central office functions
(other)
Prepare to Teach
Observe mentor teacher(s)
Observe other teachers in the same department or grade level
Observe other teachers in the different department or grade level
Visit another school & observe teachers
Become familiar with curriculum guides
Become familiar with primary & supplementary texts
Become familiar with commercially developed unit & lesson plans
Become familiar with teachers’ manuals
(other)
Planning & Instruction
Write & submit daily lesson plans to mentor teacher in advance
Prepare & discuss unit plans with mentor teacher(s) in advance
Develop instructional materials (worksheets, transparencies, laboratory exercises, etc.)
Develop technology component in lessons (teacher-based /student-based)
(other)
Implementing Instruction
Work with individual student
Secondary Teacher Education Graduate Handbook 2014-2015
Work with small groups
Instruct entire class together with mentor teacher(s)
Instruct entire class alone, observed by mentor teacher(s)
Instruct entire class alone without observation
Use a variety of instructional methods
Use a variety of instructional materials
Be available for extra help for students
(other)
Evaluating Students
Construct, administer, & grade quizzes, tests, homework, exercises, etc.
Construct, use & evaluate effectiveness of rubrics
Participate in pupil evaluation & grading
Report student progress or problems to parents
Participate in parent conferences
(other)
Using Resources for Instruction
School-library / UVM library
Field Trips
Community Resources (facilities, people)
Computers, software, & Internet
(other)
Secondary Teacher Education Graduate Handbook 2014-2015
Indicators of Professional Accountability
In order for the internship to be a period of professional growth, the strengths and
needs of the intern should be recognized, discussed, and consistently reevaluated. The following worksheets can be used along with the Professional
Attributes &Dispositions Assessment (PADA) throughout the semester by the
internship team as guides for:
1. Intern's self-identification of strengths and needs.
2. Observations and evaluations.
3. Internship Team's mid-semester and final evaluation conferences.
4. Written final summary evaluations.
Areas of Competency
Comments
I.
Planning
A.
o
o
o
o
o
o
o
o
o
B.
o
o
o
C.
o
o
o
o
II.
Long and Short Range Plans
shares with Internship Team
incorporates diagnosis and
prescription
prepares in advance
appropriate to needs of the
students
well organized
varied
reflects feed-back
utilizes inter-disciplinary
approaches
provides for evaluation of students
and of own performance
Motivational Techniques
appropriate
varied
self-developed
Use of Materials/Technology
appropriate
varied
self-developed
commercial
D. Use of Outside Resources
1. school personnel
2. community
Instruction, Assessment and Classroom Management
A.
o
o
o
o
Implementation of Plans
communicates long and short term
objectives to students
initiates and maintains student
interest
provides learning activities to meet
students' individual differences
(special needs, at-risk,
multicultural)
uses varieties of teaching
procedures and materials to
Secondary Teacher Education Graduate Handbook 2014-2015
1
o
o
o
o
o
B.
o
o
o
C.
o
o
o
o
o
o
o
o
achieve stated objectives
involves students in the lesson
demonstrates an understanding
and working knowledge of facts
and applications
demonstrates essential facilitating
techniques
 giving
directions/assignments
 making transitions
 adjusting pace
implements plans provided by
others
 basic skills
 IEP
uses contingency plans for
mastery, re-teaching, and
unusual situations
Assessment
uses a variety of formal and
informal assessments to measure
achievement of stated objectives:
appropriate to learning experience,
performance-based, authentic, selfdeveloped
uses assessment instruments
prepared by others in appropriate
fashion
 standardized tests
 proficiency and basic skills
Grading
 completes promptly
 records results
 analyzes methods and
results
 shares results positively
Classroom Management Skills
communicates to students
expectations conducive to learning
verbalizes classroom management
routines, upholds school policies
manages & monitors instructional
and non-instructional time
encourages students and notices
positive behavior
demonstrates appropriate methods
in dealing with student disinterest,
anger, discouragement, etc.
exhibits fairness and impartiality
establishes rapport with students
maintain proper procedures and
atmosphere for learning
Secondary Teacher Education Graduate Handbook 2014-2015
2
III.
Communication Skills
A. Oral - exhibits appropriate
o voice quality (volume/tone)
o speech (articulation/enunciation)
o language
(usage/grammar/vocabulary)
B.
Non-Verbal
o gestures/movement
o facial expressions
o eye contact
C.
Listening
o pays attention
o uses student ideas
D.
Writing
o form
o spelling
o grammar
E.
Learning
Knowledge of Subject Matter
o general background and
information
o specific preparation from varied
sources
F.
Colleagueship
o Supervision Duties: lunch, bus,
study hall
o Meetings

staff, department and/or team

in-service workshops

open house

other
G.
Accountability
o Reflects and adjust practice to
meet the needs of all students
o Participates in professional
development opportunities at the
school
Secondary Teacher Education Graduate Handbook 2014-2015
3
Graduate Internship Experience Timeline Plan
This chart serves as a framework for the intern and mentor teacher(s) to use as a planning tool for the year.
month
Initial planning dates
Midterm planning dates
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May**
Orientation to school community, students &
teachers
Participation in faculty meetings & PD activities
Working one-on-one & with small groups
Planning & working with whole class/ individual
lessons
Taking over with mentor present
Taking over with mentor absent
Implementing specific instructional strategies
Planning & carrying out specific activities &
units
Planning & carrying out activities for 2 or more
classes
Planning & carrying out activities for all classes
Portfolio development
Evaluation conference
Initial
PADA
Mid-Year
PADA
** planning should take into account the completion of the University year – early May
Secondary Teacher Education Graduate Handbook 2014-2015
Final
PADA
University of Vermont College of Education & Social Services
Date:
Class:
Intern/Student:
School/Classroom Site/Agency:
Professional Attributes & Dispositions Assessment
1
Professional
Practice
2
Acute Area of Concern
3
Person(s) Completing Assessment:
5
NA- Not applicable or observable during this experience
4
Emergent
Score
Satisfactory
Collegiality
Unable or unwilling to share or
exchange ideas and materials with
others.
Not fully capable of, or reluctant to Shares and exchanges ideas and materials with
share and exchange ideas and
others.
materials with others.
Policies and
Practices
Lacks awareness of school policies
and practices or unwilling to follow
school/university policy and
practices. (e.g., confidentiality,
FERPA, student discipline).
Is aware of school policies and
practices but does not follow them
consistently. (e.g., confidentiality,
FERPA, student discipline).
Reliability
Fails to complete assigned tasks or
duties.
Inconsistently completes assigned Anticipates and attends to assigned tasks and
tasks or duties. Sometimes needs duties without prompting.
to be reminded.
Interpersonal
Skills
Makes statements or comments
about students, families, faculty
and/or staff that are inappropriate
and/or unprofessional.
Appears unaware of and/or is
insensitive to cultural differences.
Interactions with students, families
faculty and/or staff are
professional, positive and
demonstrates awareness of
cultural differences.
During interactions with students, families, faculty
and/or staff, always demonstrates professionalism
and sensitivity to individual and cultural
differences and respect for others' viewpoints.
Appropriately addresses and redirects those who
display disrespect or insensitivity.
Intrapersonal
Skills
Does not demonstrate initiative and
depends on others for direction and
ideas. Lack of problem solving skills.
Demonstrates some initiative
and/or sometimes depends on
others for direction and ideas.
Some evidence of ability to be
proactive and to problem solve.
Demonstrates initiative and seeks others out for
direction and ideas. When appropriate is
proactive, creative, resourceful and a problem
solver.
Professional
Appearance
Rarely dresses appropriately.
Usually dresses professionally
Dresses professionally/appropriately at all times,
Supervisor frequently provides direct and appropriately. There are days, meeting school norms.
feedback regarding appearance.
though limited, when dress does
not meet school norms.
Attendance
Does not attend regularly or is
sometimes late.
Communication
Is aware of school policies and practices and
adequately follows school/university policies/
practices consistently. (e.g., confidentiality,
FERPA, student discipline).
Always in attendance, always on time and meets
all program expectations.
Acute Area of Concern
Emergent
Satisfactory
Score
Forms of
Communication
Does not use a variety of forms of
communication: oral, written, and
digital.
Occasionally uses a variety of
forms of communication: oral,
written, and digital.
Uses a variety of forms of communication: oral,
written, and digital.
Effectiveness of
Communication
Neglects to communicate with
students, families, colleagues and/or
supervisors and/or uses an
inappropriate mode of
communication for a given situation.
Generally communicates with
students, families, colleagues
and/or supervisors, using the
appropriate mode of
communication for a given
situation.
Consistently communicates with students,
families, colleagues and/or supervisors using the
appropriate mode of communication for a given
situation.
1
Comments
2
3
4
5
Final PADA 5/16/14
Comments
NA- Not applicable or observable during this experience
Written
Grammar
Writing (including electronic
communication) is frequently unclear
and/or disorganized; the candidate
lacks grammatical and organizational
writing skills.
Concepts and ideas presented in
writing (including electronic
communication) are sometimes
unclear and/or disorganized.
There are some spelling and
grammatical errors.
Concepts and ideas presented in writing
(including electronic communication) are clear
and organized. Spelling and grammatical errors
are rare.
Content
Language is unprofessional and/or
inappropriate.
Language is occasionally
unprofessional and inappropriate.
Language is always professional and appropriate.
Oral
Oral expression is inarticulate. Use
of vernacular may be common.
Voice resonance and/or volume,
may be inappropriate.
Oral expression is usually
articulate. Voice resonance may
not always be clear.
Oral expression is articulate. Voice resonance is
clear, and intonation and volume are appropriate.
Language is always professional and appropriate.
Language is frequently
unprofessional and/or inappropriate.
Language is occasionally
unprofessional and/or
inappropriate.
Non-verbal
Expression
Regularly uses inappropriate
gestures, body movements, facial
expressions and body language.
Some use of inappropriate
gestures, body movements, facial
expressions and body language.
Consistently demonstrates appropriate and
professional body language.
Response
to
Feedback
Appears defensive and unreceptive
to feedback. Does not make
appropriate changes based on
feedback.
Receptive to feedback, but rarely
makes adjustments to
professional practices.
Receptive to feedback and makes adjustments to
professional practice as appropriate.
Teaching
Dispositions
Desire to
Improve
Teaching
Performance
Acute Area of Concern
Makes little or no effort to improve
teaching performance. No evidence
of improvement in teaching
performance.
Emergent
Satisfactory
Expresses desire to improve
Demonstrates desire to improve teaching
teaching performance, but there is performance. Teaching performance shows
little evidence that demonstrates
improvement.
improvements.
Student Learning Makes negative comments and
Potential
displays a negative attitude
regarding student potential and
learning.
Expresses the belief that all
students can learn. Examines
instructional, assessment and
classroom management practices.
Demonstrates, through practice, the belief that all
students can learn. Is accountable for student
learning by examining instructional, assessment
and classroom management practices and uses
differentiated instruction to ensure all students
can learn.
Diversity
No evidence that the candidate is
aware of or comfortable with
addressing gender, sexual
orientation, race, ethnicity, religion,
socioeconomic status or
exceptionality in the classroom.
Aware of and sensitive to gender,
sexual orientation, race, ethnicity,
religion, socioeconomic status and
exceptionality in the classroom but
addresses in a limited way
through instruction, assessment,
and classroom management.
Understands and is sensitive to gender, sexual
orientation, race, ethnicity, religion,
socioeconomic status and exceptionality in the
classroom and addresses consistently through
instruction, assessment, and classroom
management.
Collaboration
Does not work collaboratively with
professionals and families to plan
and jointly facilitate student learning
despite access to opportunities.
Infrequently works collaboratively
with professionals and families to
plan and jointly facilitate student
learning despite access to
opportunities.
Regularly works collaboratively with professionals
and families to plan and jointly facilitate student
learning.
Final PADA 5/16/14
Comments
Department of Education, Secondary Education Program
Intern Observation Report
Intern:_
__ Date: __
__ School Site:__
___ Observer:__
_
CURRICULUM
Performance Indicator
Meets Standard
Approaches Standard
Unacceptable
Rating
Educator demonstrates content
competence through the
development of a lesson(s)
that includes accurate and
appropriate enduring
understandings and essential
questions.
(Principle 1)
The educator’s enduring
understandings and essential
questions are clear and relevant to
the lesson.
The educator’s enduring
understandings and essential
questions are somewhat clear
and relevant to the lesson.
The educator’s enduring
understandings and essential
questions are unclear and /or
are not relevant to the lesson
Educator develops a rationale
statement that demonstrates an
understanding of the
classroom context and issues
of diversity including the
students’ prior knowledge,
needs, background, and
interests.
(Principles 3, 6)
Rationale statement demonstrates
a clear understanding of the
classroom context and issues of
diversity including the students’
prior knowledge, needs,
background, and interests.
Evidence of student needs is
made obvious in the plan.
Rationale statement
demonstrates some
understanding of the classroom
context and issues of diversity
including the students’ prior
knowledge, needs, background,
and interests. The reader is able
to infer a connection between
student considerations and the
plan.
Rationale statement
demonstrates little or no
understanding of the
classroom context and issues
of diversity including the
students’ prior knowledge,
needs, background, and
interests. It is difficult to see
a connection between the
lesson and student
considerations in the plan.
Educator selects appropriate
standards, grade level
expectations, and educational
objectives in the development
of their lesson.
(Principle 1)
Standards, grade level
expectations, and educational
objectives are focused and
demonstrate considerable
alignment with the assessment
and instructional components of
the lesson.
Standards, grade level
expectations, and educational
objectives are somewhat focused
and demonstrate some alignment
with the assessment and
instructional components of the
lesson.
Standards, grade level
expectations, and
educational objectives lack
focus and demonstrate little
or no alignment with the
assessment and instructional
components of the lesson.
Educator utilizes technologies,
instructional materials and
curricular resources that
support and enhance the
lesson.
(Principle 9)
Educator demonstrates a thorough
understanding of the effective use
of resources to support or
enhance instruction.
Educator demonstrates some
understanding of the effective
use of resources to support or
enhance instruction.
Educator demonstrates little
or no understanding of the
effective use of resources to
support or enhance
instruction.
General Feedback on Lesson Plan:
Secondary Teacher Education Graduate Handbook 2014-2015
Secondary Lesson Plan Rubric
Page 1
Last Modified 7/8/2014
Comments
ASSESSMENT
Performance Indicator
Meets Standard
Approaches Standard
Unacceptable
Educator plans relevant
formative assessments and
utilizes assessment data to
adjust instruction during the
implementation of the lesson.
(Principles 7, 15)
Educator plans relevant
formative assessments and
utilizes assessment data to adjust
instruction effectively throughout
the lesson.
Educator plans some formative
assessments and utilizes some
assessment data to adjust
instruction during the lesson.
Educator does not plan
effective formative
assessments and/or does not
utilize assessment data to
adjust instruction during the
lesson.
Educator briefly describes
appropriate summative
assessments (i.e. tests,
quizzes, performances and/or
projects) that are aligned with
the lesson’s stated learning
outcomes and used to
evaluate student learning.
(Principles 7, 15)
Educator develops a thorough,
detailed description of an
appropriate summative
assessment. The assessment is
clearly aligned with the stated
goals and objectives and would
be an appropriate way to evaluate
student learning for this lesson.
