Supervisor

Handbook

2019-2020
OFFICE OF TEACHER EDUCATION

OFFICE OF TEACHER EDUCATION | TEACHERS COLLEGE | www.tc.edu/ote | ote@tc.edu |411 Zankel

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Table of Contents

Introduction .............................................................................................. 3
School Visit Protocols .................................................................................. 3
A Conceptual Framework for Professional Education at Teachers College ................... 4
The Student Teaching Experience .................................................................... 5
Information for the Field Supervisor ................................................................. 6
Elements of an observation ......................................................................... 6
Protocols and scheduling ............................................................................ 6
Maintaining high quality supervision .............................................................. 7
Establishing channels of communication .......................................................... 7
Assessing teaching readiness and fit ................................................................ 7
Guidelines for Communicating with Student Teachers ........................................... 8
Problem Solving Guidelines and Protocols ......................................................... 9
Triad Meetings.......................................................................................... 10
Payment and Travel FAQs ............................................................................ 11
Appendix A: Sample Student Teacher Observation Template ................................. 12
Appendix B: edTPA ................................................................................... 13
Appendix C: Student Teaching Evaluation ........................................................ 14
Appendix D: Forms for Supervisors ................................................................ 23

Please visit www.tc.edu/ote for supervisor forms

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Introduction
The Office of Teacher Education aims to provide information, support and resources to faculty,
staff and students engaged in Professional Education Programs that lead to initial and professional
certification.

Our purpose is also to work in partnership with faculty colleagues to address program, practice,
research and policy issues relevant to the preparation of teachers and other educational specialists.

We invite you to visit us in Zankel 411, call us at 212.678.4057, or email us at ote@tc.edu with
inquiries regarding student teaching and supervision materials and procedures or other questions related
to professional education at Teachers College.

School Visit Protocols

All public schools in New York City require visitors to sign in at a security desk and show a photo ID. Please be sure to
follow these protocols in addition to any others that the school may require.

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A Conceptual Framework for Professional Education at
Teachers College
Consistent with the College’s long tradition
of serving the needs of urban and suburban
schools in the United States and around the
world, the vision and purpose of professional
education at Teachers College is to establish
and maintain programs of study, service, and
research that prepare competent, caring, and
qualified professional educators (teachers,
counselors, psychologists, administrators,
and others). This vision is based on three
shared philosophical stances that underlie and
infuse the work we do:
Inquiry stance: We are an inquiry-
based and practice-oriented community.
We and our students and graduates
challenge assumptions and complacency
and embrace a stance of inquiry toward
the inter-related roles of learner,
teacher, and leader in P-12 schools.
Curricular stance: Negotiating
among multiple perspectives on culture,
content, and context, our graduates
strive to meet the needs of diverse
learners, both students and other adults,
in their school communities.
Social justice stance: Our graduates
choose to collaborate across differences
in and beyond their school communities.
They demonstrate a commitment to
social justice and to serving the world
while imagining its possibilities.
The three philosophical stances provide the context for
developing and assessing candidates’ proficiencies
based on professional, state, and institutional
standards. There are five TC standards:
Standard 1: Inquirers and Reflective
Practitioners: Our candidates are inquirers/
researchers who have breadth of knowledge and a
variety of tools to ask questions about educational
environments. They reflect on and continually evaluate
the effects of their choices on others (children,
families, and other professionals in the learning
community).
Standard 2: Lifelong Learners: Our candidates are
continually engaged in learning and research. They take
responsibility for their professional growth and
seek/create learning opportunities for themselves and
others.
Standard 3: Learner-Centered
Educators/Professionals: Our candidates
understand their subject matter/disciplines, learners
and learning, and curriculum and teaching. They create
learning experiences that foster development and
achievement in all students.
Standard 4: Effective Collaborators: Our
candidates actively participate in the community or
communities of whom they are a part to support
students’ learning and well-being.
Standard 5: Advocates of Social Justice and
Diversity: Our candidates are familiar with legal,
ethical, and policy issues. They provide leadership in
advocating for children, families, and themselves in a
variety of professional, political, and policy-making
contexts.
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The Student Teaching Experience
Informed by a strong focus on social justice, curriculum and inquiry, our mission is to prepare teachers who understand
the political nature of schooling, are able to recognize and interrupt deficit views of children, and have the skills,
knowledge and dispositions to advocate for all students so that each has access to the quality education and care she/he
deserves.

However, learning to teach is much more than strategies and techniques. Instead, teaching to meet the complex needs
presented by a diverse student population demands the ability to ask critical questions, to “invent” practice by learning
from children and listening to them, and to operate from a stance characterized by capacity and possibility, not
limitations and low expectations.

The student teaching experience provides pre-service teachers the space and opportunity to learn how to ask important
questions about teaching and learning, come to know children and adolescents by observing and interacting with them
consistently over time, apply newly acquired knowledge, theories, strategies and models in a variety of contexts within
and across classrooms, and experiment with, design and adapt practice according to learners’ needs.

As such, student teaching takes place in a wide variety of classroom settings located in an equally wide variety of schools
including urban and suburban public schools, private schools, alternative schools, and specialty schools. Each student can
expect to complete a minimum of two student teaching placements, each in a different grade level according to the
requirements of the specific teaching certificate for which she or he is preparing. For example, if a student is working
toward initial certification in childhood education--grades 1-6, one student teaching experience must be in grades 1-3,
the other in grades 4-6. Students can also expect to be learning to teach in the discipline or subject area (English,
mathematics, music, biology, etc.) for which they are seeking certification.

During the student teaching experience, pre-service teachers are guided and instructed by two key individuals—the
cooperating or mentor teacher and the university supervisor. While both work collaboratively to support the growth and
development of the student teacher, each assumes a very specific role.

