Scott Sed 397 Field Experience s15 Final

12/22/14
SED 397: Field/Clinical Experience II in Secondary Education

One (1) Credit Hour
Mary Lou Fulton Teachers College
Arizona State University
Spring 2015
Course Number:14801
Instructor Information
Dates of classes: 1/14,1/28, 2/11, 2/25, 3/18, 4/1, 4/15, 4/29
Time of classes:
12:00 p.m. 1:00 p.m.
Room number:
West CLCC L1-08
Instructor:
Lynda Scott
Email:
Lynda.Scott@asu.edu
Work Phone:
602-332-1692
Office Hours:
By appointment
Office Location:
Off Campus
Pre-requisite
Admission to Professional Teacher Preparation Program
Catalog Description
https://webapp4.asu.edu/catalog/
Observations in classrooms and individual and small group instruction.
Course Description
Face-to-Face Seminar Meetings: This course meets eight (8) times (8 total hours face-toface) throughout the semester. During these meetings, interns debrief their clinical
experience and make connections between coursework and classroom practice. Students
continue to use the TAP Instructional Rubric and the college Professionalism Rubric
introduced in Clinical Experience I.
Internship: This course requires 1 full day per week of internship in a 6 th-12th grade classroom
setting for a minimum of 12 weeks AND a minimum of 75 hours. Interns are expected to
follow their Intern Mentor Teachers contract hours. The internship component provides
opportunities for interns to engage as a teacher and learner. In these settings, interns
observe and interact with students one-to-one, in small groups, and as a whole class.
Clinical experience emphasizes focused observation, co-planning with a placement teacher,
and co-teaching. The clinical placement provides a setting for applied projects required by
concurrent education coursework in Block 2 (Term 6) of the Professional Teacher Preparation
Program.
Required Course Texts, Materials and Resources
1. Mary Lou Fulton Teachers College Internet resource TK20 at
http://education.asu.edu/content/tk20-system (requires a subscription fee).
1
12/22/14
2. ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All

ASU students have FREE access to this web resource)
Student Learning Outcomes
Course
Where Introduced/
Outcome
Assessed
Student will
Instructional activities
develop and
(minimum of 6) as required
apply knowledge for concurrent education
of the TAP
coursework
instructional
Signature Assignement
rubric in the
#1a: Midterm and final
internship
evaluations completed by
setting.
Intern Mentor Teacher aligned
to TAP rubric
InTASC Standards
NETS-T
Standards
1b, 1c, 1d, 2a, 2b, 2c,

4n, 6a, 6b, 6r, 7a, 7g,
8h, 10n
Instructional Plans: 1b,
2a, 2b, 2c, 6b, 7a,7b,
7c, 7d, 7e, 7f, 8a
Standards and
Objectives: 1b, 1c, 1f,
2c, 2d, 2j, 2k, 2l, 4d,
6b, 7a, 7c, 7d, 7g
Presenting Instructional
Content
4a, 7c, 7k, 8e, 8m
Managing Student
Behavior
3a, 3c, 3i, 3k
Letter of introduction and

resume
Students will be
able to
demonstrate
professionalism.
3a, 3c
Signature Assignment #2b:

Midterm and final evaluation
completed by Intern Mentor
Teacher using the
professionalism rubric
1c, 1k, 2f, 2h, 2i, 3q, 3r,

4g, 7m, 9a, 9b, 9c, 9d,
9f, 9i, 9k, 9n, 9o, 10a,
10b, 10e, 10r, 10t
On the Write Track
3q, 3r, 9a, 9b, 9c, 9d,

9f, 9i, 9k, 9n, 9o, 10a,
10b, 10r, 10t
3q, 3r, 9a, 9b, 9c, 9d,
9f, 9i, 9k, 9n, 9o, 10a,
10b, 10r, 10t
Quest2Teach: Pursuit of
Professionalism
4c
4c
12/22/14
Tentative Course Calendar/Subject to Change

All assignments must be completed by the due date to receive a passing grade in Clinical Experience.
Sessio
n
1/14/15
Meeting topics
Describe the criteria required to earn a
passing grade in Block II Clinical
Experience and list the action items
required prior to beginning clinical
placement.
Course introduction and requirements
Introduce the 4 Diversity Competencies
Compare and contrast Block 1 and
2/Term 5-6 expectations
In class assignment: sign up for ASU's
Career Link (about a 5 minute process).
Districts and schools post positions on this
site and, once enrolled, students can search
for job openings as well as sign up for email
alerts when new postings are added to the
site.
How to Register for Sun Devil Career

Link
In class assignment: explore the Professional

Learning Library (www.pll.asu.edu). Login
with your ASUrite username and password.
In the search bar, type Sanford to access the
Sanford Resource Catalog. Browse the
useful resources available to you.
In class assignment: complete Tk20

Internship Application Request for
next semester http://asu.tk20.com/.
(Log in, click on Applications Tab on
top-left corner, click on Create, Select
Application from the drop down menu:
Homework for next face-to-face

meeting
Read syllabus, TAP and
Professionalism rubrics, program
handbook
Submit intro letter and resume to
Blackboard by 11:59 p.m. on
1/20/15
Internship
Requirements
Complete any action
items required for
clinical placement
(fingerprint card, ID
badge, etc.)
Contact your
Internship Mentor
Teacher (IMT) to
arrange your first
meeting and
determine your
internship schedule
for the semester.
12/22/14
1/21/15
Internship Application Request Fall