Educator develops a somewhat
detailed description of an
appropriate summative
assessment. The assessment is
clearly aligned with the stated
goals and objectives and would
be an appropriate way to
evaluate student learning for
this lesson.
Educator either develops a
limited description of an
appropriate summative
assessment or fails to describe
one. If present, assessment is
not aligned with the stated
goals and objectives or would
not be an appropriate way to
evaluate student learning for
this lesson.
Rating
Comments
Rating
Comments
General Feedback on Assessment:
INSTRUCTION
Performance Indicator
Meets Standard
Approaches Standard
Unacceptable
Educator demonstrates the
affective skills associated with
developing a safe and respectful
classroom learning community.
(Principle 5)
Educator creates an engaged,
classroom learning community
through the use of enthusiasm
for the content and the
students. Appropriate verbal
and non-verbal language
demonstrates respect and
concern for all students.
Educator shows some ability to
create an engaged, classroom
learning community through the
use of enthusiasm for the
content OR the students. Verbal
and non-verbal language is
generally appropriate.
Educator is unable to create
an engaged, learning
community; s/he shows little
interest in the content or
students. Verbal and/or nonverbal language is frequently
inappropriate.
Educator begins with a
startup/motivator that connects
students’ learning to their
everyday experience and
contextualizes the lesson by
eliciting their prior knowledge
and experience in connection to
the planned instruction.
(Principle 6)
Educator begins with an
engaging startup or motivator
that makes considerable effort
to connect students’ learning to
their everyday lives and to
relate the current lesson to
prior instruction and/or student
experience.
Educator begins with a startup
or motivator that makes some
effort to connect students’
learning to their everyday lives
and to relate the current lesson
to prior instruction and/or
student experience.
Educator does not include a
startup or motivator and/or
makes little or no effort to
connect students’ learning to
their everyday lives and to
relate the current lesson to
prior instruction and/or
student experience.
Secondary Teacher Education Graduate Handbook 2014-2015
Secondary Lesson Plan Rubric
Page 2
Last Modified 7/8/2014
Educator selects varied
instructional strategies that
match the stated enduring
understandings, essential
questions, standards, and
educational objectives.
(Principles 2, 4)
Instructional strategies are
varied and demonstrate close
alignment to the stated
enduring understandings,
essential questions, standards,
and educational objectives.
Instructional strategies have
some variety and demonstrate
some alignment to the stated
enduring understandings,
essential questions, standards,
and educational objectives.
Instructional strategies have
little or no variety and/or
demonstrate little alignment to
the stated enduring
understandings, essential
questions, standards, and
educational objectives.
Educator uses questions to
stimulate thinking and
discussion and provides
scaffolding to move students to
higher levels of thinking.*
(Principle 4)
Educator uses questioning
techniques and scaffolding to
stimulate higher level thinking
skills that promote meaningful
interaction with the content.
Educator uses a limited variety
of questioning techniques and
scaffolding to stimulate thinking
and discussion and is
inconsistent in providing
adequate response time.
Educator asks primarily lower
level or no questions and
provides little time for student
response.
Educator differentiates and
modifies aspects of instruction
based on individual learner
ability, interest and background
and IEP and 504 regulations as
appropriate.
(Principles 2, 3, 8, 13)
The instruction is thoroughly
differentiated and/or modified
as appropriate for the
educator’s stated curriculum.
The instruction is somewhat
differentiated and/or modified as
appropriate for the educator’s
stated curriculum.
The instruction demonstrates
little or no differentiation or
modification, and/ or these
aspects of the lesson are
inappropriate for the
educator’s stated curriculum.
Educator wraps up and provides
closure to the learning activity in
a way that reinforces the
connection to the curricular
components and prepares the
students for future learning.
(Principle 4)
Educator leaves sufficient time
to wrap up the lesson. The
wrap up reinforces the
connection to the curricular
components and adequately
prepares students for future
learning.
Educator leaves some time to
wrap up the lesson. The wrap up
begins to reinforce the
connection to the curricular
components and somewhat
prepares students for future
learning.
Educator leaves little or no
time to wrap up the lesson. If
present, the wrap up does not
reinforce the connection to the
curricular components and/or
does not prepare students for
future learning.
General Feedback on Instruction:
* Rubric element taken from the University of Nebraska at Kearney student teaching evaluation and modified to fit the requirements of this assessment.
Secondary Teacher Education Graduate Handbook 2014-2015
Secondary Lesson Plan Rubric
Page 3
Last Modified 7/8/2014
MANAGEMENT*
Performance Indicator
Meets Standard
Approaches Standard
Unacceptable
Rating
Educator establishes
classroom routines,
procedures, and expectations.
(Principle 5)
Classroom routines and
procedures function smoothly
with students assuming
responsibility for classroom
behavior.
Classroom routines and
procedures are established and
functional with little loss of
instructional time. Students are
held accountable.
Educator rarely establishes
expectations or holds
students accountable
resulting in loss of
instructional time.
Educator manages time and
materials and successfully
utilizes human resources.
(Principle 5)
Daily schedule and routines for
management of
materials/equipment/human
resources are in place and
utilized consistently. Students
also assume responsibility for
classroom efficiency.
Daily schedule and routines for
management of
materials/equipment/human
resources are in place and
utilized somewhat consistently
resulting in limited loss of
instructional time.
Limited evidence of time
management, organization of
materials, and effective use
of human resources resulting
in lost instructional time and
increased behavioral
problems.
Educator effectively manages
transitions using clear
directions.
(Principle 5)
Transitions are smooth with
students assuming
responsibility; clear directions
are given; no instructional time
is lost.
Transitions usually occur
smoothly with little loss of
instructional time. Directions
are usually clear.
Instructional time is lost
during transitions; directions
are not clear or are nonexistent; behavioral
problems result.
Educator closely monitors the
dynamic learning environment
and uses a variety of
instructional and behavioral
management strategies to
respond to changes in the
learning environment.
(Principles 5, 10)
Educator anticipates student
behavior and implements
preventative behavior
management strategies and
instructional strategies to yield
desired results. Interventions
are sensitive to student
differences.
Educator is beginning to
recognize and monitor student
behavior and uses behavioral
management strategies and
instructional strategies that
sometimes yield desired
results. Interventions are
usually sensitive to student
differences.
Educator rarely monitors
student behavior and/or
inconsistently or incorrectly
uses behavioral management
strategies and instructional
strategies to address issues.
Interventions are insensitive
to student differences.
Educator creates a classroom
climate that encourages
respect for self and others,
positive social interaction, and
personal health and safety.
(Principles 5, 10)
Educator makes considerable
effort to create a classroom
environment that is respectful
and promotes positive social
interaction and personal health
and safety.
Educator makes some effort to
create a classroom environment
that is respectful and promotes
positive social interaction and
personal health and safety.
Educator makes little or no
effort to create a classroom
environment that is
respectful and promotes
positive social interaction
and personal health and
safety.
General Feedback on Management:
Secondary Teacher Education Graduate Handbook 2014-2015
Secondary Lesson Plan Rubric
Page 4
Last Modified 7/8/2014
Comments
* Rubric elements taken from the University of Nebraska at Kearney student teaching evaluation and modified to fit the requirements of this assessment.
REFLECTION
Performance Indicator
Meets Standard
Approaches Standard
Unacceptable
Rating
Educator demonstrates an
awareness of the extent to
which his or her own content
area skills and actions in the
classroom affected the
learning of the students and
makes a plan for improving
instruction.
(Principal 14)
Educator demonstrates a thorough
awareness of the extent to which
his or her own content area skills
and actions in the classroom
affected the learning of the
students. Plan for improving
instruction is specific and utilizes
information from multiple aspects
of the lesson.
Educator demonstrates some
awareness of the extent to which
his or her own content area
skills and actions in the
classroom affected the learning
of the students. Plan for
improving instruction is
somewhat specific and utilizes
some information from aspects
of the lesson.
Educator demonstrates little
or no awareness of the extent
to which his or her own
content area skills and
actions in the classroom
affected the learning of the
students. Plan for improving
instruction is vague and
utilizes little or no
information from the lesson.
Educator identifies strengths
and weaknesses of the
planning and teaching process
through reflection upon the
curricular, assessment and
instructional components.
(Principal 14)
Reflection demonstrates a
thorough understanding of the
educator’s strengths and
weaknesses with respect to
curriculum planning, assessment,
and instruction.
Reflection demonstrates some
understanding of the educator’s
strengths and weaknesses with
respect to curriculum planning,
assessment, and instruction.
Reflection demonstrates
little or no understanding of
the educator’s strengths and
weaknesses with respect to
curriculum planning,
assessment, and instruction.
General Feedback on Reflection:
Secondary Teacher Education Graduate Handbook 2014-2015
Secondary Lesson Plan Rubric
Page 5
Last Modified 7/8/2014
Comments
Student Teaching Evaluation Report
English Education Majors
National Council of Teachers of English (NCTE) Standards
Student Teacher_______________________________________________________________________
School ______________________________________________________________________________
Subject/Grade Levels Taught ____________________________________________________________
Please complete this evaluation at the end of the semester as a summative evaluation of your student teacher’s performance in relation
to the NCTE standards. This evaluation should not be tied to performance on one lesson but rather an evaluation of the student
teacher’s performance across the semester. At the end of the semester, please evaluate your student teacher in relation to each of the
listed NCTE standards.
Our program does expect student teachers to demonstrate attention to all of the listed standards at some point during the semester. If a
standard is not addressed during student teaching, the rating should be 0 for “Not Observed.” The performance exemplars
provide specific examples of how each standard might be enacted in practice. However, the student teacher does not need to
demonstrate evidence of all of the exemplars in order to receive the rating of Target
2.0 ELA Candidate Attitudes
Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional
organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A
RESULT, THE CANDIDATE
Standard Not Acceptable (1)
2.1
Shows little evidence of
creating an inclusive
and supportive learning
environment in which
all students can engage
in learning;
Acceptable (2)
Creates an inclusive
and supportive
learning environment
in which all students
can engage in learning;
Target (3)
Creates and sustains an
inclusive and supportive
learning environment in
which all students can
engage in learning;
(Adapted from NCTE Standards)
Performance Exemplars
1. Articulates high expectations
for all learners.
2. Provides scaffolding for
student success.
3. Designs lessons to reach a
variety of types of learners and
learning abilities.
Rating
1
2.2
Shows little evidence in
using ELA for helping
her/his students to
become familiar with
their own and others’
cultures;
2.4
Engages in few
practices designed to
assist students in
developing habits of
critical thinking and
judgment;
2.5
Shows a lack of
understanding of how
the ELA curriculum,
teachers, students, and
education in general are
influenced by culture,
social events, and
issues;
4. Provides targeted
accommodations/supports for
students with special needs and
English Language Learners.
Uses ELA to help
Uses ELA extensively
1. Uses instructional activities
his/her students
and creatively to help
that allow students to explore
become familiar with
her/his students become
their own identity and culture.
their own and others’
more familiar with their
2. Provides opportunities for
cultures;
own and others' cultures; students to share their cultural
experiences with their peers.
3. Makes curricular choices
that support multicultural
perspectives.
Uses practices
Designs and implements 1. Plans discussion questions
designed to assist
instruction and
that prompt critical thinking.
students in developing assessment that assist
2. Encourages students to ask
habits of critical
students in developing
and answer questions that
thinking and judgment; habits of critical thinking; require critical thinking.
3. Designs cooperative learning
activities that support students
in understanding the benefit of
collaboration to extend their
thinking.
4. Designs assessments that
evaluate higher level thinking.
Makes meaningful
Makes meaningful and
1. Uses instructional activities
connections between
creative connections
that prompt students to make
the ELA curriculum
between the ELA
connections between their own
and developments in
curriculum and
experience and current issues.
culture, society, and
developments in culture, 2. Makes curricular choices
education;
society, and education;
that allow students to explore
developments in culture,
society, and education.
(Adapted from NCTE Standards)
2
2.6
Demonstrates little
evidence of promoting
the arts and humanities
in the learning of his/her
students;
Engages her/his
students in activities
that demonstrate the
role of arts and
humanities in learning;
Plans and carries out
frequent and extended
learning experiences that
integrate arts and
humanities into the daily
learning of his/her
students.
3. Designs assessments that
encourage critical analysis of
developments in culture,
society, and education using an
ELA lens.
1. Plans interdisciplinary
lessons that draw from the arts
and humanities. (e.g. provides
historical context for texts,
examines corresponding
movements in art and music)
2. Plans instruction that
supports students in developing
interdisciplinary skills so that
students are able to make
interdisciplinary connections.
3. Designs assessments that
allow students to demonstrate a
variety of interdisciplinary
skills.
4.0 ELA Candidate Pedagogy
Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts,
students, and teaching. AS A RESULT, THE CANDIDATE
Standard Not Acceptable (1)
4.1
Shows limited
experience in
examining, and
selecting resources for
instruction, such as
textbooks, other print
materials, videos, films,
Acceptable (2)
Examines and selects
resources for
instruction such as
textbooks, other print
materials, videos,
films, records, and
software, appropriate
Target (3)
Understands the purposes
and characteristics of
different kinds of
curricula and related
teaching resources and
selects or creates
instructional materials
(Adapted from NCTE Standards)
Performance Exemplars
1. Designs lessons that reflect
current best practices in ELA.
2. Demonstrates knowledge of
how to locate resources to
support ELA lessons.
3. Creates or locates
appropriate resources to
Rating
3
records, and software,
appropriate for
supporting the teaching
of English language
arts;
for supporting the
teaching of English
language arts;
that are consistent with
what is currently known
about student learning in
ELA;
support learning goals.
4.2
Demonstrates limited
ability to design
instruction to meet the
needs of all students and
provide for students’
progress and success;
Aligns curriculum
goals and teaching
strategies with the
organization of
classroom
environments and
learning experiences to
promote whole-class,
small-group, and
individual work;
Creates literate classroom
communities by
presenting varied
structures and techniques
for group interactions by
employing effective
classroom management
strategies and by
providing students with
opportunities for
feedback and reflection;
4.4
Shows limited ability to
create learning
environments that
promote respect for, and
support of, individual
differences of ethnicity,
race, language, culture,
gender, and ability;
Creates and sustains
learning environments
that promote respect
for, and support of,
individual differences
of ethnicity, race,
language, culture,
gender, and ability;
Creates opportunities for
students to analyze how
social context affects
language and to monitor
their own language use
and behavior in terms of
demonstrating respect for
individual differences of
ethnicity, race, language,
culture, gender, and
ability;
1. Uses a variety of
instructional activities that
require students to interact with
and learn from peers.
2. Structures and organizes
group activities in such a way
that cooperative learning is
maximized and classroom
distractions are minimized.
3. Monitors group activities
and redirects students as
needed.
4. Provides targeted and clear
feedback to support student
growth.
1. Articulates classroom norms
focused on respect for
difference.
2. Creates a safe space for
students to have conversations
about difference.
3. Designs instructional
activities that allow for
dialogue around difference.
4. Makes curricular choices
that support conversations
about difference.