Field supervisors:
 are a liaison between the school and the university
 serve as critical friends by observing student teachers’ work in classrooms several times each semester
 provide feedback and suggestions to student teachers to help them improve, analyze or re-think their practice
 offer experienced and objective perspectives on overall classroom effectiveness, including classroom
management, student response and the student teacher's presence and instruction in the classroom
 work in concert with student teachers to identify specific areas of challenge or interest

On days that student teachers are scheduled to be visited and observed by their supervisor, they should plan to be
actively teaching and fully engaged with the students; instruction and direct interaction with students is where student
teachers will be most challenged and benefit from a supervisor’s perspective and feedback

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Information for the Field Supervisor
First, thank you for working with a student teacher from Teachers College. Your willingness to work with us to support
the learning, growth and development of preservice students underscores your commitment to quality teaching and a
qualified teacher for every child/adolescent. Supervisors are critical to student teacher success because they guide
preservice teachers to think not only about the “what” or “doing” of teaching, but also the “why” or thinking of teaching.
As a supervisor, you are responsible for moving new teachers from a focus on themselves to a focus on student learning.
Teachers College depends on you—your careful observation, astute judgment, fair and candid feedback and informed
assessment—to be able to confidently recommend our graduates for teacher certification. Below are some suggestions,
guidelines and basic procedural information that we trust will support the important work you do with our students.

Elements of an observation
While Teachers College does not necessarily subscribe to a particular model of supervision, nor do we tightly regulate
the supervision process, we do feel that an observation should constitute:
o A pre-observation conference to discuss the student teacher’s lesson plan and any other details pertaining to
the lesson. We suggest reviewing the student teacher’s lesson plan prior to your discussion so you can offer
feedback and suggestions from an informed perspective.
o The observation of an actual lesson or teaching episode/interaction where the student teacher is
actively engaged with learners. Your observation should last the entire period so you are able to gather
assessment data from lesson initiation to closure.
o A post-observation discussion should follow the lesson. This meeting gives you and your student teacher
the opportunity to review, reflect upon, and assess the lesson together. Through the use of careful questioning,
you can help student teachers think about what they did and why, the decisions and pedagogical choices they
made, and the consequences of their instruction on students’ understanding. Again, this discussion could take
place at the school site (if convenient), at TC, or over the phone.
o Sequential observations of two lessons should not be counted as two “visits.” While unusual
circumstances may occasionally (and very rarely) require back-to-back observations that are then counted as
separate visits, this practice is strongly discouraged because it does not meet the spirit and substance of
observation requirements, and denies student teachers the ongoing support they require over time.
The number of observations required by each program may vary, so be sure to check with the program with which you
are working. However, the Teacher Education Policy Committee at Teachers College and the Office of Teacher
Education and School-Based Support Services strongly and unanimously recommend a minimum of three (3)
observations per student teaching experience. It is important to spread out observations over the
course of the student teaching period (beginning, middle and end).

Protocols and scheduling

Like our student teachers, supervisors are also guests in cooperating teachers’ classrooms and in schools and
representatives of TC. Thus, we recommend the following actions to ensure the best relationship and open lines of
communication.
 acquaint yourself with school protocols governing entry into the school, dress and professional demeanor and
cooperating teachers’ expectations.
 get a sense of the rhythms and schedule of the classroom in which your student teacher is placed
 meet with the cooperating teacher to explain your supervisory role and discuss how and when observations will
occur.

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Maintaining high quality supervision
Below are some guidelines for ensuring that the supervision you provide your student teachers is beneficial to their
learning:
1. Observe the student teacher on a regular basis over time and in a variety of situations/subjects.
2. Provide specific and descriptive feedback on the student teacher's execution of professional
responsibilities (lesson planning, implementation and assessment, classroom interaction, maintenance of
records).
3. Help the student teacher relate teaching theory to classroom practice (e.g., discuss reasons for selecting
materials and methods).
4. Encourage good planning and organization.
5. Encourage independent, creative thinking in planning, use of materials, motivation, and teaching and
assessment approaches.
6. Help the student teacher develop consistent classroom management practices conducive to learning,
which promote respect for others and for cultural and linguistic diversity.
7. Encourage the habit of constant self-assessment, including post-lesson analyses, and the use of self-
assessments for subsequent improvement.
8. Maintain a professional working relationship with the student teacher and cooperating teacher.
9. Encourage and support good rapport between the student teacher and her/his students.

Establishing channels of communication

Open communication between supervisors and cooperating teachers enhances and supports their work as colleagues and
partners. Get to know the cooperating teacher.
 Exchange phone numbers to facilitate opportunities to confer and discuss progress between observations.
 Encourage cooperating teachers to observe alongside you and to participate in subsequent post-observation
conferences with student teachers.
 Share your insights and solicit theirs. While the observations you conduct are critical to student teacher
development, they still represent snap-shots of practice.
 Develop a professional relationship with the cooperating teacher to support observations and triangulate data

Assessing teaching readiness and fit
An important aspect of your supervision work involves assessing student teachers’ readiness for teaching and
for certification. Learning to teach is never easy and most student teachers experience road bumps, a crisis of
confidence and moments of questionable practice. However, we want to ensure that candidates are fully prepared for a
career, whether it be teaching or otherwise, by the time they graduate. Below are some guidelines to help support this
task:
 Provide candid feedback grounded in careful observation
 Use observations and assessments to design additional supports that may be needed
 Evaluate students with a high standard of teacher quality; be fair but rigorous

The Assessment Taskforce and the Office of Accreditation and Assessment developed a Student Teaching Evaluation
form to help improve supervision and assessment practices and, ultimately, make student teaching experiences more
effective and consistent across the programs. The form represents the knowledge, skills, and dispositions that
the Taskforce felt were essential for all student teachers. Individual programs may have added discipline specific
content based on program philosophy/values or specialty professional standards. (See Appendix C for evaluation form.)

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Guidelines for Communicating with Student Teachers
1. Focus feedback on behavior rather than the person.

It is important that we refer to what a person does in the classroom rather than a personal trait. Thus, we might say a
person "talked considerably at the meeting" rather than that this person is "a loudmouth."