2015. (If you havent purchased Tk20 yet,
do so today at this same site. It may take
2-3 days after purchase before you can
request a placement. Application
deadline January 25)
Begin internship the week of January 20
During your internsip, collect

evidence of Managing Student
Behavior and Presenting
Instructional Content. Be prepared
to share in class on 1/28/15.
1/28/15
Debrief Managing Student Behavior and

Presenting Instructional Content
indicators
Introduce the Inquiry-Based Lesson Plan
Template
2/4/15
2/11/15
Introduction to the 5Es (Engage)
Identify the standard and write an
objective and sub-objectives for an

inquiry lesson
Download to a computer or print out
a copy of the state standards in
math, science, or social studies.
Bring at least one curricular
resource to begin planning a lesson.
Write the Engage portion of an

inquiry-based lesson plan using the
inquiry-based lesson plan template.
This lesson plan will be an ongoing
Begin your
internship the week
of January 20:
Complete one full day
of internship each
week following IMTs
contract hours
Give a copy of intro
letter and resume to
Intern Mentor Teacher
during your first
meeting.
of internship each
week following IMTs
contract hours

of internship each
week following IMTs
contract hours
of internship each
week following IMTs
contract hours
4
12/22/14
process through the semester. Bring

it to class with you for the rest of the
semester.
2/18/15
2/25/15
-Introduction to the 5Es (Explore)

Watch a video assessing a teachers
engage and explore portions of the
lesson.
After watching the video, write down two
specific examples of how the teacher
facilitated these portions of the lesson.
Remind Intern Mentor Teacher of

upcoming midterm due date:
March 6. If Intern Mentor Teacher
has not received his/her Tk20 log in
information, share Tk20s contact
information with the teacher. It is
your responsibility to communicate
midterm due date and assist Intern
Mentor Teacher with Tk20, as
needed.

of internship each
week following IMTs
contract hours
Share your lesson plan with a peer

and receive feedback to refine the
engage and explore portions
based on classroom instruction and
feedback.
Complete 1 full day of

clinical experience
each week
Meet with IMT to
review and save
mid-semester
evaluation to Tk20
by March 6. Provide
IMT with a copy of
your Timecard so
he/she can enter the
completed placement
hours and number of
Instructional Activities
in Tk20.
Students receiving
1s and/or N/As on
the mid-term should
immediately meet
12/22/14
3/4/15
3/18/15
-Introduction to the 5Es (Explain)

explain portion of the lesson.
facilitated this portion of the lesson.
Write or refine the explain portion of

your inquiry lesson plan using
information gained during class.
3/25/15
4/1/15
-Introduction to the 5Es

(Elaborate and Evaluate)
elaborate and evaluate portions of the
lesson.
facilitated these portions of the lesson.
Share the lesson plan with a peer

and receive feedback to refine the
elaborate and evaluate portions
based on classroom instruction and
feedback received.
with the course

Instructor and Intern
Mentor Teacher to
discuss ways in
which to improve.
of internship each
week following IMTs
contract hours
of internship each
week following IMTs
contract hours

of internship each
week following IMTs
contract hours
of internship each
week following IMTs
contract hours
AMERICORP Presentation
4/8/15
4/15/15
Complete Signature Assignment 1-
Play the Quest2Teach: On the

of internship each
week following IMTs
contract hours
6
12/22/14
Lesson Evaluation
Evaluate a sample lesson plan and
delivery using the TAP rubric rows of
Instructional Plans, Presenting
Instructional Content, and Managing
Student Behavior. Provide evidence to
support your score for each indicator.
Write Track game. Be prepared to

come to class and discuss your
experience during the next class
session.
Come to class with at least two
questions to ask our guests
regarding Blocks 3-4/Terms 7-8.
of internship each
week following IMTs
contract hours
Introduce Quest2Teach: On the Write

Track
Review 6 Traits to develop literacy
dispositions
4/22/15
Complete Clinical Experience

Instructor evaluation in Tk20 by
May 1.

of internship each
week following IMTs
contract hours
Submit completed,
signed timecard to
course instructor AND
provide copy to IMT.
Meet with IMT to
review and submit
final evaluation
(signature
assignment #2) to
Tk20 by May 1.
It is the interns
responsibility to
communicate final
evaluation due date
and to assist IMT with
Tk20, as needed.
Upload in Blackboard
the completed, signed
7
12/22/14
4/29/15
Debrief Quest2Teach: Pursuit of