(Adapted from NCTE Standards)
4
4.5
Demonstrates limited
ability to engage
students effectively in
discussion for the
purposes of interpreting
and evaluating ideas
presented through oral,
written, and/or visual
forms;
Engages students often
in meaningful
discussions for the
purposes of
interpreting and
evaluating ideas
presented through oral,
written, and/or visual
forms;
4.6
Shows limited ability to
enable students to
respond critically to
different media and
communications
technologies;
Engages students in
critical analysis of
different media and
communications
technologies;
4.7
Demonstrates infrequent
use of instruction that
promotes understanding
of varied uses and
purposes for language in
communication;
Engages students in
learning experiences
that consistently
emphasize varied uses
and purposes for
language in
communication;
4.8
Demonstrates limited
ability to engage
Engages students in
making meaning of
Helps students to
participate in dialogue
within a community of
learners by making
explicit for all students
the speech and related
behaviors appropriate for
conversing about ideas
presented through oral,
written, and/or visual
forms;
Engages students in
critical analysis of
different media and
communications
technologies and their
effect on students’
learning;
1. Provides explicit instruction
on appropriate norms for
classroom dialogue.
2. Creates a safe space for
students to share ideas through
oral, written, and visual forms.
3. Designs instruction that
requires students to present
information in various forms
and to give feedback to their
peers.
1. Implements lessons that
support students in developing
critical analytical skills.
2. Designs instructional
activities that require students
to critically analyze media.
3. Encourages students to share
examples of the impact of
media on their choices and
lives.
Integrates throughout the 1. Provides explicit instruction
ELA curriculum learning on making choices about
opportunities in which
language usage based on
students demonstrate
purpose.
their abilities to use
2. Requires students to practice
language for a variety of using language for various
purposes in
purposes.
communication;
3. Creates opportunities for
peers to provide feedback on
language usage to each other.
Engages students in
1. Requires students to analyze
discovering their personal and reflect on their personal
(Adapted from NCTE Standards)
5
students in making
meaning of texts
through personal
response;
4.9
texts through personal
response;
response to texts and
ways to connect such
responses to other larger
meanings and critical
stances;
responses to texts.
2. Introduces students to
appropriate critical theory and
movements in literature to
provide context for the study of
print and nonprint texts.
3. Asks students to analyze text
through a critical/theoretical
lens.
Demonstrates limited
Demonstrate that
Demonstrates how
1. Demonstrates knowledge of
ability to provide
her/his students can
reading comprehension
a range of pre, during, and post
students with relevant
select appropriate
strategies are flexible for reading instructional strategies
reading strategies that
reading strategies that
making and monitoring
to access print and nonprint
permit access to, and
permit access to, and
meaning in both print and texts.
understanding of, a wide understanding of, a
nonprint texts and
2. Models comprehension
range of print and
wide range of print and teaches a wide variety of strategies for analyzing print
nonprint texts;
nonprint texts;
such strategies to all
and nonprint texts.
students;
3. Designs instruction that
requires students to practice
comprehension skills.
Comments:
_____________________________________________________________
Mentor Signature
(Adapted from NCTE Standards)
_____________________________
Date
6
Student Teaching Evaluation Report
Secondary Education Foreign Language Majors
ACTFL Teacher Education Standards
Student Teacher_______________________________________________________________________
School ______________________________________________________________________________
Subject/Grade Levels Taught ____________________________________________________________
Please complete this evaluation at the end of the semester as a summative evaluation of your student teacher’s performance in relation
to the ACTFL standards. This evaluation should not be tied to performance on one lesson but rather an evaluation of the student
teacher’s performance across the semester. At the end of the semester, please evaluate your student teacher for each ACTFL standard
as evident in planning and teaching.
Please rate the student teacher using the criteria below:
0 Not Observed. Performance was not observed and no performance data have been presented. If a standard is not
addressed during student teaching, the rating should be 0, Not Observed.
1 Unnacceptable. Performance data presented are not convincing. Performance is not of the quality expected of a
beginning teacher in this program.
2 Approaches Standard of the program for a beginning teacher. The candidate provides evidence that progress is being made
toward successfully meeting the standard in practice with students.
3 Meets Standard of the program for a beginning teacher. The candidate provides evidence that the standard has been
successfully met in practice with students by providing relevant lesson plans, assessment instruments and summary assessment
data for student performance or other documentation of performance.
(July 2007 version adopted from NCSS/NCATE website)
1
Standard for Performance/Proficiency
I. Language, Linguistics, Comparisons
Standard 1.a. Demonstrating Language Proficiency. Candidates demonstrate a high level of
proficiency in the target language, and they seek opportunities to strengthen their proficiency.
Rating for Evidence in
Planning and Teaching
Standard 1.b. Understanding Linguistics. Candidates know the linguistic elements of the target
language system, recognize the changing nature of language, and accommodate for gaps in their own
knowledge of the target language system by learning on their own.
Standard 1.c. Identifying Language Comparisons. Candidates know the similarities and differences
between the target language and other languages, identify the key differences in varieties of the target
language, and seek opportunities to learn about varieties of the target language on their own.
II. Cultures, Literatures, Cross-Disciplinary Concepts
Standard 2.a. Demonstrating Cultural Understandings. Candidates demonstrate that they
understand the connections among the perspectives of a culture and its practices and products, and
they integrate the cultural framework for foreign language standards into their instructional practices.
Standard 2.b. Demonstrating Understanding of Literary and Cultural Texts and
Traditions. Candidates recognize the value and role of literary and cultural texts and use them to
interpret and reflect upon the perspectives of the target cultures over time.
Standard 2.c. Integrating Other Disciplines In Instruction. Candidates integrate knowledge of
other disciplines into foreign language instruction and identify distinctive viewpoints accessible only
through the target language.
(July 2007 version adopted from NCSS/NCATE website)
2
III. Language Acquisition Theories and Instructional Practices
Standard 3.a. Understanding Language Acquisition and Creating a Supportive
Classroom. Candidates demonstrate an understanding of language acquisition at various
developmental levels and use this knowledge to create a supportive classroom learning environment
that includes target language input and opportunities for negotiation of meaning and meaningful
interaction.
Standard 3.b. Developing Instructional Practices That Reflect Language Outcomes and Learner
Diversity. Candidates develop a variety of instructional practices that reflect language outcomes and
articulated program models and address the needs of diverse language learners.
IV. Integration of Standards into Curriculum and Instruction
Standard 4.a. Understanding and Integrating Standards In Planning. Candidates demonstrate an
understanding of the goal areas and standards of the Standards for Foreign Language Learning and
their state standards, and they integrate these frameworks into curricular planning.
Standard 4.b. Integrating Standards in Instruction. Candidates integrate the Standards for Foreign
Language Learning and their state standards into language instruction.
Standard 4.c. Selecting and Designing Instructional Materials. Candidates use standards and
curricular goals to evaluate, select, design, and adapt instructional resources.
V. Assessment of Languages and Cultures
Standard 5.a. Knowing assessment models and using them appropriately. Candidates believe that
assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are ageand level-appropriate by implementing purposeful measures.
Standard 5.b. Reflecting on assessment. Candidates reflect on the results of student assessments,
adjust instruction accordingly, analyze the results of assessments, and use success and failure to
determine the direction of instruction.
(July 2007 version adopted from NCSS/NCATE website)
3
Standard 5.c. Reporting assessment results. Candidates interpret and report the results of student
performances to all stakeholders and provide opportunity for discussion.
VI. Professionalism
Standard 6.a. Engaging in Professional Development. Candidates engage in professional
development opportunities that strengthen their own linguistic and cultural competence and promote
reflection on practice.
Standard 6.b. Knowing the Value of Foreign Language Learning. Candidates know the value of
foreign language learning to the overall success of all students and understand that they will need to
become advocates with students, colleagues, and members of the community to promote the field.
Comments:
_____________________________________________________________
Mentor Signature
(July 2007 version adopted from NCSS/NCATE website)
_____________________________
Date
4
Student Teaching Supervision Report
Evaluation for Secondary Education Math Majors
NCTM - Mathematics Teacher Education Standards
Student Teacher____________________________________________
Semester of Internship _____________________
School ___________________________________________________
Mentor _________________________________
Please complete this evaluation at the end of the semester as a summative evaluation of your student teacher’s performance in relation
to the NCTM standards. This evaluation should not be tied to performance on one lesson but rather an evaluation of the student
teacher’s performance across the semester. Evaluate your student teacher in three ways for each NCTM Knowledge and Performance
Standard. Provide a rating for each student indicating: 1) evidence in planning, 2) evidence in teaching, and 3) evidence of
effectiveness in producing the desired student learning.
Please rate the student teacher using the criteria below:
NA Not Applicable The student teacher did not have the opportunity to address this NCTM Performance Standard over the
course of his/her internship.
0 Not Observed. If the student teacher should have demonstrated a standard, but did not, then rate the standard of 0 for not
observed.
1 Unacceptable. Performance data presented are not convincing. Performance is not of the quality expected of a
beginning teacher in this program.
2 Approaches Standard of the program for a beginning teacher. The observer has seen progress being made toward
successfully meeting the standard in practice with students.
3 Meets Standard of the program for a beginning teacher. The observer has seen evidence that the standard has been
successfully met in practice with students through lesson plans, assessment instruments and/or summative assessment
data for student performance or other documentation of performance.
1
1. Indicate the NCTM Content Standard(s) that have been addressed over the internship period.
NCTM Performance Standards
Areas of Evidence
A.1. Number and Quantity
To be prepared to develop student mathematical proficiency, all secondary mathematics teachers
should know the following topics related to number and quantity with their content
understanding and mathematical practices supported by appropriate technology and varied
representational tools, including concrete models:
A.1.1 Structure, properties, relationships, operations, and representations including
standard and non-standard algorithms, of numbers and number systems
including integer, rational, irrational, real, and complex numbers
A.1.2 Fundamental ideas of number theory (divisors, factors and factorization, primes,
composite numbers, greatest common factor, least common multiple, and
modular arithmetic)
A.1.3 Quantitative reasoning and relationships that include ratio, rate, and proportion
and the use of units in problem situations
A.1.4 Vector and matrix operations, modeling, and applications
A.1.5 Historical development and perspectives of number, number systems, and
quantity including contributions of significant figures and diverse cultures
Evidence in planning
A.2. Algebra
To be prepared to develop student mathematical proficiency, all secondary mathematics teachers
should know the following topics related to algebra with their content understanding and
mathematical practices supported by appropriate technology and varied representational tools,
including concrete models:
A.2.1 Algebraic notation, symbols, expressions, equations, inequalities, and
proportional relationships, and their use in describing, interpreting, modeling,
generalizing and justifying relationships and operations
A.2.2 Function classes including polynomial, exponential and logarithmic, absolute
Evidence in planning
Rating
Evidence in teaching
Evidence of effectiveness in producing the
desired student learning
Evidence in teaching
2
A.2.3
A.2.4
A.2.5
A.2.6
A.2.7
value, rational, and trigonometric, including those with discrete domains (e.g.,
sequences), and how the choices of parameters determine particular cases and
model specific situations
Functional representations (tables, graphs, equations, descriptions, recursive
definitions, and finite differences), characteristics (e.g., zeros, intervals of
increase or decrease, extrema, average rates of change, domain and range, and
end behavior), and notations as a means to describe, reason, interpret, and
analyze relationships and to build new functions
Patterns of change in linear, quadratic, polynomial, and exponential functions
and in proportional and inversely proportional relationships and types of realworld relationships these functions can model
Linear algebra including vectors, matrices, and transformations
Abstract algebra, including groups, rings, and fields, and the relationship
between these structures and formal structures for number systems and
numerical and symbolic calculations
Historical development and perspectives of algebra including contributions of
significant figures and diverse cultures
A.3. Geometry and Trigonometry
To be prepared to develop student mathematical proficiency, all secondary mathematics teachers
should know the following topics related to geometry and trigonometry with their content
understanding and mathematical practices supported by appropriate technology and varied
representational tools, including concrete models:
A.3.1 Core concepts and principles of Euclidean geometry in two and three dimensions
and two-dimensional non-Euclidean geometries
A.3.2 Transformations including dilations, translations, rotations, reflections, glide
reflections; compositions of transformations; and the expression of symmetry in
terms of transformations
A.3.3 Congruence, similarity and scaling, and their development and expression in
terms of transformations
A.3.4 Right triangles and trigonometry
A.3.5 Applications of periodic phenomena and trigonometric identities
A.3.6 Identification, classification into categories, visualization, and representation of
two- and three-dimensional objects (triangles, quadrilaterals, regular polygons,
prisms, pyramids, cones, cylinders, and spheres)
Evidence of effectiveness in producing the
desired student learning
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing the
desired student learning
3
A.3.7 Formula rationale and derivation (perimeter, area, surface area, and volume) of
two- and three-dimensional objects (triangles, quadrilaterals, regular polygons,
rectangular prisms, pyramids, cones, cylinders, and spheres), with attention to
units, unit comparison, and the iteration, additivity, and invariance related to
measurements
A.3.8 Geometric constructions, axiomatic reasoning, and proof
A.3.9 Analytic and coordinate geometry including algebraic proofs (e.g., the
Pythagorean theorem and its converse) and equations of lines and planes, and
expressing geometric properties of conic sections with equations
A.3.10 Historical development and perspectives of geometry and trigonometry
including contributions of significant figures and diverse cultures.
A.4. Statistics and Probability
To be prepared to develop student mathematical proficiency, all secondary mathematics teachers
should know the following topics related to statistics and probability with their content
understanding and mathematical practices supported by appropriate technology and varied
representational tools, including concrete models:
A.4.1 Statistical variability and its sources and the role of randomness in statistical
inference
A.4.2 Creation and implementation of surveys and investigations using sampling
methods and statistical designs, statistical inference (estimation of population
parameters and hypotheses testing), justification of conclusions, and
generalization of results
A.4.3 Univariate and bivariate data distributions for categorical data and for discrete
and continuous random variables, including representations, construction and
interpretation of graphical displays (e.g., box plots, histograms, cumulative
frequency plots, scatter plots), summary measures, and comparisons of
distributions
A.4.4 Empirical and theoretical probability (discrete, continuous, and conditional) for
both simple and compound events
A.4.5 Random (chance) phenomena, simulations, and probability distributions and their
application as models of real phenomena and to decision making
A.4.6 Historical development and perspectives of statistics and probability including
contributions of significant figures and diverse cultures
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing the
desired student learning
4
A.5. Calculus
To be prepared to develop student mathematical proficiency, all secondary mathematics teachers
should know the following topics related to calculus with their content understanding and
mathematical practices supported by appropriate technology and varied representational tools,
including concrete models:
A.5.1 Limits, continuity, rates of change, the Fundamental Theorem of Calculus, and
the meanings and techniques of differentiation and integration
A.5.2 Parametric, polar, and vector functions
A.5.3 Sequences and series
A.5.4 Multivariate functions
A.5.5 Applications of function, geometry, and trigonometry concepts to solve problems
involving calculus
A.5.6 Historical development and perspectives of calculus including contributions of
significant figures and diverse cultures
Evidence in planning
A.6. Discrete Mathematics
To be prepared to develop student mathematical proficiency, all secondary mathematics teachers
should know the following topics related to discrete mathematics with their content
understanding and mathematical practices supported by appropriate technology and varied
representational tools, including concrete models:
A.6.1 Discrete structures including sets, relations, functions, graphs, trees, and
networks
A.6.2 Enumeration including permutations, combinations, iteration, recursion, and
finite differences
A.6.3 Propositional and predicate logic
A.6.4 Applications of discrete structures such as modeling and solving linear
programming problems and designing data structures
A.6.5 Historical development and perspectives of discrete mathematics including
contributions of significant figures and diverse cultures
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing the
desired student learning
Evidence in teaching
Evidence of effectiveness in producing the
desired student learning
Comments about student teacher’s ability to demonstrate and apply content knowledge:
5
2. Indicate the NCTM Performance Standard(s) that have been addressed over the internship period.
Standard 2: Mathematical Practices
Effective teachers of secondary mathematics solve problems, represent mathematical ideas,
reason, prove, use mathematical models, attend to precision, identify elements of structure,
generalize, engage in mathematical communication, and make connections as essential
mathematical practices. They understand that these practices intersect with mathematical content
and that understanding relies on the ability to demonstrate these practices within and among
mathematical domains and in their teaching.