2. Focus feedback on observations rather than inferences.

Observations refer to what we can see or hear in the behavior of another person, while inferences refer to our
interpretation of the behavior (as in "you were defensive"). The sharing of inferences or conclusions may be valuable, but
it is important that they be supported by observations and facts.

3. Focus feedback on description rather than judgment.

The effort to describe represents a process for reporting what occurred, while judgment refers to an evaluation in terms
of good or bad, right or wrong. The judgments arise out of a personal frame of reference or value grid, whereas
description represents more neutral reporting.

4. Focus feedback on the sharing of ideas and information rather than on giving advice.

By sharing ideas and information we leave the receivers free to decide for themselves in the light of their own goals, in a
particular situation at a particular time how to use the ideas and information. When we give advice, we tell them what to
do with the information, and in that sense we take away the freedom to determine the most appropriate course of action
as well as reducing their responsibility for their own behavior.

5. Focus feedback on exploration of alternatives rather than answers or solutions.

The more we can focus on a variety of procedures and means for the attainment of a particular goal, the less likely we are
to accept prematurely a particular answer or solution which may or may not fit a particular problem.

*If an issue or problem arises, please speak openly with the student teacher about your concerns.

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Problem Solving Guidelines and Protocols
Establishing and maintaining relationships are key pieces of a productive learning community. Individuals may come to
the situation with different beliefs, values, prior experiences and behaviors and perceive the same event differently.
These problems and conflicts can be positive learning experiences, fostering collaboration as individuals learn to
communicate and problem solve together.
General Guidelines for Problem Solving and Conflict Management
1. Understand that problems may not be seen as such by everyone involved based on personal experiences and their
perceptions
2. Most problems are best solved by those in the situation, not those on the outside.
3. Most problems are best solved when they are addressed as soon as possible. Let student teachers know that
professional development includes learning how to solve problems.
4. When problems are well-defined, resolutions often follow more easily. The following steps may be
helpful in addressing a problem:
 The problem should be defined as clearly as possible. What is occurring? How often? Under what
circumstances?
 Consider who/what is contributing to the problem. Is everyone working from the same observations, facts,
and vocabulary? Does everyone share the same values and beliefs? Do roles, responsibilities, or
expectations need to be clarified? What are the honorable intentions of those involved? How might they
be contributing to the problem?
 What is within one’s control? What is within others’ control? If the problem is outside the control of both
parties, who should deal with it or take it to the next level?
 Stop and check behavior as the problem is addressed. Are people listening to the point of view of the other
person? What is the other person’s perception of the problem? Does anyone feel attacked?
In cases where student teachers are experiencing difficulties with their cooperating teacher, encourage them to
identify the problem in objective terms and brainstorm ways to address the problem in a respectful manner.
Consider using the following steps:

 Timing: Consider when to meet with the person. It is best to meet in private during an agreed upon
time rather than in front of others or at an inopportune time.

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  Approach: Start with a positive comment and then share perceptions of the problem before
suggesting a solution(s). Listen carefully and objectively and focus on the facts.

 Tone: The level of calmness will influence the outcome of the meeting.

 Solution and acknowledgment: If a solution is agreed upon, acknowledging the other person
in his/her effort can help everyone put their best foot forward.

Triad Meetings
Triad meetings with the cooperating teacher and student teacher are vital to relationship building. A strong foundation
in the beginning of the semester will lead to a strong sense of collaboration throughout.

Initial Triad Meeting:

We encourage supervisors to conduct an initial triad meeting at the beginning of the semester in order to begin building a
strong relationship and ensure that expectations for all parties involved are set. Supervisors should also remind everyone
of their role as liaison between the school and Teachers College, mediator, and evaluator.

Possible items for discussion:

-Roles and responsibilities of each person
-Level of responsibilities student teacher will take on as semester progresses
-Possible goals and objectives for the student teacher
-Frequency and timeline of observations by supervisor to the classroom
-Level of participation/attendance by cooperating teacher in post conferences following observations

Triad meetings during the course of the semester are also an opportunity to discuss the following:

1) What's Working? Provide 1-2 specific areas of success

2) What can be improved? Provide 1-2 specific areas of focus, challenge, or concern
3) Student Teacher’s Next Steps--What are specific steps that the student teacher will take to address
the areas for growth?
4) Cooperating Teacher's Next Steps--What are specific next steps that the cooperating teacher will
take to address the areas for growth?

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Payment and Travel FAQs
Please use the information below as a guide for payments and reimbursements for visits to student teachers. Questions and concerns can be directed to (212) 678-
8219 or ledwell@tc.edu .

Q: How much will I be paid for observations of student teachers?

A: Supervisors are paid $120 per observation, with a maximum of 5 observations per student teacher, per semester ($600 per
student teacher). However, programs set their own requirements for how many times student teachers should be observed each
semester; check with your Student Teaching Coordinator for details on your program.

Q: How will I be paid for observations of student teachers? And when can I expect payment?

Your program’s student teaching coordinator has been asked to share your anticipated number of observations with the Office of
Teacher Education. Payment for half of your anticipated fall earnings will be distributed via your semi-monthly paychecks. Payment
for the other half of your earnings will be issued at the end of the semester, after the Office of Teacher Education receives your List
of Visits form. The disbursement of the first paycheck will vary, depending on when OTE received your anticipated observation
information as well as the payroll schedule. We strongly recommend that you enroll in direct deposit, for ease of payments.

Q: Will I be reimbursed for travel expenses?

A: Yes, supervisors are paid a maximum of $50 per student teacher, per semester, for qualified travel expenses such as bus fare,
subway fare, and mileage (for drivers). OTE does not reimburse for taxis or parking expenses. Payment for travel expenses is
separate from payment for observations; all requests for travel reimbursement must be submitted through the Chrome River
system.

Q: What is Chrome River?

A: Chrome River is the new travel reimbursement platform required for all employees of Teachers College. To learn how to use
Chrome River, please explore our Chrome River Guide. Be sure to note the following: 1) all requests for reimbursements must be
substantiated by a receipt; 2) all receipts must be uploaded into the Chrome River system within 90 days of the travel date.
Receipts submitted after 90 days result in a tax for the individual.