Professionalism
Debrief the semester and prepare for
Blocks 3-4/Terms 7-8
Guest speakers from Blocks 3-4/Terms 78
timecard by May 1.
Complete IMT
evaluation in Tk20 by
May 1.
Complete/makeup
internship days/hours
if necessary
12/22/14
Assignment Descriptions
Letter of Introduction and Resume (15 points)
Compose a letter of introduction to your Intern Mentor Teacher (IMT) and the students in
the class where you will complete your clinical experience. Include the name, email,
phone number, and office hours of your Clinical Experience Instructor (CEI) in the letter of
introduction. Before submitting, have at least one other person review the letter and
resume for content, clarity, and grammar. Resumes should include, but not be limited to:
Education
Degree held
Degree pursuing
Program of Study
Semester in which you are enrolled
GPA
Academic awards, scholarships
Employment
List jobs most recent to oldest
Include previous internships
Volunteer Work
Include all work with preK-12 students
Awards, Honors, Special Skills
List awards, honors, special skills (e.g., bilingual, artist, musician, athlete, etc.)
Instructional Activities (60 points; 6 @10 points each)
Interns in Block 2 (Term 6) are required to plan and implement six (6) instructional
activities (lessons) over the course of the semester. Acceptable instructional activities
include:
Individualized instructional support
Tutoring a small group of students
Teaching a lesson to the whole class.
The IMT may plan the instructional activities alone or in partnership with the intern. If the
instructional activity is a required assignment for another ASU course, the IMT
must approve the plan one week prior to implementation. Interns must document
dates of completed instructional activities on their time cards to receive credit for this
assignment.
Signature Assignment #1: Lesson Evaluation (15 points; 5 points for each rubric
indicator)
This assignment will be conducted in class and is designed to assess the interns
knowledge and understanding of three indicators of the TAP rubric. Interns will be given a
sample lesson plan and watch a video of lesson execution. Interns will independently
evaluate the lesson plan and video using the following TAP rubrics: Instructional Plans,
9
12/22/14
Presenting Instructional Content, and Managing Student Behavior. Interns will provide a
rubric score and evidence to support their score. Clinical Experience Instructors will use
the rubric below to evaluate the interns scores and evidence. Interns must earn a score
of proficient (3) or higher on all the sections of the signature assignment in order to pass
the clinical experience course.
Signature Assignment #2a: TAP Assessment (80 points; 20 points for each score of 2)
The Intern Mentor Teacher evaluates intern instructional abilities in the clinical placement
setting. Feedback given at the midterm evaluation is formative and designed to provide
performance feedback to interns. The final evaluation counts as a signature assignment
for this course and is summative. Interns must earn a score or approaching proficient
(2) or higher on each indicator of this signature assignment by the end of the semester in
order to pass the clinical experience course. A score of approaching proficient (2) is
considered developmentally appropriate during this second semester in the teacher
preparation program. This skill will continue to be assessed throughout the teacher
preparation program. Students receiving 1s and/or N/As on the mid-term should
immediately meet with the course Instructor and Intern Mentor Teacher to discuss
ways in which to improve.
Signature Assignment #2b: Professionalism Assessment ( 120 points rubric below)
The Intern Mentor Teacher evaluates intern professionalism in the clinical placement
setting. Feedback given at the midterm evaluation is formative and designed to provide
performance feedback to interns. Students receiving 1s and/or N/As on the mid-term
should immediately meet with the course Instructor and Intern Mentor Teacher to
discuss ways in which to improve. The final evaluation counts as a signature
assignment for this course and is summative. Interns must earn a score of emerging or
higher on each indicator of this signature assignment by the end of the semester in
order to pass the clinical experience course. A score of emerging is considered
developmentally appropriate during this first semester in the teacher preparation program.
This skill will continue to be assessed throughout the teacher preparation program.
On the Write Track (0 points)
In Quest2Teach: On The Write Track!, pre-service teachers enter a 3D world where they
engage in the Writers Workshop, learning how to mentor their virtual students, individually
and in peer conferences, on work that is both written and in new media forms (blogs,
videos). Teachers learn how to guide their students in using the 6 Traits to improve their
persuasive argumentation. Mentoring doesnt focus just on ability, but also on building
students confidence and inspiring their commitment to literacy as a disposition.
Intern Timecard (60 points; 12 @ 5 points each)
The intern is responsible for tracking his/her hours on the intern timecard (available at
http://education.asu.edu/content/student-resources) and having the IMT initial the
timecard at the end of each internship day. Interns will provide a copy of this timecard to
the Clinical Experience Instructor at the last class meeting. The timecard will be used to
enter the interns attendance and number of Instructional Activities completed on the Tk20
evaluations.
10
12/22/14
Grading Scale
Grade and Percentage
A (100-92%)
B (91-82%)
C (81-72%)
D (71-62%)
E (61% and below)
Points
350-322
321-287
286-252
251-217
216 and below
PROGRESSION OF TEACHING RESPONSIBILITIES

Teachers College has adopted a co-teaching model for its student teaching experiences. Interns are
required to be actively engaged in all elements of the classroom beginning the first week in the
placement. Interns should assume teaching responsibilities as outlined in the chart below.
Note to Intern Mentor Teacher: This table is meant to be a guide for gradually increasing the role and
responsibility of Interns. Please adjust to meet the needs of your classroom and/or student
assignment due dates.
Clinical Experience Internship (397) Progression
Week
Weeks 1-4
Co-Teaching Strategy
One Teach, One Observe
One Teach, One Assist
Alternative Teaching
Intern Responsibility
Assume partial responsibility for
leading classroom routines
(attendance, bell work, dismissal,
etc.)
Co-plan and teach Instructional
Activities 1-2 with individual or
small group of students.
Weeks 5-9
Weeks 10-15
Any of the above strategies as

well as:
Station Teaching
Parallel Teaching
Team Teaching
Any co-teaching strategy
appropriate for the lesson being
taught

Activities 3-4 with small groups
or whole class.