2a) Use problem solving to develop conceptual understanding, make sense of a wide
variety of problems and persevere in solving them, apply and adapt a variety of
strategies in solving problems confronted within the field of mathematics and other
contexts, and formulate and test conjectures in order to frame generalizations.
2b) Reason abstractly, reflectively, and quantitatively with attention to units,
constructing viable arguments and proofs, and critiquing the reasoning of others;
represent and model generalizations using mathematics; recognize structure and
express regularity in patterns of mathematical reasoning; use multiple
representations to model and describe mathematics; and utilize appropriate
mathematical vocabulary and symbols to communicate mathematical ideas to
others.
2c) Formulate, represent, analyze, and interpret mathematical models derived from
real-world contexts or mathematical problems.
2d) Organize mathematical thinking and use the language of mathematics to express
ideas precisely, both orally and in writing to multiple audiences.
2e) Demonstrate the interconnectedness of mathematical ideas and how they build on
one another and recognize and apply mathematical connections among
mathematical ideas and across various content areas and real-world contexts.
2f) Model how the development of mathematical understanding within and among
mathematical domains intersects with the mathematical practices of problem
solving, reasoning, communicating, connecting, and representing.
Evidence in planning
Standard 3: Content Pedagogy
Effective teachers of secondary mathematics apply knowledge of curriculum standards for
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing the
desired student learning
6
mathematics and their relationship to student learning within and across mathematical domains.
They incorporate research-based mathematical experiences and include multiple instructional
strategies and mathematics-specific technological tools in their teaching to develop all students’
mathematical understanding and proficiency. They provide students with opportunities to do
mathematics – talking about it and connecting it to both theoretical and real-world contexts.
They plan, select, implement, interpret, and use formative and summative assessments for
monitoring student learning, measuring student mathematical understanding, and informing
practice.
Evidence in teaching
Evidence of effectiveness in producing the
desired student learning
3a) Apply knowledge of curriculum standards for secondary mathematics and their
relationship to student learning within and across mathematical domains.
3b) Analyze and consider research in planning for and leading students in rich
mathematical learning experiences.
3c) Plan lessons and units that incorporate a variety of strategies, differentiated
instruction for diverse populations, and mathematics-specific and instructional
technologies in building all students’ conceptual understanding and procedural
proficiency.
3d) Provide students with opportunities to communicate about mathematics and make
connections among mathematics, other content areas, everyday life, and the
workplace.
3e) Implement techniques related to student engagement and communication including
selecting high quality tasks, guiding mathematical discussions, identifying key
mathematical ideas, identifying and addressing student misconceptions, and
employing a range of questioning strategies.
3f) Plan, select, implement, interpret, and use formative and summative assessments to
inform instruction by reflecting on mathematical proficiencies essential for all
students.
3g) Monitor students’ progress, make instructional decisions, and measure students’
mathematical understanding and ability using formative and summative
assessments.
Standard 4: Mathematical Learning Environment
Effective teachers of secondary mathematics exhibit knowledge of adolescent learning,
Evidence in planning
7
development, and behavior. They use this knowledge to plan and create sequential learning
opportunities grounded in mathematics education research where students are actively engaged in
the mathematics they are learning and building from prior knowledge and skills. They
demonstrate a positive disposition toward mathematical practices and learning, include culturally
relevant perspectives in teaching, and demonstrate equitable and ethical treatment of and high
expectations for all students. They use instructional tools such as manipulatives, digital tools, and
virtual resources to enhance learning while recognizing the possible limitations of such tools.
4a) Exhibit knowledge of adolescent learning, development, and behavior and
demonstrate a positive disposition toward mathematical processes and learning.
4b) Plan and create developmentally appropriate, sequential, and challenging learning
opportunities grounded in mathematics education research in which students are
actively engaged in building new knowledge from prior knowledge and
experiences.
4c) Incorporate knowledge of individual differences and the cultural and language
diversity that exists within classrooms and include culturally relevant perspectives
as a means to motivate and engage students.
4d) Demonstrate equitable and ethical treatment of and high expectations for all
students.
4e) Apply mathematical content and pedagogical knowledge to select and use
instructional tools such as manipulatives and physical models, drawings, virtual
environments, spreadsheets, presentation tools, and mathematics-specific
technologies (e.g., graphing tools, interactive geometry software, computer algebra
systems, and statistical packages); and make sound decisions about when such
tools enhance teaching and learning, recognizing both the insights to be gained and
possible limitations of such tools.
Standard 5: Impact on Student Learning
Effective teachers of secondary mathematics provide evidence demonstrating that as a result of
their instruction, secondary students’ conceptual understanding, procedural fluency, strategic
competence, adaptive reasoning, and application of major mathematics concepts in varied
contexts have increased. These teachers support the continual development of a productive
disposition toward mathematics. They show that new student mathematical knowledge has been
created as a consequence of their ability to engage students in mathematical experiences that are
developmentally appropriate, require active engagement, and include mathematics-specific
technology in building new knowledge.
Evidence in teaching
Evidence of effectiveness in producing the
desired student learning
Evidence in planning
Evidence in teaching
8
5a) Verify that secondary students demonstrate conceptual understanding; procedural
fluency; the ability to formulate, represent, and solve problems; logical reasoning
and continuous reflection on that reasoning; productive disposition toward
mathematics; and the application of mathematics in a variety of contexts within
major mathematical domains.
5b) Engage students in developmentally appropriate mathematical activities and
investigations that require active engagement and include mathematics-specific
technology in building new knowledge.
5c) Collect, organize, analyze, and reflect on diagnostic, formative, and summative
assessment evidence and determine the extent to which students’ mathematical
proficiencies have increased as a result of their instruction.
Standard 6: Professional Knowledge and Skills
Effective teachers of secondary mathematics are lifelong learners and recognize that learning is
often collaborative. They participate in professional development experiences specific to
mathematics and mathematics education, draw upon mathematics education research to inform
practice, continuously reflect on their practice, and utilize resources from professional
mathematics organizations.
6a) Take an active role in their professional growth by participating in professional
development experiences that directly relate to the learning and teaching of
mathematics.
6b) Engage in continuous and collaborative learning that draws upon research in
mathematics education to inform practice; enhance learning opportunities for all
students’ mathematical knowledge development; involve colleagues, other school
professionals, families, and various stakeholders; and advance their development
as a reflective practitioner.
6c) Utilize resources from professional mathematics education organizations such as
print, digital, and virtual resources/collections.
Standard 7: Secondary Mathematics Field Experiences and Clinical Practice
Effective teachers of secondary mathematics engage in a planned sequence of field experiences
Evidence of effectiveness in producing the
desired student learning
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing the
desired student learning
Evidence in planning
9
and clinical practice under the supervision of experienced and highly qualified mathematics
teachers. They develop a broad experiential base of knowledge, skills, effective approaches to
mathematics teaching and learning, and professional behaviors across both middle and high
school settings that involve a diverse range and varied groupings of students. Candidates
experience a full-time student teaching/internship in secondary mathematics directed by
university or college faculty with secondary mathematics teaching experience or equivalent
knowledge base.
7a) Engage in a sequence of planned field experiences and clinical practice prior to a
full-time student teaching/internship experience that include observing and
participating in both middle and high school mathematics classrooms and working
with a diverse range of students individually, in small groups, and in large class
settings under the supervision of experienced and highly qualified mathematics
teachers in varied settings that reflect cultural, ethnic, linguistic, gender, and
learning differences.
7b) Experience full-time student teaching/internship in secondary mathematics that is
supervised by a highly qualified mathematics teacher and a university or college
supervisor with secondary mathematics teaching experience or equivalent
knowledge base.
7c) Develop knowledge, skills, and professional behaviors across both middle and high
school settings; examine the nature of mathematics, how mathematics should be
taught, and how students learn mathematics; and observe and analyze a range of
approaches to mathematics teaching and learning, focusing on tasks, discourse,
environment, and assessment.
Evidence in teaching
Evidence of effectiveness in producing the
desired student learning
Comments about student teacher’s performance:
_____________________________________________________________
Mentor Signature
_____________________________
Date
10
Student Teaching Evaluation Report
Secondary Education Science Majors
NSTA Teacher Education Standards
Student Teacher_______________________________________________________________________
School ______________________________________________________________________________
Subject/Grade Levels Taught ____________________________________________________________
Please complete this evaluation at the end of the semester as a summative evaluation of your student teacher’s performance in relation to the
NSTA standards. This evaluation should not be tied to performance on one lesson but rather an evaluation of the student teacher’s
performance across the semester.
Please rate the student teacher using the criteria below:
0 Not Observed. Performance was not observed and no performance data have been presented. If a standard is not addressed
during student teaching, the rating should be 0, Not Observed.
1 Unnacceptable. Performance data presented are not convincing. Performance is not of the quality expected of a
beginning teacher in this program.
2 Approaches Standard of the program for a beginning teacher. The candidate provides evidence that progress is being made
toward successfully meeting the standard in practice with students.
3 Meets Standard of the program for a beginning teacher. The candidate provides evidence that the standard has been
successfully met in practice with students by providing relevant lesson plans, assessment instruments and summary assessment
data for student performance or other documentation of performance.
Standard for Performance/Proficiency
1. Content. The candidate demonstrates a firm and consistent knowledge of the important scientific concepts and
relationships being taught. The candidate is able to engage students effectively in the analysis and interrelationships of
important ideas, principles and concepts, including unifying concepts of science, and is able to guide students
effectively in the analysis of data.
Rating
2. Nature of Science. The candidate engages students effectively in studies addressing the values, beliefs, and
assumptions inherent to the creation of scientific knowledge; including the processes and conventions of science as a
professional activity; and the standards defining acceptable evidence and scientific explanation. The candidate provides
opportunities for students to distinguish science from non-science, understand science as one way of many ways of knowing
and understand the distinctions between basic science, applied science and technology.
3. Inquiry. The candidate uses questions to encourage critical thinking and engages students effectively in science-related
exploration and inquiry. The candidate assists students in identifying solvable problems, exchanging information, planning
and conducting research, collecting and reflecting on data, and constructing and reporting knowledge derived from data.
4. Context of Science. The candidates relates science regularly and effectively to the daily lives and interests of students;
and engages them effectively in studies of the relationship of science to society, commerce, technology, industry and other
areas of human endeavor; and to technological, personal, social and cultural values.
5. Skills of Teaching. The candidate provides effective learning opportunities to all students, helping them to construct
meaning from experiences, and creating a disposition for further inquiry and learning. The candidate demonstrates the ability
to use science teaching strategies effectively; to effectively organize classroom experiences; to use technology to extend and
enhance learning; and to use prior conceptions and interests of students to promote new learning.
6. Curriculum. The candidate plans and engages students in a coherent, focused science curriculum that is consistent with
state and national standards for science education and is appropriate for the needs, abilities and interests of students. The
candidate develops goals, plans, materials and resources for instruction and demonstrates the ability to relate science to the
comprehensive instructional framework within and outside of the school.
7. Social Context of Science. The candidate makes effective use of peer, family, and community members and resources
to improve the education of students in science by inviting guest speakers, organizing field trips (when available) and other
similar steps. He or she interacts effectively with parents when called upon to do so, as with telephone calls, letters, parent
nights or participation in parent conferences. The candidate provides accurate reports to parents and encourages
understanding and positive change through his or her behavior and professional contributions.
8. Assessment. The candidate uses a variety of equitable assessment strategies, both traditional and authentic, to evaluate
and ensure the continuous intellectual, social, and personal development of all learners in the various aspects of science. He
or she uses assessment effectively to monitor students' knowledge, skills and dispositions, and to guide and change
instruction.
9. Safe Learning Environment. The candidate provides a safe and supportive learning environment that nurtures high
expectations for success among all students. The candidate always maintains safe conditions in laboratory, preparation and
storage areas and, if keeping or working with living things, ensures they are treated ethically and respectfully.
10. Professional Practice. The candidate participates in the professional life of the school, demonstrating commitment to
personal improvement, and the willingness and ability to work effectively with others. The candidate has goals and attitudes
in best interests of students and the community, demonstrates a willingness to make positive changes; interacts and shares
ideas and materials with colleagues and engages continuously in reflective self-assessment.
Comments:
_____________________________________________________________
Mentor Signature
_____________________________
Date
Student Teaching Supervision Report
Secondary Education Social Studies Majors
NCSS Social Studies Teacher Education Standards
Student Teacher_______________________________________________________________________
School ______________________________________________________________________________
Subject/Grade Levels Taught ____________________________________________________________
Please complete this evaluation at the end of the semester as a summative evaluation of your student teacher’s performance in relation
to the NCSS standards. This evaluation should not be tied to performance on one lesson but rather an evaluation of the student
teacher’s performance across the semester. At the end of the semester, please evaluate your student teacher in three ways for each
NCSS content standard. Provide a rating for each standard indicating: 1) evidence in planning, 2) evidence in teaching, and 3)
evidence of effectiveness in producing the desired student learning.
Please rate the student teacher using the criteria below:
0 Not Observed. Performance was not observed and no performance data have been presented. If a standard is not
addressed during student teaching, the rating should be 0, Not Observed.
1 Unnacceptable. Performance data presented are not convincing. Performance is not of the quality expected of a
beginning teacher in this program.
2 Approaches Standard of the program for a beginning teacher. The candidate provides evidence that progress is being made
toward successfully meeting the standard in practice with students.
3 Meets Standard of the program for a beginning teacher. The candidate provides evidence that the standard has been
successfully met in practice with students by providing relevant lesson plans, assessment instruments and summary assessment
data for student performance or other documentation of performance.
(July 2007 version adopted from NCSS/NCATE website)
1
Standard for Performance/Proficiency
NCSS Theme I - Culture and Cultural Diversity
Teachers of social studies at all school levels should provide developmentally appropriate
experiences as they guide learners in the study of culture and cultural diversity.
Description: The study of culture prepares students to answer questions such as: What are the
common characteristics of different cultures? How do belief systems, such as religion or political
ideals, influence other parts of culture? How does the culture change to accommodate different ideas
and beliefs? What does language tell us about culture? In schools, this theme typically appears in
units and lessons dealing with geography, history, sociology, and anthropology, as well as
multicultural topics across the curriculum.
NCSS Theme II - Time, Continuity and Change
Teachers of social studies at all school levels should provide developmentally appropriate
experiences as they guide learners in the study of time, continuity and change.