Q: I don’t have receipts for my supervision-related use of the New York City Public Transportation System.
What do I do?
Good news! For New York City public transportation (MTA subway and bus system), we were able to work with Accounts
Payable to approve the use of our NYC MTA Travel Log in lieu of traditional receipts. When entering travel reimbursement
information into Chrome River for NYC public transportation, upload a completed NYC MTA Travel Log form to substantiate
your request for reimbursement.

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Appendix A: Sample Student Teacher Observation Template
Notes from Observation
Name of Student Teacher: Date of Observation:

Name of Supervisor: Lesson Plan Submitted: Yes or No

Danielson Domains: 1) Planning and Preparation (Demonstrates knowledge of content and pedagogy, students’ needs, skills,
etc.; purpose of lesson is clear; appropriate use of materials and resources; instruction is coherent; assessments are congruent
with instructional outcomes)

2) Classroom Environment (Classroom interactions are respectful; energy level for learning is high; students take pride in work;
routines and transitions occur smoothly; student behavior is monitored; physical space is conducive to learning; technology is
used skillfully)

3) Instruction (Expectations, directions, and procedures for learning are clear; questions are at high cognitive level with sufficient
time for students to answer; pacing is appropriate, students are engaged; assessment is used in instruction with high quality
feedback to students; teacher adjusts lesson accordingly)

4) Professional Responsibilities (Reflects on teaching; maintains accurate records; communicates with families; shows
professionalism)

Time/Duration Actions/Quotes/Questions Actions/Quotes/Questions Questions/Comments/ Domain

(Pace) by Student Teacher by PreK-12 Students Concerns by (if applicable)

(Facts and observations Supervisor

only)

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Appendix B: edTPA
edTPA (Teacher Performance Assessment)
Authored and developed by a team of Stanford University researchers, with substantive advice from teachers and teacher educators, edTPA is
designed to be used as a portfolio-based assessment for pre-service teacher candidates. Aligned with the Common Core and InTASC Standards,
the edTPA assesses high leverage teaching behaviors that focus on student learning. The edTPA is intended as a multiple measure system to
assess teacher quality.

The edTPA, identifies and collects subject specific evidence of effective teaching that is drawn from a learning segment—3--‐5 lessons from a
unit of instruction for one class of students. Teacher candidates submit authentic artifacts from their actual teaching during a clinical field
experience. Candidates also submit commentaries that provide a rationale to support their instructional practices based on student learning
strengths and needs. Candidates’ evidence is evaluated and scored on multiple measures within five dimensions of teaching.
1. Planning Instruction and Assessment establishes the instructional and social context for student learning and includes
lesson plans, instructional materials, student assignments/assessments, as well as a planning commentary that justifies the plans
based on the candidate’s knowledge of
diverse students’ learning strengths and needs. Candidates demonstrate how their plans are aligned
with content standards (e.g. Common Core), build upon students’ prior learning and development to deepen subject matter
knowledge, and how instruction is differentiated to address varied student needs.
2. Instructing and Engaging Students in Learning includes one or two unedited video clips of 15--‐20 minutes from lessons
taught in the learning segment, and an instruction commentary analyzing how the candidate engages students in learning tasks and
activities. Candidates also demonstrate how they elicit and monitor student responses to develop deep subject matter
understandings.
3. Assessing Student Learning includes classroom based assessment (evaluation criteria), student work samples, evidence of
teacher feedback, and a commentary analyzing patterns of student learning. Candidates summarize the performance of the whole
class, analyze the specific strengths and needs of two focus students, explain how their feedback guides student learning, and how
the assessment results inform teaching next steps for individuals and groups with varied learning needs.
4. Analysis of Teaching Effectiveness includes a commentary explaining which aspects of the learning segment were effective
(for whom and why), and what the candidate would change across the lessons to improve student learning.
5. Academic Language Development is evaluated based on the candidate’s ability to support students’ use of language (subject
specific vocabulary and processing and production of oral/written texts) to deepen subject matter understandings. Candidates
explain how students demonstrate academic language using student work samples or video recordings of student engagement.

Unacceptable Forms of Candidate Support during the

Assessment
The following provides examples of unacceptable types of support for candidates within the edTPA process:
• Offering recommendations for specific instructional and assessment strategies in response to knowledge or a
description of the candidate’s students
• Editing a candidate’s edTPA drafts prior to submission
• Offering critique of candidate edTPA drafts prior to submission for official scoring that provides specific,
alternative responses
• Telling candidates which video clips or work samples to select for submission
• Uploading candidate edTPA responses (written responses or videotape entries) on public access social media websites
or uploading them to the scoring platform for the candidate.

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Appendix C: Student Teaching Evaluation
The purpose of the Student Teaching Evaluation (STE) rubric is to assess a candidate’s cumulative performance and
provide him or her with feedback in relation to a set of 17 indicators within five domains of teaching: Content
Knowledge, Planning, Learning Environment, Instruction, and Professional Responsibilities. The results of the first
evaluation are used to determine a candidate’s eligibility to continue to the second student teaching placement. The
results of the second evaluation are intended to be used to determine readiness to teach (i.e., program completion and
recommendation for certification).

Each STE indicator is rated on a four-point scale. The four proficiency level descriptors are generally defined as follows.

1 Unacceptable: The ST does not demonstrate essential knowledge, skills, and dispositions necessary
for working with learners and/or demonstrates inability or lack of commitment to acquire such
knowledge, skills and dispositions.
2 Emerging: The ST demonstrates basic knowledge, skills, or dispositions necessary for beginning
teachers. Such knowledge, skills, and dispositions may be incomplete or applied inconsistently or
inappropriately.
3 Building: The ST demonstrates adequate knowledge, skills, and dispositions expected of beginning
teachers. Such knowledge, skills, and dispositions are applied consistently and appropriately.
4 Refining: The ST demonstrates knowledge, skills, and dispositions above and beyond (as described in
the comments) what is expected of beginning teachers. The ST expands on the knowledge, skills, and
dispositions in level 3.