Activities 5-6 with whole class.
CO-TEACHING STRATEGY DEFINITIONS & EXAMPLES

Strategy
One Teach,
One
Observe
Definition/Example
One teacher has primary responsibility while the other gathers specific observational
information on students or the lead teacher. The key to this strategy is to focus the
observation where the teacher doing the observation is observing specific
behaviors.
Example: One teacher can observe students for their understanding of directions
while the other leads.
11
12/22/14
One Teach,
One Assist
Station
Teaching
Parallel
Teaching
Alternative
Teaching
Team
Teaching
An extension of One Teach, One Observe. One teacher has primary instructional
responsibility while the other circulates to check for understanding, assists students
with their work, or monitors behaviors.
Example: While one teacher has the instructional lead, the person assisting can be
the voice for the students when they dont understand or are having difficulties.
The co-teaching pair divides the instructional content into parts. Each teacher
instructs one of the groups, groups then rotate or spend a designated amount of
time at each station often an independent station will be used along with the
teacher led stations.
Example: One teacher might lead a station where the students play a money math
game and the other teacher could have a mock store where the students purchase
items and make change.
Each teacher instructs half the students. The two teachers are addressing the same
instructional material and presenting the material using the same teaching strategy.
The greatest benefit to this approach is the reduced student to teacher ratio.
Example: Both teachers are leading a question and answer discussion on specific
current events and the impact they have on our economy.
This strategy allows one teacher to work with students at their expected grade level
while the other teacher works with those students who need the information and/or
materials retaught, extended, or remediated.
Example: One teacher may work with students who need re-teaching of a concept
while the other teacher works with the rest of the students on enrichment.
Well -planned, team- taught lessons exhibit an invisible flow of instruction with no
prescribed division of authority. Using a team teaching strategy, both teachers are
actively involved in the lesson. From a students perspective, there is no clearly
defined leader as both teachers share the instruction, are free to interject
information, and are available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the
students are hearing two voices.
The strategies are not hierarchical they can be used in any order and/or in any combination
to best meet the needs of the P-12 students in the classroom. (with adaptations from)
Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center Research
Funded by a US Department of Education Teacher Quality Enhancement Grant
12
12/22/14
Signature Assignment #1: Lesson Evaluation Rubric

Exemplary (5
Highly
Proficient (3
points)
Proficient (4
points)
points)
Score and
Intern provides
Evidence in both Intern provides clear
evidence on
clear and
columns 3 and 5 evidence to support
Assignment
Component
Instructional Plans
indicator
InTASC
Standards: 1d,
1e, 1f, 1g, 2g, 2h,
2i, 2j, 2k, 4m, 4n,
6j, 6p, 7h, 7j, 8l
Score and
evidence on
Managing Student
Behavior indicator
InTASC
Standards: 3k
Approaching
Proficient (2
points)
Evidence in both
columns 1 and 3
Unsatisfactory (1
point)
Intern provides little or
no evidence to
support his/her score.
convincing
evidence to support
his/her score.
his/her score.
Evidence supports
ALL points on the
rubric using:
quotations from
lesson plan that
support the score.
Evidence supports
MOST points on the
rubric using
quotations from the
lesson plan that
support the score.
Evidence supports
FEW points on the
rubric using
quotations from the
lesson plan that
support the score.
Intern makes clear

connections
strengths/weakness
of the lesson plan
and potential
student outcomes.
Intern provides
clear and
convincing
evidence to support
his/her score.
Intern makes some

connections between
strengths/weaknesse
s of the lesson plan
and student
outcomes.
Intern provides clear
evidence to support
his/her score.
Intern fails to make

connections between
strengths/weaknesse
s of the lesson plan
and student
outcomes.
no evidence to
Evidence supports
ALL points on the
rubric using:
quotations from
students and/or
teachers, specific
observable points in
lesson that support
the score, student
Evidence in both
columns 3 and 5
Evidence supports
MOST points on the
rubric using:
quotations from
students and/or
teachers, specific
lesson that support
the score, student
Evidence in both
columns 1 and 3
Evidence supports
FEW points on the
rubric using:
quotations from
students and/or
teachers, specific
lesson that support
the score, student
13
12/22/14
Score and
evidence on
Presenting
Instructional
Content indicator
InTASC
Standards: 1d, 3l,
4l
assessment data,
and anecdotal
notes.
assessment data, and

anecdotal notes.

anecdotal notes.
Intern makes clear

connections
between teacher
actions and student
outcomes.
Intern provides
clear and
convincing
evidence to support
his/her score.
Intern makes some

connections between
teacher actions and
student outcomes.

connections between
teacher actions and
student outcomes.
Evidence supports
ALL points on the
rubric using:
quotations from
students and/or
teachers, specific
lesson that support
the score, student
assessment data,
and anecdotal
notes.
Intern makes clear
connections
between teacher
actions and student
outcomes.
Evidence in both
columns 3 and 5
Intern provides clear

evidence to support
his/her score.
Evidence in both
columns 1 and 3

no evidence to
Evidence supports
MOST points on the
rubric using:
quotations from
students and/or
teachers, specific
lesson that support
the score, student
anecdotal notes.
Evidence supports
FEW points on the
rubric using:
quotations from
students and/or
teachers, specific
lesson that support
the score, student
anecdotal notes.
Intern makes some

connections between
teacher actions and
student outcomes.