Description: Human beings seek to understand their historical roots and to locate themselves in
time. Knowing how to read and reconstruct the past allows one to develop an historical
perspective and to answer questions such as: Who am I? What happened in the past? How am I
connected to those in the past? How has the world changed and how might it change in the
future? Why does our personal sense of relatedness to the past change? This theme typically appears
in lessons in history and others that draw upon historical knowledge and habits.
NCSS Theme III - People, Places and Environments
Teachers of social studies at all school levels should provide developmentally appropriate
experiences as they guide learners in the study of people, places, and environments.
Description: The study of people, places and human-environment interactions assists students as
they create spatial views and geographic perspectives of the world beyond their personal locations.
Students need the knowledge, skills, and understanding provided by questions such as: Where are
things located? Why are they located where they are: What do we mean by "region"? How do
landforms change? What implications do these changes have for people? In schools, this theme
typically appears in units or lessons dealing with area studies and geography.
(July 2007 version adopted from NCSS/NCATE website)
Areas of Evidence
Rating
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing
the desired student learning
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing
the desired student learning
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing
the desired student learning
2
NCSS Theme IV - Individual Human Development and Identity
Teachers of social studies at all school levels should provide developmentally appropriate
experiences as they guide learners in the study of ideas associated with individual human
development and identity.
Description: Personal identity is shaped by one's culture, by groups, and by institutional influences.
Students should consider such questions as: How do people learn? Why do people behave as they
do? What influences how people learn, perceive and grow? How do people meet their basic needs in
a variety of contexts? How do individuals develop from youth to adulthood? In schools, this theme
typically appears in units or lessons dealing with psychology and anthropology.
NCSS Theme V - Individuals, Groups and Institutions
Teachers of social studies at all levels should provide developmentally appropriate
experiences as they guide learners in the study of interactions among individuals, groups,
and institutions.
Description: Institutions such as schools, churches, families, government agencies, and the courts
play an integral role in people's lives. It is important that students learn how institutions are formed,
what controls and influences them, how they influence individuals and culture, and how they are
maintained or changed. Students may address questions such as: What is the role of institutions in
this and other societies? How am I influenced by institutions? How do institutions change? What is
my role in institutional change? In schools, this theme typically appears in units or lessons dealing
with sociology, anthropology, psychology, political science, and history.
NCSS Theme VI - Power, Authority and Governance
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing
the desired student learning
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing
the desired student learning
Evidence in planning
Teachers of social studies at all school levels should provide developmentally appropriate
experiences as they guide learners in the study of power, authority, and governance.
Description: Understanding the historical development of structures of power, authority, and
governance and their evolving functions in contemporary U. S. society and other parts of the world
is essential for developing civic competence. In exploring this theme, students confront questions
such as: What is power? What forms does it take? Who holds it? How is it gained, used, and
justified? What is legitimate authority? How are governments created, structured, maintained, and
changed? How can individuals' rights be protected within the context of majority rule? In schools,
this theme typically appears in units or lessons dealing with government, politics, political science,
history, law, and other social sciences.
(July 2007 version adopted from NCSS/NCATE website)
Evidence in teaching
Evidence of effectiveness in producing
the desired student learning
3
NCSS Theme VII - Production, Distribution, Consumption
Teachers of social studies at all school levels should provide developmentally appropriate
experiences as they guide learners in the study of how people organize for the production,
distribution, and consumption of goods and services.
Description: Because people have wants that often exceed the resources available to them, a variety
of ways have evolved to answer such questions as: What is to be produced? How is production to be
organized? How are goods and services to be distributed? What is the most effective allocation of
the factors to be produced (land, labor, capital, and management)? In schools, this theme typically
appears in units or lessons dealing with economic concepts and issues.
NCSS Theme VIII - Science, Technology, Society
Teachers of social studies at all school levels should provide developmentally appropriate
experiences as they guide learners in the study of science and technology.
Description: Modern life as we know it would be impossible without technology and the science
that supports it. But technology brings with it many questions: Is new technology always better than
old? What can we learn from the past about how new technologies result in broader social change,
some of which is unanticipated? How can we cope with the ever-increasing pace of change? How
can we manage technology so that the greatest number of people benefit from it? How can we
preserve our fundamental values and beliefs in the midst of technological change? This theme draws
upon the natural and physical sciences and the humanities, and appears in a variety of social studies
courses, including history, geography, economics, civics, and government.
NCSS Theme IX - Global Connections and Interdependence
Teachers of social studies at all school levels should provide developmentally appropriate
experiences as they guide learners in the study of global connections and interdependence.
Description: The realities of global interdependence require understanding the increasingly
important and diverse global connections among world societies and the frequent tension between
national interests and global priorities. Students will need to be able to address such international
issues as health care, the environment, human rights, economic competition and interdependence,
age-old ethnic enmities, and political and military alliances. This theme typically appears in units or
lessons dealing with geography, culture, and economics, but may also draw upon the natural and
physical sciences and the humanities.
(July 2007 version adopted from NCSS/NCATE website)
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing
the desired student learning
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing
the desired student learning
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing
the desired student learning
4
NCSS Theme X - Civic Ideals and Practices
Teachers of social studies at all school levels should provide developmentally appropriate
experiences as they guide learners in the study of civic ideals and practices.
Description: An understanding of civic ideals and practices of citizenship is critical to full
participation in society and is a central purpose of the social studies. Students confront such
questions as: What is civic participation and how can I be involved? How has the meaning of
citizenship evolved? What is the balance between rights and responsibilities? What is the role of the
citizen in the community and the nation, and as a member of the world community? How can I make
a positive difference? In schools, this theme typically appears in units or lessons dealing with
history, political science, cultural anthropology, and fields such as global studies, law-related
education, and the humanities.
Evidence in planning
Evidence in teaching
Evidence of effectiveness in producing
the desired student learning
Comments:
_____________________________________________________________
Mentor Signature
(July 2007 version adopted from NCSS/NCATE website)
_____________________________
Date
5
Department of Education
Secondary Education Program
Building Your Portfolio:
Integrating Professional Standards for VT Educators and ROPA
The Secondary Education program at the University of Vermont expects its candidates to integrate
the Standards for Vermont Educators with the ROPA entries in their portfolios. You will find that
some of the requirements are overlapping.
Candidates may choose to organize their portfolio by using the Five Standards of Vermont
Educators, the ROPA entries or a design developed by the candidate. In all cases, you must show
competence across the Standards for Vermont Educators and include all the required ROPA entries.
Standards for Vermont
Educators
1. Learning
2. Professional
Knowledge
3. Colleagueship
4. Advocacy
5. Accountability
ROPA Entries
Knowledge as
demonstrated in
Standards for
YOU
Vermont
Educators
Skills as
demonstrated
in ROPA
entries
1. Analyzing the
Learning Environment
2. Accommodating
Students Identified as
Having Special Needs
3. Colleagueship and
Advocacy
4. Teaching Episodes
5. Teaching Over Time
6. Reflection and Vision
Though you must include specific pieces of evidence such as the ROPA entries, there is still an
opportunity for you to be creative in your selection of materials. It is up to you to develop a portfolio
that shows your understanding of the knowledge and skills gained through your experiences. Your
ability to articulate your thinking regarding element inclusion is essential.
The process of thinking about what to include in your portfolio is important, share your ideas with
your University Supervisor, cooperating teacher and other candidates in the program. The more
ideas that are generated, the more likely it is that your portfolio will help you and others to
understand your professional beliefs, knowledge and skills.
The next two pages are examples of how you can integrate the standards for Vermont Educators
and ROPA entries.
Secondary Teacher Education Graduate Handbook 2014-2015
Vermont Department of Education
Chapter
Level I Licensure Portfolio
7
NOTE: Programs are expected to have fully implemented the redesigned Level I Licensure
Portfolio in their programs by 2011. The graduating class of 2011 then will have completed
the revised portfolio as a condition for licensure. It is recommended, of course, that
programs begin to implement the revised portfolio as soon as possible.
I. Purposes of the Level I Licensure Portfolio
The Level I Licensure Portfolio plays an important role in the preparation of educators for
Vermont’s schools. Portfolio development can be a dynamic process for candidates allowing
them to grow in their understanding of themselves as professional educators and in their
understanding of students as learners. As a licensure requirement, the portfolio also provides
candidates with the opportunity to demonstrate to their institution their qualifications for
becoming licensed beginning educators.
Additionally, the licensure portfolio serves to inform institutions of the effectiveness of their
educator preparation program. Candidate performance on its six entries will reflect the educator
preparation program’s own strengths and weaknesses. An institution’s reflection on the success
of its candidates on the different entries can provide valuable insight during the self-study
process and when working to meet the program approval standards.
Finally, the licensure portfolio provides evidence to the state for program approval. The Review
Team examines evaluated portfolios during full program visits to ensure that the institution’s
assessment system results in the program only recommending qualified candidates for licensure.
Portfolio entries can offer strong evidence to Review Teams that an institution is meeting
standard and should remain an approved preparation program.
All candidates seeking initial licensure must complete a Level I Licensure Portfolio. While the
portfolio was designed specifically for beginning teachers, components of it will also serve to
document the qualifications of licensure candidates seeking non-classroom endorsements.
Programs should, however, add additional requirements to better reflect the endorsement
requirements of candidates in special education, counseling, etc. It should also be noted that
programs recommending licensed educators for a second endorsement must document
candidates’ work. Although a Level I Licensure Portfolio is not required to do so, it is
recommended that programs incorporate a professional portfolio into their assessment system to
document candidates’ meeting of the endorsement requirements.
II. Description of the Level I Licensure Portfolio
The Level I Licensure Portfolio consists of an introductory section followed by six entries
divided into three parts. The optional introductory section allows candidates to present
51
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
themselves as caring and competent beginning educators to their evaluators. Programs may
choose to require candidates to include pieces that reflect the institution’s unique theme or
individual candidate’s philosophy of education, etc. The introduction is followed by Part 1 which
may be completed prior to student teaching as it contains entries that are more developmental in
nature while addressing many of the 16 Principles. Part 2 must be completed during student
teaching and incorporates all sixteen of the principles. Finally, Part 3 will be completed once
parts 1 and 2 have been finished as it requires thorough reflection on the portfolio entries and
teaching experiences.
Introduction (optional)
Part 1
1.
2.
3.
4.
Analyzing the Learning Environment
Accommodating Students Identified as Having Special Needs
Colleagueship and Advocacy
Teaching Episodes
Part 2
5. Teaching Over Time
Part 3
6. Reflection and Goals
III. Incorporating the Licensure Portfolio into the Candidate Assessment
System
The portfolio’s common architecture is meant to unify institutions’ performance assessments
while at the same time allowing programs to maintain their uniqueness. The licensure portfolio’s
structure can be incorporated into programs’ assessment systems in a variety of ways. It is
ultimately up to the program to make the decision as to when to use the licensure portfolio
entries.
Whatever form its implementation takes, institutions must ensure that candidates demonstrate
strength in their content knowledge and pedagogy of the endorsement (s) they seek throughout
the six entries. For example, elementary candidates should demonstrate their knowledge and
understanding of pedagogy across the content areas required by their endorsement (e.g., math,
history, reading, etc) in their portfolios. Institutions must also ensure reliability across licensure
portfolio assessments by establishing clear performance standards, by utilizing the common set
of scoring rubrics, and by providing training for portfolio assessors.
It is assumed that programs will implement the licensure portfolio as a developmental process
and formative evaluation until the point in time when the program must decide whether to
recommend a candidate for licensure or not. Institutions are welcome, for instance, to utilize Part
I as a “qualifying portfolio” that will assist candidates in developing Part II. Part I stands as the
formative phase of this process, where candidates will be given constructive feedback on the
entries. Parts II and III, however, are more summative in nature and demand more of the
candidates.
52
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
The licensure portfolio entries are minimum requirements. Each entry must be included in all
initially licensed candidates’ portfolios and assessed using the scoring rubrics provided.
However, institutions and programs are encouraged to add additional entries and documentation
that candidates would need to provide to support the program’s theme and its unique
characteristics, priorities, and philosophy. In addition, programs may choose to add entries that
will provide candidates with additional opportunities to demonstrate their content knowledge,
pedagogical knowledge and skills, and dispositions.
IV. Format and Style of the Level I Licensure Portfolio Entries
Each of the six entries that comprise the Level I Licensure Portfolio is comprised of the
following components:
(a) Purpose
(b) Principles to Be Addressed
(c) Required Documentation
(d) Directions
The Purpose provides a clear focus for each entry and is followed by the Principles to be
Addressed in order to clarify the entry’s alignment with the Five Standards for Vermont
Educators: A Vision for Schooling, the 16 Principles for Vermont Educators, and the
endorsement requirements. Required Documentation identifies required evidence for each entry
although the preparation programs may require other appropriate artifacts. Finally, candidates are
provided with Directions and related questions to respond to each portfolio entry.
Institutions will find that the directions mirror the written commentary National Board
Certification candidates are asked to include in their portfolios5. The following section provides
institutions and candidates with a detailed overview of the descriptive, analytical and reflective
writing required for each entry.
Description: Candidates are first given brief directions for the entry. Any description candidates
provide within the entry should be logical and detailed enough to provide the assessor with an
understanding of the school and/or classroom context. This section should be brief and to the
point. The focus of the candidate’s writing will be on what occurred.
Analysis: Analysis deals with reasons, motives, and interpretation and is grounded in the
required evidence for the entry. The questions provided are meant to prompt analysis of the
collected evidence. Candidates will interpret the information gathered or the experience in their
analysis and demonstrate the significance of the evidence. The focus of the candidate’s writing
will be on why something occurred.
Reflection: Each entry concludes with several questions designed to prompt candidates in their
reflective process. While reflection may occur in many places, the reflection section of each
entry is where candidates must show assessors what they have learned from their experiences
and how it will impact their teaching in the future. The reflection provides candidates with the
5
“Get Started: Description, Analysis, and Reflection,” The National Board for Professional Teaching Standards,
http://www.nbpts.org/for_candidates/the_portfolio?ID=17&x=44&y=12, accessed
September 5, 2006.
53
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
opportunity for self-analysis. The focus of the candidate’s writing will be on so what. In other
words, what do the observations and analysis suggest for the candidate’s teaching in the future?
Candidates are expected to transition smoothly between the three forms of writing and to
structure their responses clearly and logically in essay form. Each entry should be a professional
document that is complete, well-organized, and reader-friendly. Inherent within the meets
standards rating is the requirement that the candidate uses appropriate grammar, usage,
mechanics, and spelling throughout the portfolio.
V. Rubrics for Scoring Portfolio Entries
The 16 Principles for Vermont Educators are incorporated into the six portfolio entries. In some
instances, the language of the Principles has been modified to better reflect the knowledge and
ability expected of beginning educators.
All programs are required to use the scoring rubrics provided for each entry when assessing their
candidates’ portfolios. The rubrics are based upon criteria derived from the purpose, required
evidence, prompting questions, and the Principles. There are four assessment ratings for each
criterion: no evidence, emergent, approaching standard, and meets standard. A comment section
has been provided in each rubric for assessors to provide further feedback to candidates.
VI. Scoring the Portfolio Entries
The redesign of the portfolio entries allows institutions more flexibility for scoring their
candidates’ portfolios. For example, Part I can be scored separately from Parts II and III.