The STE form qualitatively defines the four proficiency level descriptors for each of the 17 indicators. The
proficiency levels represent a developmental sequence. The highest level descriptor (“refining”) includes all criteria
in the previous level descriptor (“building”) plus additional criteria indicating refinement of knowledge and skills.

Questions regarding the rubric should be directed to the Student Teaching Coordinator for the academic program.

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 End-of-Placement Student Teaching Evaluation Form

Program: …………………………
Student Teacher’s Name: ……………………………………………………………………..…..….

Placement School: ……………………………………………….... Grade Level ………........... Semester & Year: ……………....

Reviewer’s/Supervisor’s Name: …………………………………………………………..…..…….. Review Date: …………………....

Which student teaching placement/phase is this? 1st Placement 2nd Placement 3rd Placement

Content Knowledge
(1) Demonstrates knowledge of subject matter/discipline Rating =

1 - Unacceptable 2 - Emerging 3 - Building 4 - Refining

Please explain in text box below what

The ST consistently makes
content errors or does not correct
errors made by learners.
The ST demonstrates basic knowledge of
the central concepts, tools of inquiry, and
structures of the discipline(s) he or she
teaches and/or may lack of awareness of
how these relate to each other.
The ST demonstrates solid
knowledge of the central concepts,
tools of inquiry, and structures of the
discipline(s) he or she teaches and
how these relate to each other.
ST’s practice(s) warrant the rating of
4. For eg:
The ST demonstrates extensive
knowledge of the central concepts,
tools of inquiry, and structures in the
discipline(s) and how these relate to
each other, other disciplines and/or
contemporary issues.

(2) Demonstrates pedagogical content knowledge Rating =

1 - Unacceptable 2 - Emerging 3 - Building 4 - Refining

The ST has little understanding of
learning progressions related to
the content.
The ST does not recognize learner
misconceptions or does not
address them.
The ST demonstrates knowledge of
learning progressions although some of
this knowledge may be inaccurate or
incomplete.
The ST recognizes learner
misconceptions but is not sure how to
address them.
The ST demonstrates understanding
of learning progressions related to the
content and uses multiple
representations and explanations.
The ST recognizes common learner
misconceptions and guides learners to
accurate conceptual understanding.
Please explain in text box below what
ST’s practice(s) warrant the rating of
4. For eg:
The ST anticipates common learner
misconceptions and is proactive in
addressing them.

The ST uses instructional The ST uses limited instructional The ST uses a range of instructional
strategies inappropriate for the strategies or some strategies may not be strategies appropriate for the subject
subject matter/discipline. appropriate for the subject matter/ matter/discipline.
discipline.