connections between
teacher actions and
student outcomes.
14
12/22/14
Signature Assignment #2a: TAP Rubrics

Expected Performance Level by final evaluation: Approaching Proficient
Instructional Plans
InTASC standards
1b, 2a, 2b, 2c, 6b, 7a,7b,
7c, 7d, 7e, 7f, 8a
Proficient (3)
Scoring a 3 does not earn
extra credit for this
assignment
Instructional plans include:
goals aligned to state
content standards;
activities, materials, and
assessments that:
- are aligned to state
standards.
- are sequenced from
basic to complex.
- build on prior student
knowledge.
- provide appropriate
time for student work,
and lesson and unit
closure;
evidence that plan is
appropriate for the age,
knowledge, and interests of
most learners and;
evidence that the plan
provides some opportunities
to accommodate individual
student needs.
Approaching Proficient (2)

20 points
Evidence in both columns 1
and 3
Unsatisfactory (1)
10 points
Instructional plans include:
few goals aligned to state
content standards;
activities, materials, and
assessments that:
- are rarely aligned to state
standards.
- are rarely logically
sequenced.
- rarely build on prior student
knowledge
- inconsistently provide time
for student work, and lesson
and unit closure;
little evidence that the plan is
appropriate for the age,
knowledge, or interests of the
learners and;
little evidence that the plan
provides some opportunities to
accommodate individual student
needs.
15
12/22/14
Standards and
Objectives
InTASC standards
1b, 1c, 1f, 2c, 2d, 2j,
2k, 2l, 4d, 6b, 7a, 7c,
7d, 7g
Proficient (3)
Scoring a 3 does not earn extra
credit for this assignment
Most learning objectives and
state content standards are
communicated.
Sub-objectives are mostly
aligned to the lessons major
objective.
Learning objectives are
connected to what students have
previously learned.
Expectations for student
performance are clear.
State standards are displayed.
There is evidence that most
students demonstrate mastery of
the objective.

20 points
Unsatisfactory (1)
10 points
Evidence in both columns 1 and 3
Few learning objectives and

state content standards are
communicated.
Sub-objectives are inconsistently
aligned to the lessons major
objective.
Learning objectives are rarely
connected to what students have
previously learned.
Expectations for student
performance are vague.
State standards are displayed.
There is evidence that few
students demonstrate mastery of
the objective.
16
12/22/14
Presenting
Instructional
Content
InTASC standards
4a, 7c, 7k, 8e, 8m
Proficient (3)
assignment
Presentation of content most of
the time includes:
visuals that establish the
purpose of the lesson, preview
the organization of the lesson,
and include internal summaries
of the lesson;
examples, illustrations,
analogies, and labels for new
concepts and ideas;
modeling by the teacher to
demonstrate his or her
performance expectations;
concise communication;
logical sequencing and
segmenting;
all essential information and;
no irrelevant, confusing, or
nonessential information.

20 points
and 3
Unsatisfactory (1)
20 points
Presentation of content rarely
includes:
visuals that establish the
purpose of the lesson, preview
the organization of the lesson,
and include internal summaries
of the lesson;
examples, illustrations,
analogies, and labels for new
concepts and ideas;
modeling by the teacher to
demonstrate his or her
performance expectations;
concise communication;
logical sequencing and
segmenting;
all essential information and;
no irrelevant, confusing, or
nonessential information.
17
12/22/14
Managing Student
Behavior
InTASC standards
3a, 3c, 3i, 3k
Proficient (3)
assignment
Students are mostly wellbehaved and on task, some
minor learning disruptions may
occur.
Teacher establishes rules for
learning and behavior.
The teacher uses some
techniques, such as social
approval, contingent activities,
and consequences to maintain
appropriate student behavior.
The teacher overlooks some
inconsequential behavior, but
other times addresses it,
stopping the lesson.
The teacher deals with
students who have caused
disruptions, yet sometimes he
or she addresses the entire
class.

20 points
and 3
Unsatisfactory (1)
20 points
Students are not well-behaved
and are often off task.
Teacher establishes few rules
for learning and behavior.
The teacher uses few
techniques to maintain
appropriate student behavior.
The teacher cannot distinguish
between inconsequential
behavior and inappropriate
behavior.
Disruptions frequently interrupt
instruction.
18
12/22/14
Signature Assignment #2b: Professionalism Rubric

A: Showing Professionalism
ELEMENT
Relationships with
Others in Schools and
the Profession
(University instructors,
school leaders,
colleagues, etc.)
Expected Performance Level by final evaluation: Emerging

APPLYING (3)
UNSATISFACTORY (1)
EMERGING (2)
Scores of 3 or higher do not
Note consequences for dismissal
20 points per
result in extra credit for this
from internship in course policies
element
assignment
section of syllabus
Relationships with colleagues
Maintains cordial
Relationships with colleagues are
are characterized by
relationship with
negative, divisive or self-serving.
collaboration and cooperation.
colleagues using
Addresses concerns inappropriately
Presumes positive intent when appropriate means and
(person, issues, format), or uses
addressing issues of concern
respectful language
disrespectful language,
and demonstrates willingness
when addressing issues inappropriate emotions.
to learn from others.
of concern.
InTASC Standards
3q, 3r
Fulfilling Professional
Responsibilities
(Dress code, consistent
attendance, punctuality,
ethical standards, social
media)
InTASC Standards
9f, 9i, 9n, 9o
Actively acquires knowledge of

and adheres to the rules,
policies, and procedures
established by the school, the
district, the university and/or
the law.
Requires some
guidance regarding the
rules, policies, and
procedures established
by the school, the
district, the university
and/or the law.
Violates the rules, policies, or

procedures established by the
school, the district, the university
and/or the law.
NETS-T Standards
4c
19
12/22/14
B: Growing and Developing Professionally