Therefore candidates may submit Part I prior to student teaching for evaluation. Having
evaluated Part I, an institution would not have to re-evaluate it when assessing Parts II and III,
which may be submitted at the conclusion of student teaching. Programs may also evaluate the
portfolio in its entirety after the conclusion of student teaching. In all cases, a final composite
score would result from combining the three scores.
In order to achieve a “pass” on the licensure portfolio, a candidate must achieve an overall rating
of “pass” on all six entries. To achieve a “pass” on an entry, a candidate must have a rating of
meets standards in the majority of cells with no ratings of emergent. Please note that it is
strongly recommended that the program provide candidates the opportunity to submit draft
entries for feedback and re-writes as needed until the final portfolio assessment is due.
When the program assesses the licensure portfolio entries, two or more trained assessors from
the institution, program, or field should independently review the evidence the candidate
provides and determine which level best describes the candidate’s performance on each criterion.
The assessors reviewing the candidate’s portfolio should then meet to determine the level of
agreement of their independent assessments and resolve any areas of disagreement. The program
should encourage faculty and candidates to use the rubrics in the on-going assessment of drafts
of the licensure portfolio. Doing so will provide specific feedback and foster the candidate’s selfassessment.
Candidates’ scores should reflect the degree to which portfolio evaluators were able to locate
clear evidence that each entry meets standards.
54
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
VII. Electronic Portfolio Guidelines
Upon reviewing the work of Vermont institutions6 on the portfolio and the current research, it
has become clear that electronic portfolios will play a much larger role in the next round of
ROPA reviews7. Candidate work on electronic portfolios has strong potential for both
meaningful integration of technology and powerful presentation of candidate ability.
Furthermore, electronic portfolios may facilitate portfolio production for students, provide
technology practice, and promote technology use in teaching and learning.
Please consider the following suggestions for use of electronic portfolios:
• Pilot a program with a small group.
• Gain faculty support for electronic portfolios prior to beginning use.
• Gain institutional support for electronic portfolios.
• Implement an electronic portfolio in stages. Begin requiring it, for example, in early
coursework and continue to implement through student teaching.
• Provide instruction for candidates in using technology throughout the program and across the
institution, not just in early courses. Systematically teach the necessary skills.
• Assure reliable servers and accessible software for candidates, faculty, and evaluators.
• Address “usability issues”. Identify the plug-ins and utilities, file formats, operating systems
that can be used, and the bandwidth and other technologies required.
• Agree on how training and support will be addressed in the long term.
• Determine who will have access to the portfolio. Consider the external audiences such as
potential employers and program evaluators.
• Address security and privacy issues.
• Determine how portfolio evaluators will offer feedback electronically.
Electronic portfolio style and format suggestions:
• Electronic portfolios should be easy to navigate and designed to facilitate a person moving
easily through evidence without scrolling through large documents.
• There should be a balance between text and visuals throughout the document.
• Note that the structure, navigation, and performance of the portfolio system can both enhance
or detract from usability.
• Cross references and linking should be clean and clear.
• Consider multiple uses of data throughout the document.
• The electronic portfolio should reflect the candidate as an individual.
6
With thanks to Middlebury College and the University of Vermont
7
Keith Wetzel and Neal Strudler, “The Diffusion of Electronic Portfolios in Teacher Education: Next Steps and Recommendations from
Accomplished Users.” Journal of Research on Technology in Education. Winter 2005: Volume 38 Number 2.
ePortConsortium. (2003, November 3). Electronic Portfolio White Paper, from http://www.eportconsortium.org/Content/Root/whitePaper.aspx,
accessed March 1, 2007
55
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
LEVEL I LICENSURE PORTFOLIO
Part I
Entry 1: Analyzing the Learning Environment
Purpose
Principles
to Be Addressed
Required
Documentation
Directions
Candidates analyze the learning environment using knowledge of human development and individual differences to provide learning opportunities for all
students.
Principle # 2: The educator understands how individuals learn and grow and provides learning opportunities that support intellectual, physical, social,
and emotional development.
Principle # 3: The educator understands how individuals and groups differ and creates equitable instructional opportunities that respond to the needs of
all students.
Principle # 5: The educator creates a classroom climate that encourages respect for self and others, positive social interaction and personal health and
safety.
Principle # 10: The educator understands conditions and actions, which would tend to discriminate against students on the basis of sex, race, color,
creed, age, sexual orientation, disability, or national origin, and takes proactive steps to address discrimination.
Dated field notes
Observe a classroom over time and engage in a conversation with the classroom teacher. Describe the classroom context including:
• demographics
• number of students
• variety and types of learners including abilities
• physical space/room arrangement
• classroom management systems (rules, homework policies, etc)
• classroom structure (looped, multi-age, departmentalized, other)
• types of instruction and activities
• scope and sequence/standards for content area(s) (curricular maps, textbooks, etc)
• resources available (technology and human resources)
• students’ responses to instruction
• student-student interactions
• student-teacher interactions
• teacher-parent interactions
Describe the school context including:
• physical plant
• philosophy, climate, and culture
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Results Oriented Program Approval Process (3/07)
Vermont Department of Education
Entry 1: Analyzing the Learning Environment
Directions
•
•
behavior management system
connections with the community
Analyze the information gathered from your observations, research and conversation with the teacher. Discuss these relevant factors and how they
affect the teaching/learning process. Include any supports and challenges that affect instruction and student learning. Within the context of your analysis
consider the following questions:
• What factors in the school impact the classroom context?
• How does what you learned relate to your understanding of learning theory and human development (emotional, social, physical, and
intellectual)?
• How are the needs of all students being met?
• What is conducive to student learning and what interferes?
Reflect on your experiences. Within the context of your self-reflection consider the following questions:
• How have your initial impressions of this learning environment changed or stayed the same over the period of time you have spent in the
classroom?
• What have you learned about the process of creating an effective learning environment?
• As a teacher, what actions would you take to address issues of discrimination in your classroom?
• What proactive steps would you take to provide equitable learning opportunities in your classroom?
• What would be your strengths and challenges in creating such learning opportunities for all students?
57
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
SCORING RUBRIC- ENTRY 1: Candidates analyze the learning environment using knowledge of human development and individual differences to
provide learning opportunities for all students.
No
Evidence
Description
Principle #2
Principle #3
Emergent
Approaching
Standard
Meets Standard
The candidate offers a
limited description of the
classroom and school
context.
The candidate’s analysis
and reflection
demonstrate a limited
understanding of how
students learn and grow.
The candidate offers a clear
description of the classroom
and school context.
The candidate offers a
thorough description of the
classroom and school
context.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of
how students learn and
grow.
The candidate’s analysis
and reflection
demonstrate a limited
understanding of how to
provide learning
opportunities that support
intellectual, physical,
social, and emotional
development.
The candidate’s analysis
and reflection
demonstrate a limited
understanding of how
individuals and groups
differ.
The candidate’s analysis
and reflection
demonstrate a limited
understanding of how to
create equitable
instructional
opportunities for all
students.
The candidate’s analysis
and reflection demonstrate
a clear understanding of
how to provide learning
opportunities that support
intellectual, physical, social,
and emotional
development.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of
how to provide learning
opportunities that support
intellectual, physical, social,
and emotional development.
The candidate’s analysis
and reflection demonstrate
a clear understanding of
how individuals and groups
differ.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of
how individuals and groups
differ.
The candidate’s analysis
and reflection demonstrate
a clear understanding of
how to create equitable
instructional opportunities
for all students.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of
how to create equitable
instructional opportunities for
all students.
The candidate’s analysis
and reflection demonstrate
a clear understanding of
how students learn and
grow.
58
Results Oriented Program Approval Process (3/07)
Comments
Vermont Department of Education
SCORING RUBRIC- ENTRY 1: Candidates analyze the learning environment using knowledge of human development and individual differences to
provide learning opportunities for all students.
No
Evidence
Principle # 5
Principle # 10
Reflection
Emergent
Approaching
Standard
Meets Standard
The candidate’s analysis
and reflection
demonstrate a limited
understanding of the
conditions and actions
which create a classroom
climate that encourages
respect for others,
positive social interaction
and personal health and
safety.
The candidate’s analysis
and reflection
demonstrate a limited
understanding of the
conditions and actions
which tend to
discriminate against
students on the basis of
sex, race, color, creed,
age, sexual orientation,
disability or national
origin.
Through reflection on
Entry 1 the candidate
demonstrates limited
ability to use her/his
experiences and
understanding of best
practice to improve
teaching and student
learning.
The candidate’s analysis
and reflection demonstrate
a clear understanding of the
conditions and actions
which create a classroom
climate that encourages
respect for others, positive
social interaction and
personal health and safety.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of
the conditions and actions
which create a classroom
climate that encourages
respect for others, positive
social interaction and
personal health and safety.
The candidate’s analysis
and reflection demonstrate
a clear understanding of the
conditions and actions
which tend to discriminate
against students on the
basis of sex, race, color,
creed, age, sexual
orientation, disability or
national origin.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of
the conditions and actions
which tend to discriminate
against students on the
basis of sex, race, color,
creed, age, sexual
orientation, disability or
national origin.
Through reflection on Entry
1 the candidate
demonstrates some ability
to use her/his experiences
and understanding of best
practice to improve teaching
and student learning.
Through reflection on Entry 1
the candidate demonstrates
the ability to use her/his
experiences and
understanding of best
practice to improve teaching
and student learning.
59
Results Oriented Program Approval Process (3/07)
Comments
Vermont Department of Education
Entry 2: Accommodating Students Identified as Having Special Needs
Purpose
Principles
to Be
Addressed
Required
Documentation
Directions
Candidates demonstrate an understanding of how to identify and accommodate students with special needs in an equitable learning environment. This
includes an understanding of applicable laws, policies, and procedures.
Principle # 3: The educator understands how individuals and groups differ and creates equitable instructional opportunities that respond to the needs of all
students.
Principle # 8: The educator integrates students with disabilities into appropriate learning situations.
Principle # 13: The educator understands laws related to student and educator rights and responsibilities, and applies current state and federal laws and
regulations as they pertain to all children, including those who are at risk and those with disabilities, and treats students and colleagues fairly and
equitably.
• Summary of needs and accommodations (IEP, 504, etc.)
• Notes from conference with classroom and/or special education teacher
Select one student who has an IEP and a second student who may be eligible or who is eligible for special services (e.g. a student on a 504 plan, an
English language learner, a student identified as gifted, or a student who is in the early stages of the referral process). Gather information from multiple
settings over time.
For each student describe:
• The history of services provided
• The identification/referral process (including assessments)
• The classroom setting including climate
• The instruction being provided including materials and any modifications
• Any human and/or technical support services provided
• Information gathered from a conference with the classroom and/or special education teachers
Analyze the information gathered discussing how the policies, procedures, and supports work to serve each of the two students. Within the context of
your analysis consider the following questions:
• Given your knowledge of law, policies, and procedures for students with special needs, how effectively are the needs of each of these two
students being met?
• What impact does the learning environment have on the learning for the two students as well as for all of the students in the classroom?
Reflect on your experiences with the two students. Within the context of your reflection consider the following questions:
• What are the implications for teaching students with special needs within your endorsement area?
• What would be your strengths and challenges in accommodating students with special needs?
60
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
SCORING RUBRIC- Entry 2: Candidates demonstrate an understanding of how to identify students with special needs and accommodate them in
inclusive and equitable learning environments. This includes an understanding of applicable laws, policies, and procedures.
No
Evidence
Description
Principle # 3
Principle # 8
Principle # 13
Emergent
Approaching
Standard
Meets Standard
The candidate offers a
limited description of the
two students.
The candidate’s analysis
and reflection
demonstrate a limited
understanding of how
individuals and groups
differ.
The candidate’s analysis
and reflection
demonstrate a limited
understanding of how to
create equitable
instructional
opportunities to respond
to the needs of students.
The candidate’s analysis
and reflection
demonstrate a limited
understanding of how to
integrate students with
disabilities into
appropriate learning
situations.
The candidate’s analysis
and reflection
demonstrate a limited
understanding of laws
related to student and
educator rights and
responsibilities.
Candidate offers a clear
description of the two
students.
The candidate’s analysis
and reflection demonstrate
a clear understanding of
how individuals and groups
differ.
Candidate offers a thorough
description of the two
students.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of
how individuals and groups
differ.
The candidate’s analysis
and reflection demonstrate
a clear understanding of
how to create equitable
instructional opportunities to
respond to the needs of
students.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of
how to create equitable
instructional opportunities to
respond to the needs of
students.
The candidate’s analysis
and reflection demonstrate
a clear understanding of
how to integrate students
with disabilities into
appropriate learning
situations.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of
how to integrate students with
disabilities into appropriate
learning situations.
The candidate’s analysis
and reflection demonstrate
a clear understanding of
laws related to student and
educator rights and
responsibilities.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of
laws related to student and
educator rights and
responsibilities.
61
Results Oriented Program Approval Process (3/07)
Comments
Vermont Department of Education
SCORING RUBRIC- Entry 2: Candidates demonstrate an understanding of how to identify students with special needs and accommodate them in
inclusive and equitable learning environments. This includes an understanding of applicable laws, policies, and procedures.
No
Evidence
Principle # 13
Reflection
Emergent
Approaching
Standard
Meets Standard
The candidate’s analysis
and reflection
demonstrate a limited
understanding of how to
apply current state and
federal laws and
regulations as they
pertain to all children,
including those at risk
and those with
disabilities.
Through reflection on
Entry 2, the candidate
demonstrates limited
ability to use her/his
experiences and
understanding of best
practice to improve
teaching and student
learning.
The candidate’s analysis
and reflection demonstrate
a clear understanding of
how to apply current state
and federal laws and
regulations as they pertain
to all children, including
those at risk and those with
disabilities.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of
how to apply current state and
federal laws and regulations
as they pertain to all children,
including those at risk and
those with disabilities.
Through reflection on Entry
2, the candidate
demonstrates some ability
to use her/his experiences
and understanding of best
practice to improve teaching
and student learning.
Through reflection on Entry 2,
the candidate demonstrates
the ability to use her/his
experiences and
understanding of best practice
to improve teaching and
student learning.
62
Results Oriented Program Approval Process (3/07)
Comments
Vermont Department of Education
Entry 3: Colleagueship and Advocacy
Purpose
Principles to Be
Addressed
Required
Documentation
Directions
Candidates demonstrate the ability to work as a team member and advocate for students and families.
Principle #11: The educator works as a team member and establishes collaborative relationships with school colleagues, parents, agencies and others
in the broader community to support students’ learning and well-being, and to implement the school’s goals and articulated curriculum.
Principle #12: The educator recognizes multiple influences on students inside and outside the school and accesses appropriate systems of support for
students.
Documentation of participation (e.g., award certificate, program note, letter of recommendation, etc.)
Colleagueship
Describe your experiences where you have worked collaboratively to support students’ learning and well-being. This may include work with colleagues in
a higher education, school, work or volunteer setting (e.g. teaming with Para-educators, participating in IEP meetings, teaming with school personnel to
implement a unit of study, creating and presenting a project with colleagues, working with a team of camp counselors, collaborating within a professional
organization, service learning, etc.).
Analyze your various experiences identifying the critical elements of effective collaboration. Within the context of your analysis consider the following
questions:
• What skills and knowledge have you gained from working in collaborative relationships?
• How have your experiences supported students’ learning and well-being?
Reflect on your experiences. Within the context of your reflection consider the following questions.
