1

Fall 2015
Arizona State University
Mary Lou Fulton Teachers College
Office of Clinical Experiences

SINGLE-SEMESTER TEACHER CANDIDATE HANDBOOK

UNDERGRADUATE AND GRADUATE STUDENTS

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TABLE OF CONTENTS
TEACHER CANDIDATE LETTER .................................................................................................................................. 3
DEFINITION OF TERMS USED IN TEACHERS COLLEGE ...................................................................................... 4
TEACHER CANDIDATE PLACEMENT PROCESS ...................................................................................................... 5
CHANGES IN STUDENT TEACHING PLACEMENT .................................................................................................. 6
CONCERNS WITH CLINICAL EXPERIENCE ASSIGNMENT .................................................................................. 6
STUDENT TEACHING CLINICAL REQUIREMENTS ................................................................................................ 7
FALL 2015 CALENDAR ..................................................................................................................................................... 9
PROGRESSION OF TEACHING RESPONSIBILITIES .............................................................................................. 13
CO-TEACHING STRATEGY DEFINITIONS & EXAMPLES .................................................................................... 14
TEACHER CANDIDATE EVALUATION ...................................................................................................................... 15
PERFORMANCE ASSESSMENT PROCESS ................................................................................................................ 16
WEEKLY COACHING MEETING AGENDA ............................................................................................................... 17
TEACHER CANDIDATE TIMECARD........................................................................................................................... 17
SUPERVISION OF TEACHER CANDIDATES ............................................................................................................. 17
SUPPORTING ACADEMIC PROGRESS: OUTCOME MAP AND NOTICE OF CONCERN ............................... 18
DISMISSAL FROM CLINICAL EXPERIENCE ........................................................................................................... 19
PROFESSIONALISM ........................................................................................................................................................ 20
DESCRIPTION OF SUPERVISOR VISITS.................................................................................................................... 22
APPENDIX A- POLICIES AND FORMS........................................................................................................................ 24
iTeachAZ STUDENT TEACHING ATTENDANCE POLICY ................................................................................... 25
ABSENCE REQUEST/VERIFICATION FORM ...................................................................................................... 26
LESSON PLAN (DIRECT INSTRUCTION) ............................................................................................................ 27
LESSON PLAN (INQUIRY) .................................................................................................................................. 28
NES TESTS TEACHER CERTIFICATION ........................................................................................................... 31

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TEACHER CANDIDATE LETTER

Dear Teacher Candidate:

Welcome to student teaching. This handbook provides an overview of the student teaching requirements and procedures.
You should read this guide CAREFULLY and keep it accessible for reference during the entire student teaching
semester.
You are required to have the following items prior to beginning your student teaching:
1. A valid Department of Public Safety (DPS) IVP fingerprint clearance card and a copy of the card on file with
the Office of Student Services.
NOTE: Any student who has his/her fingerprint card revoked, suspended, or modified has a duty to immediately
report this to the Office of Student Services.
2. Mary Lou Fulton Teachers College ID Badge, available from the Office of Clinical Experiences on your campus.
3. Private reliable transportation.
Some districts require completion of a secondary background check or additional paperwork before beginning student
teaching. Check this website https://education.asu.edu/clearance to see if your assigned district has additional
requirements.
We also recommend that students consider purchasing personal liability insurance prior to beginning student teaching.
This insurance may be purchased through an insurance agency or through a professional educators group. The Arizona
Education Association (AEA) www.arizonaea.org or the Arizona Professional Educator Association (APE)
www.AZPE.org offer liability coverage to members.
Questions concerning student teaching should be directed to your University Supervisor.
Have a great semester!
The Office of Clinical Experiences
Contact for the Office of Clinical Experiences:
Debbie Robinson, Director
West Campus
FAB, 2nd Floor, S210-2
Debbie.Robinson@asu.edu