ELEMENT
APPLYING (3)
EMERGING (2)
Content Knowledge
Applies new skills in the
Application of new skills
and Pedagogical Skill
classroom consistently.
attempted.
(Skills taught in courses
and/or modeled by
Intern Mentor Teacher)
UNSATISFACTORY (1)
Does not apply new skills in
classroom.
InTASC Standards
9a, 9b, 9c, 9d, 9k, 9n,
10a, 10b, 10r, 10t
Continued Professional
Growth
InTASC Standards
9a, 9b, 9c, 9d, 9k, 9n,
10a, 10b, 10r, 10t
Seeks feedback and actively

works to improve practice by
participating in professional
development.
Responds to feedback
indicating the need for
continued professional
growth.
Fails to recognize or respond to

feedback indicating the need for
continued professional growth.
20
12/22/14
C: Maintaining Accurate Records

ELEMENT
APPLYING (3)
EMERGING (2)
General Record Keeping
Keeps records/ lesson Keeps records/lesson plans
(Maintains lesson plans and
plans in an organized with adequate organization
materials for Instructional
manner and meets
but requires frequent
Activities, communicates
deadlines
monitoring to avoid errors
deadlines and course
appropriately.
and sometimes misses
requirements with Intern
deadlines.
Mentor Teacher)
UNSATISFACTORY (1)
Has no system for maintaining
records/lesson plans, keeps
records/lesson plans in disarray
and/or does not meet deadlines,
resulting in errors and confusion.
InTASC Standards
9o
D: Home School Communication
ELEMENT
APPLYING (3)
Advocacy/
Is fully aware of resources
Resources for Students
available through the school
(Knowledge of services to
or district and works to gain
support students: English
access for students.
Language learners, learning
disabled, those in need of
remediation, etc.)
EMERGING (2)
Displays some
awareness or use of
resources available to
assist students.
UNSATISFACTORY (1)
Is unaware of or demonstrates
disregard for resources
available to assist students.
InTASC Standards
1c, 1k, 2f, 2h, 2i, 4g, 7m, 9d,10e
21
12/22/14
Course/Instructor Evaluation
The course/instructor evaluation for this course will be conducted online 7-10 days before the
last official day of classes of each semester or summer session. Response(s) to the
course/instructor are anonymous and will not be returned to your instructor until after grades
have been submitted. The use of a course/instructor evaluation is an important process that
allows our college to (1) help faculty improve their instruction, (2) help administrators evaluate
instructional quality, (3) ensure high standards of teaching, and (4) ultimately improve
instruction and student learning over time. Completion of the evaluation is not required for
you to pass this class and will not affect your grade, but your cooperation and participation in
this process is critical. About two weeks before the class finishes, watch for an e-mail with
"ASU Course/Instructor Evaluation" in the subject heading. The email will be sent to your
official ASU e-mail address, so make sure ASU has your current email address on file. You
can check this online at the following URL: http://www.asu.edu/emailsignup.
University/Mary Lou Fulton Teachers College Policies
Professional Behavior
It is expected that students exhibit professional behavior inside the classroom, during
intern placements, and working with other students outside of the class on assignments
related to this class in addition to behavior in the classroom on ASUs campus. If at any
time your behavior is unprofessional, the instructor may refer the student to the Director
of the Office of Student Services (OSS) for the development of a Notice of Concern.
Dismissal from Clinical Experiences (Internship or Student Teaching)

In the event a school district requests that a student be dismissed from an internship or
student teaching placement for unprofessional or inappropriate behavior the intern or
teacher candidate will be required to attend a meeting with the Division Director or
designee, the Director of Student Services and other college representative as
determined by the Division Director to discuss the reasons for request for dismissal from
the internship or student teaching placement.
If it is determined that the allegations of a violation of unprofessional behavior resulting in
the request for dismissal from the school/district are warranted, one or all of the following
actions may result. The intern or teacher candidate:
will be dismissed from the internship or student teaching placement.