• How will you work in collaborative relationships to promote the well-being of students and families in your classroom?
• What do you see as your strengths and challenges working as a member of a collaborative team to support students’ learning and well-being?
63
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
Entry 3: Colleagueship and Advocacy
Directions
Advocacy
Describe your experiences in relationships where you advocated for students and their families (e.g. communications with parents, working with students
outside of school, planning and facilitating community and family events, tutoring or mentoring, seeing a family or student in trouble and working to better
things, volunteering, etc.)
Describe possible resources available to support students and families. (E.g. Boys and Girls Club, Washington West Family Child Center, a mentoring
program, etc.).
Analyze your experiences as an advocate identifying the multiple influences that may affect the ability of students to learn in the classroom. Within the
context of your analysis consider the following questions.
• What skills and knowledge have you gained in advocating for students and families?
• What do your experiences reveal about the multiple influences on students inside and outside of school?
• What challenges have you confronted working as an advocate for students and families?
• What resources were most effective in supporting students and families?
Reflect on your experiences. Within the context of your reflection consider each of the following questions.
• What is the importance of your role as an educator and advocate in promoting the well-being of students?
• What are your strengths and challenges as an advocate for students and families?
64
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
SCORING RUBRIC- Entry 3: Candidates demonstrate the ability to work as a team member and advocate for students and families.
No
Evidence
Description
Colleagueship
Principle # 11
Description
Advocacy
Principle # 12
Reflection
Emergent
Approaching
Standard
Meets Standard
The candidate offers a
limited description of work
with colleagues.
The candidate’s analysis
and reflection demonstrate
limited work as a team
member to support student
learning and well-being.
The candidate offers a
clear description of work
with colleagues.
The candidate’s analysis
and reflection demonstrate
some work as a team
member to support
student learning and wellbeing.
The candidate offers a
clear description of
experiences advocating
for students and families.
The candidate offers a
clear description of
resources available to
students and families.
The candidate’s analysis
and reflection demonstrate
a clear understanding of
the multiple influences on
students inside and
outside of school.
The candidate’s analysis
and reflection demonstrate
a clear understanding of
appropriate systems of
support for students.
Through reflection on
Entry 3, the candidate
demonstrates some ability
to use her/his experiences
and understanding of best
practice to improve
teaching and student
learning.
The candidate offers a
thorough description of work
with colleagues.
The candidate’s analysis and
reflection demonstrate
appropriate work as a team
member to support student
learning and well-being.
The candidate offers a
limited description of
experiences advocating for
students and families.
The candidate offers a
limited description of
resources available to
students and families.
The candidate’s analysis
and reflection demonstrate
a limited understanding of
the multiple influences on
students inside and outside
of school.
The candidate’s analysis
and reflection demonstrate
a limited understanding of
appropriate systems of
support for students.
Through reflection on Entry
3, the candidate
demonstrates limited ability
to use her/his experiences
and understanding of best
practice to improve
teaching and student
learning.
The candidate offers a
thorough description of
experiences advocating for
students and families.
The candidate offers a
thorough description of
resources available to
students and families.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of the
multiple influences on
students inside and outside of
school.
The candidate’s analysis and
reflection demonstrate a
thorough understanding of
appropriate systems of
support for students.
Through reflection on Entry 3,
the candidate demonstrates
the ability to use her/his
experiences and
understanding of best practice
to improve teaching and
student learning.
65
Results Oriented Program Approval Process (3/07)
Comments
Vermont Department of Education
Entry 4: Teaching Episodes
Purpose
Candidates demonstrate the ability to plan and teach two in-depth, standards-based8 lessons in the endorsement sought. Candidates reflect on student
learning, and their teaching and growth over time.
Principle #1: The educator has knowledge and skills in the content of his or her endorsement(s) at a level that enables students to meet or exceed the
Principles
to Be Addressed standards represented in both the Fields of Knowledge and the Vital Results of Vermont’s Framework of Standards and Learning Opportunities.
Required
Documentation
Directions
Principle #4: The educator understands and uses a variety of instructional strategies to provide opportunities for all students to meet or exceed the
expectations in Vermont’s Framework of Standards and Learning Opportunities.
Principle #5: The educator creates a classroom climate that encourages respect for self and others positive social interaction, and personal health and
safety.
Principle #7: The educator uses multiple assessment strategies to evaluate student growth and modify instruction to ensure the continuous intellectual,
social, physical, and emotional development of every student.
• Lesson plans
• Samples of student work with analysis
• Video tape, transcription or detailed supervisor’s notes of lessons taught
• Evaluation of lesson by supervisor and/or cooperating teacher
Select two lessons taught at two different times during your field experiences. Describe each lesson and the classroom context including:
• Grade level and curricular materials
• Classroom
• Number and ability levels of students
• Point in the teaching sequence the lesson takes place
• Rationale for lesson plan
• Summary of lesson, assessment(s), and student work
For each of the two lessons, analyze the effectiveness of your teaching and the level of student learning. Use the evidence from the video, transcription,
or detailed supervisor’s notes and your analysis of the students’ work when considering the following questions:
• How appropriate were the standards/grade equivalents you selected for each lesson?
• How did your goals, assessments, activities and teaching materials align with the standards/grade equivalents?
• What information did your assessments provide about student learning?
• In what ways were your teaching and management strategies effective or not effective in helping students meet or exceed the expectations for
each lesson?
• How did you create a positive learning environment?
8
66
Vermont Framework of Standards and Learning Opportunities and Grade Expectations
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
Entry 4: Teaching Episodes
•
•
How did your planning and preparation impact your teaching and student participation?
How did this lesson demonstrate strength in your endorsement area?
Reflect on each lesson. Within the context of your reflection consider the following questions.
• If you taught this lesson again what changes would you make to improve the effectiveness of your teaching?
• How did your knowledge and skills in your content area enable your students to meet the standards or Grade Expectations?
• What are your strengths and challenges in providing opportunities for all students to meet or exceed the standards or grade equivalents?
Reflect on the two lessons together. Within the context of your reflection address the following questions:
• What changes did you make in your teaching between the two lessons and what impact did those changes have on student learning?
• What are your strengths and challenges in providing opportunities for all students to meet or exceed the standards or grade equivalents?
67
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
SCORING RUBRIC- Entry 4: Candidates demonstrate the ability to plan and teach two in-depth, standards-based lessons in the endorsement sought.
Candidates reflect on student learning and their teaching and growth over time.
No
Evidence
Description
Principle # 1
Principle # 4
Emergent
Approaching
Standard
Meets Standard
The candidate offers a
limited description of each
lesson and classroom
context.
The candidate’s analysis
and reflection demonstrate
limited knowledge and
skills in the content of
her/his endorsement at a
level that enables students
to meet or exceed the
expectations in Vermont’s
Frameworks of Standards
and Learning Opportunities
and Grade Expectations.
The candidate’s analysis
and reflection demonstrate
a limited understanding of
the variety of instructional
strategies to provide
opportunities for all
students to meet or exceed
the expectations in
Vermont’s Frameworks of
Standards and Learning
Opportunities and Grade
Expectations.
The candidate’s analysis
and reflection demonstrate
limited ability to use a
variety of instructional
strategies to provide
opportunities for all
students to meet or exceed
the expectations in
Vermont’s Frameworks of
The candidate offers a
clear description of each
lesson and classroom
context.
The candidate’s analysis
and reflection demonstrate
some knowledge and skills
in the content of her/his
endorsement at a level that
enables students to meet
or exceed the expectations
in Vermont’s Frameworks
of Standards and Learning
Opportunities and Grade
Expectations.
The candidate’s analysis
and reflection demonstrate
some understanding of the
variety of instructional
strategies to provide
opportunities for all
students to meet or exceed
the expectations in
Vermont’s Frameworks of
Standards and Learning
Opportunities and Grade
Expectations.
The candidate’s analysis
and reflection demonstrate
some ability to use a
variety of instructional
strategies to provide
opportunities for all
students to meet or exceed
the expectations in
Vermont’s Frameworks of
The candidate offers a
thorough description of
each lesson and classroom
context.
The candidate’s analysis
and reflection demonstrate
thorough knowledge and
skills in the content of
her/his endorsement at a
level that enables students
to meet or exceed the
expectations in Vermont’s
Frameworks of Standards
and Learning Opportunities
and Grade Expectations.
The candidate’s analysis
and reflection demonstrate
a thorough understanding of
the variety of instructional
strategies to provide
opportunities for all students
to meet or exceed the
expectations in Vermont’s
Frameworks of Standards
and Learning Opportunities
and Grade Expectations.
The candidate’s analysis
and reflection demonstrate
the ability to use a variety of
instructional strategies to
provide opportunities for all
students to meet or exceed
the expectations in
Vermont’s Frameworks of
Standards and Learning
68
Results Oriented Program Approval Process (3/07)
Comments
Vermont Department of Education
SCORING RUBRIC- Entry 4: Candidates demonstrate the ability to plan and teach two in-depth, standards-based lessons in the endorsement sought.
Candidates reflect on student learning and their teaching and growth over time.
Principle # 4
continued
Principle #5
Principle #7
Reflection
Standards and Learning
Opportunities and Grade
Expectations.
Standards and Learning
Opportunities and Grade
Expectations.
Opportunities and Grade
Expectations.
The candidate’s analysis
and reflection demonstrate
limited ability to create a
learning environment that
encourages respect for self
and others, positive social
interaction, and personal
health and safety.
The candidate’s analysis
and reflection demonstrate
limited ability to use
multiple assessment
strategies to evaluate
student learning.
Through reflection on Entry
4, the candidate
demonstrates limited ability
to use her/his experiences
and understanding of best
practice to improve
teaching and student
learning.
The candidate’s analysis
and reflection demonstrate
some ability to create a
learning environment that
encourages respect for self
and others, positive social
interaction, and personal
health and safety.
The candidate’s analysis
and reflection demonstrate
some ability to use multiple
assessment strategies to
evaluate student learning.
The candidate’s analysis
and reflection demonstrate
the ability to create a
learning environment that
encourages respect for self
and others, positive social
interaction, and personal
health and safety.
The candidate’s analysis
and reflection demonstrate
the ability to use multiple
assessment strategies to
evaluate student learning.
Through reflection on Entry
4, the candidate
demonstrates some ability
to use her/his experiences
and understanding of best
practice to improve
teaching and student
learning.
Through reflection on Entry
4, the candidate
demonstrates the ability to
use her/his experiences and
understanding of best
practice to improve teaching
and student learning.
69
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
LEVEL I LICENSURE PORTFOLIO
Part II
Entry 5: Teaching Over Time
Purpose
Principles to Be
Addressed
Required
Documentation
Directions
Through a unit (or units) of study candidates demonstrate the ability to plan, implement, and evaluate instruction to improve student learning, and to
demonstrate competency in the endorsement area(s) sought.
All 16 principles
• Unit plan of study in endorsement area(s) which is researched, designed, and implemented
• At least five lessons from the unit that capture the essence of student learning and the impact of your teaching
• Analyzed samples of student work and other evidence of student learning
• A video tape, transcription or detailed supervisor’s notes of one lesson taught
• Sample record keeping
Select a unit of instruction from your student teaching that you have researched, designed and implemented. (Whenever possible refrain from using
packaged materials and commercial worksheets.)
From the unit select at least five lessons that capture the essence of student learning and the impact of your teaching.
Describe both the classroom and academic context for the unit.
Analyze your teaching and student work in relation to the 16 Principles for Vermont Educators as indicated in the rubric for this entry.
Reflect on your strengths and challenges in relation to researching, designing, and implementing future units of instruction.
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Results Oriented Program Approval Process (3/07)
Vermont Department of Education
SCORING RUBRIC- Entry 5: Through a unit(s) of study candidates demonstrate the ability to plan, implement, and evaluate instruction to improve student
learning, and to demonstrate competency in the endorsement area(s) sought.
Principles
#1
#2
#3
#4
No
Evidence
Emergent
Approaching Standard
Meets Standard
There is limited evidence that
the candidate has the
knowledge and skills in the
content of his or her
endorsement(s) at a level that
enables students to meet of
exceed the standards
represented in both the Fields
of Knowledge and the Vital
Results of Vermont’s
Framework of Standards and
Learning Opportunities.
There is limited evidence that
the candidate understands
how individuals learn and
grow and provides learning
opportunities that support
intellectual, physical, social,
and emotional development.
There is limited evidence that
the candidate understands
how individuals and groups
differ and creates equitable
instructional opportunities that
respond to the needs of all
students.
There is limited evidence that
the candidate understands
and uses a variety of
instructional strategies to
provide opportunities for all
students to meet or exceed
the expectations in Vermont’s
Framework of Standards and
Learning Opportunities and
Grade Expectations.
There is some evidence that
the candidate has the
knowledge and skills in the
content of his or her
endorsement(s) at a level that
enables students to meet of
exceed the standards
represented in both the Fields
of Knowledge and the Vital
Results of Vermont’s
Framework of Standards and
Learning Opportunities.
There is some evidence that
the candidate understands
how individuals learn and grow
and provides learning
opportunities that support
intellectual, physical, social,
and emotional development.
There is some evidence that
the candidate understands
how individuals and groups
differ and creates equitable
instructional opportunities that
respond to the needs of all
students.
There is some evidence that
the candidate understands
and uses a variety of
instructional strategies to
provide opportunities for all
students to meet or exceed
the expectations in Vermont’s
Framework of Standards and
Learning Opportunities and
Grade Expectations.
There is appropriate evidence
that the candidate has the
knowledge and skills in the
content of his or her
endorsement(s) at a level that
enables students to meet of
exceed the standards
represented in both the Fields of
Knowledge and the Vital Results
of Vermont’s Framework of
Standards and Learning
Opportunities.
There is appropriate evidence
that the candidate understands
how individuals learn and grow
and provides learning
opportunities that support
intellectual, physical, social, and
emotional development.
There is appropriate evidence
that the candidate understands
how individuals and groups
differ and creates equitable
instructional opportunities that
respond to the needs of all
students.
There is appropriate evidence
that the candidate understands
and uses a variety of
instructional strategies to
provide opportunities for all
students to meet or exceed the
expectations in Vermont’s
Framework of Standards and
Learning Opportunities and
Grade Expectations.
71
Results Oriented Program Approval Process (3/07)
Comments
Vermont Department of Education
SCORING RUBRIC- Entry 5: Through a unit(s) of study candidates demonstrate the ability to plan, implement, and evaluate instruction to improve student
learning, and to demonstrate competency in the endorsement area(s) sought.
Principles
No
Evidence
Emergent
Approaching Standard
Meets Standard
#5
There is limited evidence that
the candidate creates a
classroom climate that
encourages respect for self
and others, positive social
interaction, and personal
health and safety.
There is some evidence that
the candidate creates a
classroom climate that
encourages respect for self
and others, positive social
interaction, and personal
health and safety.
There is appropriate evidence
that the candidate creates a
classroom climate that
encourages respect for self and
others, positive social
interaction, and personal health
and safety.
#6
There is limited evidence that
the candidate implements,
adapts, revises, and when
necessary, creates curriculum
based on the Vermont
Framework or Grade
Expectations, knowledge of
subject matter, and student
needs and interests.
There is some evidence that
the candidate implements,
adapts, revises, and when
necessary, creates curriculum
based on the Vermont
Framework or Grade
Expectations, knowledge of
subject matter, and student
needs and interests.