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Content Knowledge: Comments or Rating “4” Explanation
(3) Uses knowledge of learners in planning instruction
1 - Unacceptable
The ST does not understand child or
adolescent development
characteristics and has unrealistic
expectations for learners.
The ST does not try to ascertain
learners’ prior knowledge, interests,
strengths, or needs.
The ST is not aware of different
learners’ needs (including but not
limited to needs of learners with
disabilities, giftedness, and ELLs).
The ST is not aware of learners’
cultural identities.
(4) Sets instructional goals and objectives
1 - Unacceptable
The goals and objectives are not
appropriate for learners.
The goals and objectives do not
represent important learning in the
discipline; no connection to
standards is made.
The goals and objectives are vague
and do not lend themselves to
assessment.
The goals and objectives reflect only
one type of learning.
Planning
2 - Emerging
The ST understands child or adolescent
development but may have trouble
integrating this knowledge into planning.
The ST attempts to ascertain learners’
prior knowledge, interests, strengths, or
needs.
The ST is aware of different learners’
needs (including but not limited to needs
of learners with disabilities, giftedness,
and ELLs) but tends to use a “one-size fits
all” approach to planning.
The ST recognizes that learners have
different cultural identities but rarely
differentiates materials and instruction to
attend to these differences.
2 - Emerging
Some goals and objectives are not
appropriate for learners.
Some goals and objectives reflect
important learning in the discipline;
general reference to standards is made.
Some goals and objectives are clear and
suggest viable forms of assessment.
The goals and objectives reflect several
types of learning but there is little
coordination.
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Rating =
3 - Building 4 - Refining
The ST’s plans and expectations for Please explain in text box
learners are developmentally appropriate. below what ST’s practice(s)
warrant the rating of 4. Eg:
The ST uses formal and
The ST attains information about learners’ informal assessment to
prior knowledge, interests, strengths, or ascertain learners’ prior
needs. knowledge, interests,
strengths, and needs.
The ST has a good understanding of the
The ST invites learners to
range of learners’ needs (including but not
pursue their own inquiries
limited to needs of learners with
and guide their own learning,
disabilities, giftedness, and ELLs) and
drawing from the interests
plans instruction to address these needs.
and cultural repertoires that
are meaningful to them.
The ST is well informed about learners’
cultural identities and differentiates
materials and instruction to attend to these
differences.
Rating =
3 - Building 4 - Refining
The goals and objectives are appropriate Please explain in text box
for learners. below what ST’s practice(s)
warrant the rating of 4. For
eg:
The goals and objectives are related to
“big” ideas of the discipline and linked to The ST plans with short and
appropriate standards. long-term goals in mind.
The goals and objectives are clear and
suggest viable forms of assessment.
The goals and objectives reflect different
types of learning and opportunities for
coordination.
(5) Uses a variety of resources in planning instruction
1 - Unacceptable
The ST uses irrelevant,
inappropriate or tangential materials
that detract from the lessons.
There is no evidence that the ST
considers the use of Internet,
multimedia and other technologies,
or community resources.
(6) Designs coherent learning experiences
1 - Unacceptable
Learning activities and materials are
not aligned with instructional goals
and objectives.
Learning activities and materials do
not make content relevant to
learners.
Instructional groups do not support
learning.
Lesson plans are not structured or
sequenced and are unrealistic in
their expectations.
(7) Plans for assessment
1 - Unacceptable
Assessments do not match
instructional goals and objectives.
Assessments lack criteria.
No formative assessments are
planned.
Assessments do not include
accommodations for learners, even
when the need for accommodations
is obvious.
2 - Emerging
The ST uses materials that are readily
available but does not modify or seek out
additional resources as appropriate for the
lessons or the learners.
The ST considers the use of Internet,
multimedia and other technologies, or
community resources but such use is
limited or not always related to goals and
objectives.
2 - Emerging
Some learning activities and materials are
aligned with instructional goals and
objectives.
The ST occasionally uses learning
activities and materials that make content
relevant to learners.
Instructional groups partially support the
activities, with some variety.
Lesson plans have recognizable structure
but the progression of activities in uneven, reasonable time allocations.
with only some reasonable time
allocations.
2 - Emerging
Assessments address only easy-to-assess
or peripheral goals and objectives.
Assessment criteria are vague.
Formative assessments are not fully
developed.
The ST attempts to provide
accommodations for learners.
17
3 - Building
The ST seeks out, modifies, and uses
appropriate materials and resources
beyond those provided by the cooperating
teacher/school.
The ST seeks out and purposefully uses
Internet, multimedia and other
technologies, and community resources in
planning.
3 - Building
Learning activities and materials are
aligned with instructional goals and
objectives.
The ST uses learning activities and
materials that make content relevant to
learners.
Instructional groups are organized
thoughtfully to maximize learning and
build on learners’ strengths.
Lesson plans are well structured with
3 - Building
Assessments address central goals and
objectives.
Assessment criteria are clear.
Formative assessments are fully
developed.
Assessments include accommodations for
specific learners as needed.
Rating =
4 - Refining
Please explain in text box
below what ST’s practice(s)
warrant the rating of 4. Eg:
The resources are often
multidisciplinary and
matched to learners’ skill
levels and backgrounds.
The ST plans for learners’
use of technologies and
community resources in and
outside the classroom.
Rating =
4 - Refining
Please explain in text box
below what ST’s practice(s)
warrant the rating of 4. For
eg:
The ST uses a variety of
learning activities and
materials permitting
learners’ choice.
Rating =
4 - Refining
Please explain in text box
below what ST’s practice(s)
warrant the rating of 4. For
eg:
Assessments provide
opportunities for learners’
choice.
Planning: Comments or Rating “4” Explanation
(8) Contributes to a positive learning environment and demonstrates inclusivity
1 - Unacceptable
The ST is unfair towards learners.
The ST communicates in ways that are
insensitive to learners’ experiences,
cultural identities, or developmental
needs.
The ST is not attentive to fostering
positive relationships among learners.
The ST ignores the signs of learners
not being included within learning
environment.
(9) Contributes to an organized and safe environment
1 - Unacceptable
Much instructional time is lost due to
inefficient classroom routines,
procedures, and transitions. The
handling of materials and supplies is
inefficient or unsafe.
The ST does not check if visual and
oral communications are accessible to
all learners.
The ST does not monitor learner
behavior.
Learning Environment
2 - Emerging
The ST is generally fair to learners but
may occasionally display inconsistencies
or favoritism.
The ST occasionally communicates in
ways that are insensitive or inappropriate sensitive to learners’ experiences, cultural
for learners’ experiences, cultural
identities, or developmental needs.
The ST attempts to foster positive
relationships among learners.
The ST attempts to include all learners
within learning environment.
2 - Emerging
Some instructional time is lost due to
partially effective classroom routines,
procedures, and transitions. The
handling of materials and supplies is
inconsistent.
The ST occasionally checks if visual or
oral communications are accessible to all communications accessible to all learners.
learners.
The ST attempts to keep track of learner
behavior, but with no apparent system.
18
Rating =
3 - Building 4 - Refining
The ST demonstrates fairness towards all Please explain in text box
learners. below what ST’s
practice(s) warrant the
rating of 4. For eg:
The ST communicates in ways that are
The ST encourages
identities, and developmental needs. learner reflection and
metacognition on their
relationships with other
learners.
The ST encourages positive and constructive
relationships among learners.
The ST includes all learners within learning
environment.
Rating =
3 - Building 4 - Refining
The ST works to manage routines, Please explain in text box
procedures and transitions effectively. The below what ST’s
handling of materials and supplies is practice(s) warrant the
efficient and safe. rating of 4. For eg:
The ST engages learners
The ST works to make visual and oral in efficient and safe
handling of materials and
supplies.
The ST scans for potential
The ST is aware of what is going on in the triggers; monitoring of
classroom (“the eyes in the back of the student behavior is subtle
head”).
The ST is either unaware of
challenging behavior or responds to it
ineffectively.
Learning Environment: Comments or Rating “4” Explanation
(10) Communicates lesson expectations and content
1 - Unacceptable
The ST does not make lesson
expectations, directions, or
procedures clear to learners.