will receive a failing grade (E) for the internship or student teaching course*.
will not be assigned another internship or student teaching placement during the
same semester in which the teacher candidate was assigned a failing grade
may not withdraw from the internship/clinical experience course or student teaching
course. If a withdrawal is processed by the Office of the Registrar, the grade will be
administratively changed to an (E).
must withdraw from all courses that require concurrent enrollment with internship or
student teaching.
*If an intern or teacher candidate wishes to appeal the (E) grade, s/he can follow the
grade appeal process as outlined on the Teachers College website. The first step in the
22
12/22/14
grade appeal process is to meet with the course instructor. Students have 10 business
days to appeal a grade.
If a teacher candidate wishes to repeat the internship or student teaching and concurrent
coursework for the semester following the dismissal, the teacher candidate must show
evidence of how they plan to resolve the situation or circumstances which resulted in the
removal from the internship or student teaching. The teacher candidate will be required to
meet with the Assistant Division Director and the Director of Undergraduate Services to
develop a Professional Improvement Plan (PIP) outlining expectations for continued
professional growth and academic development.
In the event that the teacher candidate violates the rules, policies, or procedures for
conduct established by the school, district, local education agency, ASU, Teachers
College, and/or the law while on a PIP for unprofessional behavior, the teacher candidate
will be disqualified from the iTeachAZ program. Teacher Candidates who are disqualified
may not petition to continue in their current academic plan, but may be eligible to pursue
other non-certification degree options within Teachers College (i.e., Educational Studies)
or within other colleges at ASU.
Attendance and Participation- You must complete 1 full day of internship for 12
weeks minimum (and 75 hours) and attend all face-to-face seminar meetings with
your Clinical Experience Class.
Internship: Students are required to be in school during the Intern Mentor Teachers
contract hours (begin and end the day with your Intern Mentor Teacher). Report
absences to your Clinical Experience Instructor AND your Intern Mentor Teacher
before the IMTs contract day begins and document absence.
Documentation of absences: Interns must complete the Absence Request/Verification
Form (located at the end of the syllabus) when they are absent which includes
proposing a plan to make-up the absence to meet requirements. Once completed, this
form should be signed by the Intern Mentor Teacher and then submitted to the Clinical
Experience Instructor via email or hand-delivery. The expected timeline is 5 days in
advance of a planned absence or within one week of an unplanned absence. Absences
should be documented on the Time Card by both the Intern and the Intern Mentor
Teacher.
Seminar meetings: Report an absence to your instructor prior to the start of class.
Please arrange to have a classmate take notes and collect any handouts provided during
the class meeting.
Pregnancy Leave Policy: For the Mary Lou Fulton Teachers College Pregnancy Leave
Policy, please refer to https://education.asu.edu/student-forms-policies.
Children attending ASU Classes: As per the Mary Lou Fulton Teachers College policy,
no individuals under the age of 12 are permitted to attend ASU classes.
23
12/22/14
Late and Missing Assignments

All assignments are due on the dates indicated in the syllabus. Late assignments
will not be accepted. If you are absent on the due date you may submit your
assignment to the instructor via email PRIOR to the start of class. If assignments
submitted via email are received after the start of class they will be counted as missing
assignments.
Academic Integrity/Plagiarism
The ASU Student Handbook contains the following information: The highest standards of
academic integrity are expected of all students. The failure of any student to meet these
standards may result in suspension or expulsion from the university and/or other
sanctions as specified in the academic integrity policies of the individual academic unit.
Violations of academic integrity include, but are not limited to, cheating, fabricating,
tampering, plagiarising, or facilitating such activities. The university and unit academic
integrity policies are available from the Office of the Executive Vice President and Provost
of the University and from the Deans of the individual academic units. The rest of the
code, which consists of several pages, is available at the following URL:
http://students.asu.edu/srr/code.
Dependent upon instructors discretion, penalties for plagiarism range from loss of
points on plagiarized assignment to student receiving an E for the course.
Disability Accommodations for Students

Mary Lou Fulton Teachers College is committed to student success and ensures an
inclusive learning environment for all students. Students with disabilities or disabling
health conditions are required to document their condition with the Disability Resource
Center (DRC) prior to enrolling in the iTeachAZ program. Students who are registered with
DRC will be key participants in establishing reasonable and appropriate accommodations
with course instructors.
Religious Accommodations for Students

Students who need to be absent from class due to the observance of a religious holiday
or participate in required religious functions must notify the faculty member in writing as
far in advance of the holiday/obligation as possible.Students will need to identify the
specific holiday or obligatory function to the faculty member. Students will not be
penalized for missing class due to religious obligations/holiday observance. The student
should contact the class instructor to make arrangements for making up
tests/assignments within a reasonable time.
Military Personnel Statement

A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces
branch and is unable to complete classes because of military activation may request a
complete or partial administrative unrestricted withdrawal or incomplete depending on the
timing of the activation. For information, please see
http://www.asu.edu/aad/manuals/usi/usi201-18.html.
24
12/22/14
Harassment Prohibited
ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion,
national origin, disability, sexual orientation, Vietnam era veteran status and other
protected veteran status. Violations of this policy may result in disciplinary action,
including termination of employees or expulsion of students. Contact Student Life
(Downtown campus- 522 N. Central Ave., Post Office Room 247, 480-496-4111;
Polytechnic campus- Administration building suite 102, 480-727-1060; Tempe campusStudent Services Building room 263, 480-965-6547; or the West campus- UCB 301, 602543-8152) if you feel another student is harassing you based on any of the factors above.
Contact Equal Opportunity/Affirmative Action (EO/AA) at 480-965-5057 if you feel an ASU
employee is harassing you based on any of the factors above.
Grade Appeals
The professional responsibility for assigning grades is vested in the instructor of the
course, and requires the careful application of professional judgment. A student wishing to
appeal a grade must first meet with the instructor who assigned the grade to try to resolve
the dispute. The process for grade appeals is set forth for the undergraduate and
graduate programs are available https://education.asu.edu/student-forms-policies
Cell Phone Policy