There is appropriate evidence
that the candidate implements,
adapts, revises, and when
necessary, creates curriculum
based on the Vermont
Framework or Grade
Expectations, knowledge of
subject matter, and student
needs and interests.
#7
There is limited evidence that
the candidate uses multiple
assessments to evaluate
student growth and modify
instruction to ensure the
continuous intellectual, social,
physical, and emotional
development of every student.
There is some evidence that
the candidate uses multiple
assessments to evaluate
student growth and modify
instruction to ensure the
continuous intellectual, social,
physical, and emotional
development of every student.
There is appropriate evidence
that the candidate uses multiple
assessments to evaluate
student growth and modify
instruction to ensure the
continuous intellectual, social,
physical, and emotional
development of every student.
#8
There is limited evidence that
the candidate integrates
students with disabilities into
appropriate learning
situations.
There is some evidence that
the candidate integrates
students with disabilities into
appropriate learning situations.
There is appropriate evidence
that the candidate integrates
students with disabilities into
appropriate learning situations.
72
Results Oriented Program Approval Process (3/07)
Comments
Vermont Department of Education
SCORING RUBRIC- Entry 5: Through a unit(s) of study candidates demonstrate the ability to plan, implement, and evaluate instruction to improve student
learning, and to demonstrate competency in the endorsement area(s) sought.
Emergent
Approaching Standard
Meets Standard
#9
There is limited evidence that
the candidate integrates
current digital and material
technologies in instruction and
assessment to enhance
student learning.
There is some evidence that
the candidate integrates
current digital and material
technologies in instruction and
assessment to enhance
student learning.
There is appropriate evidence
that the candidate integrates
current digital and material
technologies in instruction and
assessment to enhance student
learning.
#10
There is limited evidence that
the candidate understands
conditions and actions which
would tend to discriminate
against students on the basis
of socio-economic level, sex,
race, color, creed, age, sexual
orientation, disability, or
national origin, and takes
proactive steps to address
diversity.
There is some evidence that
the candidate understands
conditions and actions which
would tend to discriminate
against students on the basis
of socio-economic level, sex,
race, color, creed, age, sexual
orientation, disability, or
national origin, and takes
proactive steps to address
diversity.
There is appropriate evidence
that the candidate understands
conditions and actions which
would tend to discriminate
against students on the basis of
socio-economic level, sex, race,
color, creed, age, sexual
orientation, disability, or national
origin, and takes proactive steps
to address diversity.
#11
There is limited evidence that
the candidate works as a team
member and establishes
collaborative relationships with
school colleagues, parents,
agencies, and others in the
broader community to support
students’ learning and wellbeing, and to implement the
school’s goals and articulated
curriculum.
There is some evidence that
the candidate works as a team
member and establishes
collaborative relationships with
school colleagues, parents,
agencies, and others in the
broader community to support
students’ learning and wellbeing, and to implement the
school’s goals and articulated
curriculum.
There is appropriate evidence
that the candidate works as a
team member and establishes
collaborative relationships with
school colleagues, parents,
agencies, and others in the
broader community to support
students’ learning and wellbeing, and to implement the
school’s goals and articulated
curriculum.
There is limited evidence that
the candidate recognizes
multiple influences on
students inside and outside
the school and accesses
appropriate systems of
support for students.
There is some evidence that
the candidate recognizes
multiple influences on students
inside and outside the school
and accesses appropriate
systems of support for
students.
There is appropriate evidence
that the candidate recognizes
multiple influences on students
inside and outside the school
and accesses appropriate
systems of support for students.
Principles
#12
No
Evidence
73
Results Oriented Program Approval Process (3/07)
Comments
Vermont Department of Education
SCORING RUBRIC- Entry 5: Through a unit(s) of study candidates demonstrate the ability to plan, implement, and evaluate instruction to improve student
learning, and to demonstrate competency in the endorsement area(s) sought.
Emergent
Approaching Standard
Meets Standard
There is limited evidence that
the candidate understands
laws related to student and
educator rights and
responsibilities, and applies
current state and federal laws
and regulations as they
pertain to all children,
including those who are at risk
and those with disabilities, and
treats students and colleagues
fairly and equitably.
There is some evidence that
the candidate understands
laws related to student and
educator rights and
responsibilities, and applies
current state and federal laws
and regulations as they pertain
to all children, including those
who are at risk and those with
disabilities, and treats students
and colleagues fairly and
equitably.
There is appropriate evidence
that the candidate understands
laws related to student and
educator rights and
responsibilities, and applies
current state and federal laws
and regulations as they pertain
to all children, including those
who are at risk and those with
disabilities, and treats students
and colleagues fairly and
equitably.
#14
There is limited evidence that
the candidate grows
professionally, through a
variety of approaches, to
improve professional practice
and student learning.
There is some evidence that
the candidate grows
professionally, through a
variety of approaches, to
improve professional practice
and student learning.
There is appropriate evidence
that the candidate grows
professionally, through a variety
of approaches, to improve
professional practice and
student learning.
#15
There is limited evidence that
the candidate assesses
student progression relation to
standards and modifies
curricula and instruction, as
necessary, to improve student
learning.
There is some evidence that
the candidate assesses
student progression relation to
standards and modifies
curricula and instruction, as
necessary, to improve student
learning.
There is appropriate evidence
that the candidate assesses
student progression relation to
standards and modifies curricula
and instruction, as necessary, to
improve student learning.
#16
There is limited evidence that
the candidate maintains useful
records of student work and
performance and
knowledgeably, responsibly,
and effectively communicates
student progress in relation to
standards in a manner easily
understood.
There is some evidence that
the candidate maintains useful
records of student work and
performance and
knowledgeably, responsibly,
and effectively communicates
student progress in relation to
standards in a manner easily
understood.
There is appropriate evidence
that the candidate maintains
useful records of student work
and performance and
knowledgeably, responsibly,
and effectively communicates
student progress in relation to
standards in a manner easily
understood.
Principles
#13
No
Evidence
74
Results Oriented Program Approval Process (3/07)
Comments
Vermont Department of Education
INITIAL TEACHING LICENSURE PORTFOLIO
Part III
Entry 6: Reflection and Vision
Purpose
Candidates analyze and reflect upon their teaching and plan for their development as teachers.
Principles
to Be Addressed
Principle # 14: The educator grows professionally through a variety of approaches, to improve professional practice and student learning.
Directions
Use this entry to express who you are as a teacher at this time. Your entry must include a written narrative in which you refer to particular
experiences and theoretical constructs that have shaped your understandings. Evaluate the extent to which your experiences are
congruent with your beliefs about teaching and student learning. (See sample prompts on page 77.)
Use your reflections and analyses from entries one through five, evaluations from your supervisor(s) and cooperating teacher(s), teaching
experiences, and theoretical understandings, to identify areas for continued professional growth to improve your teaching and student
learning.
75
Results Oriented Program Approval Process (3/07)
Vermont Department of Education
SCORING RUBRIC- Entry 6: Candidates analyze and reflect upon their teaching and plan for their development as teachers.
No
Evidence
Principle # 14
Emergent
Approaching
Standard
Meets Standard
The candidate
demonstrates limited
connections between
her/his experiences and
appropriate theoretical
constructs.
The candidate
demonstrates some
connections between
her/his experiences and
appropriate theoretical
constructs.
The candidate
demonstrates clear
connections between
her/his experiences and
appropriate theoretical
constructs.
The candidate
demonstrates limited
evidence of the extent to
which her/his experiences
are congruent with her/his
beliefs about teaching and
student learning.
There is limited evidence
that the candidate uses
his/her experiences and
theoretical
understandings to identify
areas for professional
growth to improve
teaching and student
learning.
The candidate
demonstrates some
evidence of the extent to
which her/his experiences
are congruent with her/his
beliefs about teaching and
student learning.
There is some evidence
that the candidate uses
his/her experiences and
theoretical understandings
to identify areas for
professional growth to
improve teaching and
student learning.
The candidate
demonstrates clear
evidence of the extent to
which her/his experiences
are congruent with her/his
beliefs about teaching and
student learning.
There is clear evidence that
the candidate uses his/her
experiences and theoretical
understandings to identify
areas professional growth
to improve teaching and
student learning.
76
Results Oriented Program Approval Process (3/07)
Comments
Vermont Department of Education
Sample Prompts for Level I Licensure Portfolio, Entry 6
(Brainstormed at the February 4, 2007 VCTE meeting.)
1. If your favorite theorist (Dewey, Palmer, etc.) were in the room now, what would he/she
say about your teaching? Five years later, what else would he/she see?
2. Create a construct and then write a reflective piece describing the reasoning behind the
construct and how it demonstrates your growth as a teacher.
3. Use images and artifacts from your college experience and create a video voice-over
telling your story.
4. Tell the story of how you’ve evolved as a teacher and where you are going.
5. Have a dialogue between you now, and you later. Talk about the part of you during
student teaching and part of who you were in college.
6. What are your biases/prejudices? How have these influenced your practice? Tell a story
of how you plan to address them.
7. Highlight in your first five entries where you were reflective. What patterns occur? (To
do this, you might cut and paste your reflections; create a collage of them: make a portrait
of you as an educator.)
8. Evaluate the extent to which your experiences are congruent with your theory and
practice.
9. How have you met the Education Department’s theme and how has that theme helped
you evolve as a teacher?
10. What experiences have had the greatest impact on your growth as a teacher?
11. Use one metaphor to reveal your evolution as an educator.
12. Hold a dialogue with yourself and a favorite theorist regarding your philosophy and
pedagogical practices.
77
Results Oriented Program Approval Process (3/07)
Dear Potential Licensure Candidate:
Please note that you must apply for licensure through the Vermont Agency of
Education in order to be licensed in the State of Vermont.
The Application Packet for Initial Vermont Licensure can be found here:
http://education.vermont.gov/new/html/licensing/forms/initial_license.html#initial_forms
The check sheet found on page 5 of the Application Packet is extremely helpful!
Secondary Teacher Education Graduate Handbook 2014-2015
Helpful Tips:
1) The Vermont Agency of Education will not accept any PRAXIS, SAT or ACT
scores from UVM. You must provide them with original scores.
2) If you have taken the PRAXIS I or PRAXIS Core, and/or the PRAXIS II in
Vermont, then the State Agency of Education will have received them. If you took
them outside of Vermont, then they would only have received them if you have
requested that they be reported when you took the test.
3) If you are using SAT or ACT scores taken prior to August 31, 2014 to fulfill the
PRAXIS I requirement, you must have an official copy of those scores sent
directly to the State of Vermont (recipient codes listed below):
SAT: Call the College Board at 866-756-7346 (Recipient Code #4142)
ACT: Call Act Records at 319-337-1313 (Recipient Code #4331)
4) Request an official copy of your UVM transcript after you see that your
endorsement stamp has been applied (located near the bottom of the transcript).
A) A ) Viewing and ordering your transcript can be done via your UVM portal:
B) You will see the endorsement towards the bottom of your unofficial
transcript. For example:
Level Comments: This student has completed a NASDTEC, ICC, state approved and NCATE
accredited program in Elementary Education (K-6) and is recommended for Vermont
licensure.
Secondary Teacher Education Graduate Handbook 2014-2015
5) You must request an official copy of your transcript to be sent to you from the
UVM Registrars Office. Once received, you will include it in your Licensure
Application Packet.
6) If you have transferred any courses into UVM, you must include an official
transcript from ALL secondary-education institutions that you have attended in
your Application Packet.
7) Notaries can often be found in Town Halls and banks throughout Vermont.
8) Criminal Record Check Information:
A) If it has been more than one year since your last record check during which
you have not worked for a Vermont school district, then you must complete
another criminal record check.
B) If it has been less than a year then you should not need to have the criminal
record check done again. Instead:
a. Complete the Authorization to Release Criminal Record Check
Information to the Vermont Agency of Education.
b. Make a copy of the original completed form
c. Send the original completed form to the supervisory union where your
Student Teaching was done.
d. Enclose a copy of the completed form in your Application Packet.
Please let us know if you have any questions.
Sincerely,
Student Services
College of Education and Social Services
[email protected]
Secondary Teacher Education Graduate Handbook 2014-2015
Curriculum and Instruction
Master of Arts in Teaching
Steps for Degree Completion
Overview
The Master of Arts in Teaching program for secondary education is designed for those students
who aspire to earn both a master's degree and a license to teach in public schools in grades 7-12.
The program particularly welcomes students from UVM and other colleges and universities
majoring in arts and sciences, agriculture and natural resources who have completed majors in
social sciences, science, or mathematics, among other areas.
Requests for further information and application instructions may be obtained by contacting the
Middle Level or Secondary Education coordinator, [email protected], 411 Waterman
Building, (802) 656-1411.
Steps for Degree Completion
SPRING 2015

As you start the final steps, preparing and submitting your portfolio, please verify the
following:
 Any pending transfer credit forms. This must be reviewed and signed by
the Graduate Program Coordinator and submitted to the Graduate College.

Submit your Intent to Graduate Form along with cash or check in the
amount of $10. You must submit these documents no later than February
1 for May graduation.
 2014-15 Intent to Graduate Form Deadlines
October Graduates: August 1
May Graduates:
February 1
Secondary Teacher Education Graduate Handbook 2014-2015
INTENT TO GRADUATE
Deadlines are August 1 for October; November 1 for January; February 1 for May completions
Instructions:
1. Complete this form **(Special instructions for MAC users below)
2. Submit the form via e-mail to the Graduate College at [email protected] WITH A CC: TO YOUR ADVISOR for
electronic/regular signature and forwarding to the Graduate College
3. Advanced Degree Fees will be charged to your student account upon receipt at the following rates:
Advanced Degree Fees - Certificate*/Non-thesis Master’s- $10; Thesis Master’s - $20;
Doctoral - $25
*If you are receiving a degree and a certificate, you will not be charged the additional fee for certificate.
**MAC users must download the form, fill it out, select ‘Print’, select ‘Save as PDF’ (in lower left corner) and attach to e-mail.
Name as you want it to appear on your diploma and in the Commencement Program:
NAME: ___________________________________________________________________________
Please write your name phonetically for the Ceremony : _______________________________________________
UVM STUDENT ID NUMBER: _________-_________-_________
Diplomas will be mailed to address below if you do not attend the ceremony
PERMANENT ADDRESS: _____________________________________________________________________________________
Street Address
City
State
ZIP
__________________________________________________________________
_______________________________
Email other than UVM email
Phone
Doctor of Philosophy (Ph.D.)
DEGREE:
(Select one)
I AM A: Certificate
(Select one)
PROGRAM NAME (MAJOR) __________________________________________________
ANTICIPATED GRADUATION TERM: October
YEAR: ____________
PREVIOUS DEGREES RECEIVED:
_________________
Degree
_________________
Degree
____________________________________________
Institution
____________________________________________
Institution
__________________
Year
__________________
Year
HOMETOWN:__________________________________________ (for Commencement Program)
GPA: ____________
Advisor Name: ______________________________________________
Program Coordinator/Director Name: ________________________________
Advisor Electronic Signature: _______________________________________________
(Note: It is acceptable to sign and send hard copy versus electronic signature)
09/2013 S: grad/forms/Intent to Graduate.doc
For Graduate College Use Only:
Student Acct Charged $________________ By: _________
Date:______________