The ST causes learners’ confusion
and misconceptions.
The ST’s communications include
errors of vocabulary or usage or
imprecise use of academic language.
(11) Uses questioning and discussion techniques
1 - Unacceptable
Questions do not invite learner
thinking; require a single correct
answer.
All discussion is between the ST and
learners; learners are not invited to
speak directly to one another.
The ST’s response to challenging
behavior is inconsistent (e.g., sometimes
harsh, other times lenient).
Instruction
2 - Emerging
The ST’s communication of lesson
expectations, directions, or procedures is
sometimes confusing or inaccurate.
The ST generally makes content clear to
learners but occasionally gives confusing
or inaccurate information.
The ST’s use of academic language is
mostly clear but ST rarely takes
opportunities to explain academic
vocabulary to learners.
2 - Emerging
Some questions are designed to promote
learner thinking but many have a single
correct answer.
The ST invites learners to respond
directly to one another’s ideas but does
not connect discussion to teaching.
19
The ST uses positive, encouraging strategies and preventative.
to work with learners. The ST’s response to
challenging behavior is consistent,
proportionate, and respectful to learners.
Rating =
3 - Building 4 - Refining
The ST makes lesson expectations, Please explain in text box
directions, and procedures clear to learners. below what ST’s practice(s)
When appropriate, the ST models the warrant the rating of 4. For
process to be followed in the task or eg:
activity.
The ST models academic
The ST makes content clear to learners. language and provides
opportunities for learners to
practice and master it.
The ST’s use of academic language is
precise and serves to extend learners’
understanding.
Rating =
3 - Building 4 - Refining
The ST uses a variety of questions, inviting Please explain in text box
learners to think and/or offer multiple below what ST’s practice(s)
possible answers. warrant the rating of 4. For
eg:
The ST invites learners to respond directly The ST encourages learners
to one another’s ideas and connects to formulate questions,
discussion to teaching. initiate topics, challenge
one another’s thinking, and
make unsolicited
contributions.
(12) Engages all learners in learning
1 - Unacceptable
The ST ignores learners that are not
productively engaged.
Learning activities and materials
require only recall or have a single
correct response or method.
The ST does not invite learners to
explain their thinking.
The lessons are either too slow or
rushed.
(13) Uses assessment in instruction
1 - Unacceptable
The ST gives learners no indication of
assessment criteria.
The ST makes no effort to determine
learners’ understanding.
The ST provides no feedback to
learners, or feedback is global or
directed to only one learner.
The ST does not invite learners to
assess their own or classmates’ work.
(14) Demonstrates flexibility and responsiveness
1 - Unacceptable
The ST ignores learners’ boredom or
lack of understanding; brushes aside
learners’ questions.
The ST blames learners or their home
environment for their lack of success.
The ST makes no attempt to adjust the
lessons in response to learners’
confusion.
2 - Emerging
The ST attempts to engage all learners.
Learning activities and materials are a
mix of those requiring thinking and those
requiring recall.
The ST occasionally invites learners to
explain their thinking as part of
completing tasks.
The pacing of the lessons is uneven—
suitable in parts but slow or rushed in
others.
2 - Emerging
The ST gives learners little
information about how their work will
be assessed.
The ST occasionally uses questions
and assessments to ascertain learners’
understanding.
Feedback to learners is vague and not
oriented toward future improvement
of work.
The ST makes only minor attempts to
engage learners in self- or peer-
assessment.
2 - Emerging
The ST attempts to incorporate
learners’ questions and interests into
the lessons.
The ST accepts responsibility for
learners’ confusion or lack of success
but is uncertain how to assist them.
The ST’s attempts to adjust the
lessons are partially successful.
20
3 - Building
The ST works to engage all learners during
small-group or independent work.
Most learning activities and materials have
multiple correct responses or approaches
and/or encourage higher-order thinking.
The ST invites learners to explain their
thinking as part of completing tasks.
The pacing of the lessons provides learners
the time needed to be intellectually
engaged.
3 - Building
The ST makes assessment criteria clear
to learners.
The ST regularly uses questions and
assessments to ascertain learners’
understanding.
Feedback includes specific and timely
guidance for learners.
The ST invites learners to assess their
own or peers’ work and make
improvements.
3 - Building
The ST incorporates learners’ questions
and interests into the lessons.
The ST accepts responsibility for
learners’ confusion or lack of success
and tries alternative approaches to assist
them.
The ST makes on the spot adjustments
to the lessons as needed.
Rating =
4 - Refining
Please explain in text box
below what ST’s practice(s)
warrant the rating of 4. For
eg:
The ST is reflective of
causes of learners’ lack of
engagement and tries varied
strategies to engage all
learners.
Rating =
4 - Refining
Please explain in text box
below what ST’s practice(s)
warrant the rating of 4. For
eg:
The ST is constantly “taking
pulse” of the class;
monitoring of learners’
understanding is
sophisticated and
continuous.
Rating =
4 - Refining
Please explain in text box
below what ST’s practice(s)
warrant the rating of 4. For
eg:
The ST identifies learners
who may need extra time or
teaching and makes a plan
for them.
 Instruction: Comments or Rating “4” Explanation
(15) Analyzes student learning
1 - Unacceptable
The ST does not analyze learning
(performance data) over time.
The ST draws incorrect conclusions
about effectiveness of instruction.
The ST makes no suggestions for
improvement.
(16) Positions oneself as a learner
1 - Unacceptable
The ST’s ideas about learners, learning
and teaching are rigid and/or biased.
The ST resists discussing performance
with supervisors or colleagues or
makes no changes/shows no growth in
response to feedback.
The ST is hostile to different
viewpoints, backgrounds, and belief
systems.
(17) Demonstrates professionalism
1 - Unacceptable
Professional Dispositions
2 - Emerging
The ST attempts to analyze learning
(performance data) over time but not
consistently.
The ST has a general sense of whether or
not instructional practices were effective.
The ST offers general modifications for
future instruction.
2 - Emerging
The ST attempts to reflect on his or her
ideas about learners, learning and teaching learners, learning and teaching and their
but does not always see their impact on
practice.
The ST reluctantly accepts feedback from
supervisors and colleagues and makes
some changes/shows limited growth in
response to such feedback.
The ST is somewhat defensive in
response to different viewpoints,
backgrounds, and belief systems.
2 - Emerging
21
3 - Building
The ST consistently analyzes learning
(performance data) over time.
The ST accurately assesses the
effectiveness of instruction.
The ST identifies specific ways in which
instruction might be improved.
3 - Building
The ST reflects on his her ideas about
impact on practice.
The ST welcomes feedback from
supervisors and colleagues and makes
appropriate changes/shows growth in
response to such feedback.
The ST is open to different viewpoints,
backgrounds, and belief systems and
engages in pursuit of common
understandings.
3 - Building
Rating =
4 - Refining
Please explain in text box
below what ST’s practice(s)
warrant the rating of 4. For
eg:
The ST’s assessment of the
effectiveness of instruction is
detailed and includes specific
examples of instructional
outcomes that were achieved
or not achieved.
Rating =
4 - Refining
Please explain in text box
below what ST’s practice(s)
warrant the rating of 4. For
eg:
The ST actively seeks
feedback from supervisors and
colleagues and uses such
feedback to improve teaching.
Rating =
4 - Refining
The ST is unprofessional in appearance
(e.g., inappropriate clothes, etc.) or
conduct (e.g., lateness or unexcused
absences, disorganized or unprepared).
The ST is rude or dishonest in
interactions with learners, colleagues,
and supervisors.
The ST willfully disregards school or
district regulations.
The ST’s relationships with the
cooperating teacher(s), supervisor(s),
or colleagues are characterized by
negativity or combativeness.
Professional Dispositions: Comments or Rating “4” Explanation
The ST is generally professional in
appearance and conduct but may
occasionally lack initiative or maturity.
The ST is polite and honest in interactions
with learners, colleagues, and supervisors.
The ST is inconsistent in his/her
compliance with school and district
regulations.
The ST has cordial relationships with the
cooperating teacher(s), supervisor(s), and
colleagues.
22
The ST is professional in appearance and Please explain in text box
conduct and demonstrates dependability, below what ST’s practice(s)
maturity, and initiative. warrant the rating of 4. For
eg:
The ST shows honesty, integrity, and The ST’s relationships with
confidentiality in interactions with the cooperating teacher(s),
learners, colleagues, and supervisors. supervisor(s), and colleagues
are characterized by mutual
The ST complies with school and district respect and collaboration.
regulations.
The ST has productive relationships with
the cooperating teacher(s), supervisor(s),
and colleagues.
Appendix D: Forms for Supervisors