Turn off cell phones during class and clinical placement. Use or presence of cell phones
during clinical experiences may result in a deficiency and/or Professional Improvement
Plan.
Electronic Communication
Acceptable use of university computers, internet and electronic communications can be
found in the Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi10401.html ) and in the Universitys Computer, Internet, and Electronic Communications
Policy (http://www.asu.edu/aad/manuals/acd/acd125.html).
Technological Services and Support

The Mary Lou Fulton Teachers College encourages students to make use of technological
services available through ASU to make their learning experience more efficient. Students
with personal laptop computers or netbooks can connect wirelessly to the Internet and to
printing services on all four campuses and some PDS sites. The following support
services are available to support student computing needs.
Student Purchases:Discounted pricing for students purchasing laptop or desktop

computers is available at through the ASU bookstore or online. http://bookstore.asu.edu/
ASU Campus Classroom Connectivity:

In-class use of laptops is encouraged by the Mary Lou Fulton Teachers College. In cases
where students need to make presentations during class, most classrooms have the
capability of allowing laptops to connect to classroom projectors. Mac laptops may require
an adaptor. For collaborative work, social networking tools are provided to ASU students
through a Google partnership, including Google docs, spreadsheets, presentations, forms,
and sites. (https://docs.google.com/a/asu.edu/#all)
25
12/22/14
Hardware and Software Support:

ASU 1:1 Technology Studios provide support to students on all four campuses for
hardware, software, operating systems, security, networking, etc.
(http://gomobile.asu.edu/) MyApps provides free software tools including free virus scan
software, online applications, and information about discounted software for purchase.
(https://webapp3.asu.edu/myapps/)
26
12/22/14
Teachers:
Inquiry (5E) Lesson Plan Template

Subject:
Grade:
Standard:
Objective (Explicit):
Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Sub-objectives, SWBAT (knowledge, skill, purpose):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
Key vocabulary:
Materials:
Engage
How will you activate prior knowledge?
How will you hook student attention?
What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will:
Students Will:
Explore
How will you model your performance expectations? (remember you are not modeling what you want students
to discover but need to model expected behavior or required procedures).
How will students take the lead and actively use materials to discover information that will help them answer
the question posed in the Engage?
What questions or prompts will you be prepared to use with students while they are exploring?
Teacher Will:
Students Will:
What co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by
answering the question from the Engage before moving on?
Teacher Will:
Students Will:
27
12/22/14
Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a
particular aspect of this learning at a deep level?
How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a
What If? Question)?
How will all students articulate how their understanding has changed or been solidified?
Teacher Will:
Students Will:
Evaluate
How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the
elaborate content)?
How will students have an opportunity to summarize the big concepts they learned (separate from the
assessment)?
Teacher Will:
Students Will:
28
12/22/14
Absence Request/Verification Form

Intern Name:
Intern Mentor Teacher Name:
School:
District:
Clinical Experience Instructor:
Sick
Military
Vacation
Maternity/
Paternity
Bereavement
Other
Jury Duty
Reason for absence:

Dates of absence
From: __________
To: __________
Proposed make-up absence:
__________________________________________
__
Intern Signature:
Intern Mentor Teacher Signature:
Approved
Comment:
Current absence
____ days OR ____ hours (if <
full day)
Total absences to date
_____ days
Date:
Date:
Not approved
29

Scott Sed 397 Field Experience s15 Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Scott Sed 397 Field Experience s15 Final

Uploaded by

Copyright:

Available Formats

12/22/14

SED 397: Field/Clinical Experience II in Secondary Education

2. ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All

1b, 1c, 1d, 2a, 2b, 2c,

Letter of introduction and

Signature Assignment #2b:

1c, 1k, 2f, 2h, 2i, 3q, 3r,

On the Write Track

3q, 3r, 9a, 9b, 9c, 9d,

Tentative Course Calendar/Subject to Change

How to Register for Sun Devil Career

In class assignment: explore the Professional

In class assignment: complete Tk20

Homework for next face-to-face

Internship Application Request Fall

During your internsip, collect

Debrief Managing Student Behavior and

Introduction to the 5Es (Engage)

Identify the standard and write an

objective and sub-objectives for an

Write the Engage portion of an

Complete one full day

process through the semester. Bring

-Introduction to the 5Es (Explore)

Remind Intern Mentor Teacher of

Complete one full day

Share your lesson plan with a peer

Complete 1 full day of

-Introduction to the 5Es (Explain)

Write or refine the explain portion of

-Introduction to the 5Es

Share the lesson plan with a peer

with the course

Complete one full day

Complete Signature Assignment 1-

Play the Quest2Teach: On the

Complete one full day

Write Track game. Be prepared to

Introduce Quest2Teach: On the Write

Complete Clinical Experience

Complete one full day

Debrief Quest2Teach: Pursuit of

PROGRESSION OF TEACHING RESPONSIBILITIES

Any of the above strategies as

Co-plan and teach Instructional

Co-plan and teach Instructional

CO-TEACHING STRATEGY DEFINITIONS & EXAMPLES

Signature Assignment #1: Lesson Evaluation Rubric

Intern makes clear

Intern makes some

Intern fails to make

assessment data, and

assessment data, and

Intern makes clear

Intern makes some

Intern fails to make

Intern provides clear

Intern provides little or

Intern makes some

Intern fails to make

Signature Assignment #2a: TAP Rubrics

Approaching Proficient (2)

Approaching Proficient (2)