Included Forms:
 Supervisor Survey which must be filled out before first visit for accreditation
purposes
 List of Visits to document when you visit student teachers
 NYC MTA Travel Log to document NYC MTA travel expenses for a Chrome
River travel reimbursement

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SUPERVISOR SURVEY

IMPORTANT: This form is due BEFORE the FIRST VISIT each academic year for accreditation purposes. Please
email to ote@tc.edu or drop off at Zankel Hall, Room 411 or mail to 525 West 120 Street, Box 97, New York, NY
10027. For your convenience, an online version of this form can be completed at:
http://tinyurl.com/m3o7twl

Name: ___________________________________ Email: __________________________

Please indicate the highest degree earned.

___ Bachelor’s Degree ___ Master’s Degree ___ Doctoral Degree

Are you currently enrolled in a degree program? If yes, please indicate the degree program and
institution.

Please select the grade levels in which you have taught in a public or non-public school setting.
___ Early Childhood ___ Elementary (Grades 1-6) ___ Secondary (Grades 7-12) ___ Other: ________

Please select the subject areas in which you have taught.

___ Arts ___ Early Childhood ___ Elementary ___ English ___ Math ___ Science ___ Social Studies ___
Other: _______

Please provide the TOTAL number of years of teaching/professional experience in a school setting.
__________

Please list teaching certificates, licenses, and credentials related to the subject area you will be hosting a
student teacher. ______________________________________________________________

Please select the program at Teachers College for which you will be or currently are a supervisor. *
___ Art
___ Bilingual/Bicultural Education
___ Early Childhood
___ Elementary Inclusive
___ English
___ Intellectual Disability/Autism
___ Math
___ Science
___ Social Studies
___ Other: _____________________

Please indicate the number of years supervising student teachers and the institution through which you
were hired. ________
Please indicate any other current positions held at TC or NYCDOE in the space below. Note: Full-time staff cannot
serve as supervisors.

24
LIST OF VISITS
Directions: Please submit this form via email to ote@tc.edu or drop off at Zankel Hall, Room 411. This form must be submitted
by December 15th for the fall semester and by May 10th for the spring semester.

Name of Supervisor: TC ID Number:

Email: Phone:

TC Program of Supervision: Semester and Year:

Notes: A pre-observation meeting of approximately 30 minutes and a post-observation conference is recommended at the school site
or over the phone. A supervisor will be paid $120 per visit per student for a maximum of $600 per student per student teaching
experience Requests for more than $600 must be put in writing with appropriate documentation.

Name of Student Teacher Date of

Date of

Date of

Date of

Date of
Visit 4
Visit 2

Visit 5
Visit 3
Visit 1

Payment for attendance at department meetings

and Office of Teacher Education professional
development sessions

Office of Teacher Ed PD Session Date ($50 per

session, maximum 2 sessions per year)*
Department/Program Meeting Dates ($50 per
meeting, maximum 2 meetings per semester)

Total Amount $

The information on the above chart is accurate and complete.

SUPERVISOR Signature ____________________________________________ Date ________________

STUDENT TEACHING COORDINATOR Signature _______________________ Date ________________

*New supervisors must attend an OTE PD Session o n the Student Teaching Evaluation form.

25
 NYC MTA Travel Log
Name of Supervisor: ________________________ Semester and Year: ____________________

This form MUST be completed and uploaded to Chrome River for New York City subway and bus fare (in lieu of
receipts).

Teachers College policy requires all reimbursements to be submitted within a 90 day window. If the reimbursement is
submitted after 90 days, it will be taxed as income. In order to meet the 90 day requirement and allow for proper
processing time, all supervisors must abide by the deadlines indicated below.

Reimbursements for travel MUST be uploaded to Chrome River every 2 months:

Sep-Oct Visits-- Due Date: Oct. 30

Nov-Dec Visits-- Due Date: Dec. 15
Jan-Mar Visits—Due Date: Mar. 15
Mar-May Visits – Due Date: May 10

VISIT LOG
Date Name of School Borough or NYC Other Total
Town Subway or Amount
Bus Cost

Grand Total:

*Only amounts actually paid and occasioned by official business should be listed on this form.

26