Tk20 Support Staff

Email: Tk20Support@asu.edu
Phone: (602) 543-5358

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DEFINITION OF TERMS USED IN TEACHERS COLLEGE

ASU ID Badge The Teacher Candidate (student teacher) is required to wear a Mary Lou Fulton Teachers College ID
badge while in the school unless the district requires the Teacher Candidate to obtain a district/school ID. Teachers
College ID badges can be secured at the Office of Clinical Experiences at Polytechnic, Tempe, and West campus.
Fingerprint Clearance - To begin and remain in clinical experiences, you will be required to have a valid Department of
Public Safety (DPS) fingerprint clearance card and submit a copy of the card to the Office of Student Services (OSS) before
you can begin any internship hours in the classroom. Any student who has his/her fingerprint card revoked, suspended,
or modified has a duty to immediately report this to the Office of Student Services. Likewise, if your card will be
expiring during your time in the program, you are expected to complete the procedures for a new fingerprint clearance card
in a timely manner so that there is no lapse in clearance and to then share the updated fingerprint clearance card with the
Office of Student Services.
Lab Fee A fee assessed by ASU when a student registers for an internship or student teaching. This lab fee pays for
some administrative costs, materials, mailings, mileage of supervisors, etc. (Lab fees are subject to change with Board of
Regents approval.)
Mentor Teacher (MT) - An in-service teacher who has more than three years of experience and has demonstrated the
ability to improve the academic achievement of the students with whom he/she works.
Office of Clinical Experiences (OCE) The Office of Clinical Experiences coordinates placing ASU students for
internships and student teaching. The office also collects and houses data on student placements.
Placement Specialist Formerly known as the liaison, an individual from the Office of Clinical Experiences who secures
placements in which interns complete required clinical experiences.
Professionalism Rubric -Teacher Candidates are expected to develop proficiency according to the Professionalism
Rubric over the course of the teacher preparation program. The Professionalism Rubric is drawn from Danielsons
Framework for Teaching (Danielson, 1996).
Student Teaching Triad The Teacher Candidate works with and under the direction of a Mentor Teacher and
University Supervisor. The Mentor Teacher provides the Teacher Candidate with day-to-day direction in the classroom
and supports the Teacher Candidates development of teaching competencies. The University Supervisor supports both
the Mentor Teacher and the Teacher Candidate through coaching, communication of policies and procedures, and coevaluation of the Teacher Candidate.
TAP Rubric - An instructional rubric designed by the National Institute for Excellence in Teaching as part of the TAP
System. The rubric was developed to assess practicing teachers in the field. A score of 3 indicates proficient teacher
performance. A score of 5 indicates exemplary teacher performance. Teachers College has adopted this rubric for use in
the coaching and evaluation of Teacher Candidates (TCs). Scores of 3 (proficient) are expected by the end of student
teaching. TCs are evaluated on 8 of the 19 TAP indicators. The 8 indicators include: (1) Standards and Objectives, (2)
Presenting Instructional Content, (3) Activities and Materials, (4) Academic Feedback, (5) Teacher Content Knowledge,
(6) Teacher Knowledge of Students, (7) Instructional Plans, and (8) Managing Student Behavior.
Teacher Candidate (TC) A Teacher Candidate is a student in the Teachers College who has passed all academic
requirements and is approved to enter the final semester of the teacher preparation program which includes student
teaching.
Tk20 Tk20 is an online data management system for all student activities related to teacher certification. Students
enrolled in ASUs teacher certification programs are required to subscribe to Tk20 to complete course assignments and
evaluations of courses, internships and student teaching. Mentor Teachers submit progress reports in Tk20, and
University Supervisors submit feedback from Performance Assessment and Professionalism reviews in Tk20.
University Supervisor (US) ASU faculty members assigned to coach and evaluate Teacher Candidate progress.
University Supervisors are certified by the National Institute for Excellence in Teaching on administration of the TAP
rubric (explained below). This is a four day training which requires a passing score on a rubric usage test and yearly
recertification.
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TEACHER CANDIDATE PLACEMENT PROCESS

Applying to Student Teach: All students must attend a Planning to Student Teach meeting and complete an Application
to Student Teach in the semester preceding the student teaching semester. These meetings take place in February for
students entering student teaching in the fall and in September for students entering student teaching in the spring.
Approval to Student Teach: The Office of Student Services approves/disapproves progression to student teaching based
on academic progress. Eligibility to progress into student teaching requires the following:
Completion of a student teaching application in Tk20 by the designated deadline
Cumulative ASU GPA of 2.5 or higher for undergraduate students; for graduate students, the Graduate GPA and
iPOS GPA must be 3.0 or higher
Completion of all required coursework with a grade of C or higher
Satisfactory completion of all required internships
Review of academic record and approval by the Office of Student Services (Students who have a Performance
Improvement Plan (PIP) in place must have successfully met all criteria of the PIP and be in good standing.)
Student Teaching Assignment: The Office of Clinical Experiences works with district partners to assign Teacher
Candidates to highly qualified mentor teachers.
Mentor Teacher Selection: Mentor Teachers complete an application to host a Teacher Candidate. Mentors are selected
to host a Teacher Candidate based on years of teaching experience, documented success in raising student achievement,
and mentoring experience. All Mentor Teachers complete a mentoring workshop focusing on the TAP rubric and
coaching strategies.
District Background Checks: Many districts require Teacher Candidates to complete additional background checks.
All Teacher Candidates are required to complete, if applicable, district required background checks or paperwork prior to
beginning the student teaching placement. Requirements for each district are located at
https://education.asu.edu/clearance. Teacher Candidates must submit required documentation to the school district prior to
beginning student teaching.

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CHANGES IN STUDENT TEACHING PLACEMENT

The Teacher Candidates placement will be changed only if:
the placement is not appropriate based on the students program requirements.
the school is located more than 40 miles one-way from the students campus of admission/affiliation.
the school/district recommends a different Mentor Teacher.
Illness: If the Teacher Candidate becomes ill during the semester, he/she may be eligible for an Incomplete or Medical
Withdrawal. The Office of Student Services and the Office of Clinical Experiences work cooperatively with the student to
determine eligibility for an Incomplete or Medical Withdrawal. If the student is granted an Incomplete or Medical
Withdrawal, he/she must complete a new Student Teaching Application/ Placement Request in Tk20 upon returning to the
Professional Teacher Preparation Program.
Incompatibility/Mentor Teacher declines- No fault of the Teacher Candidate: If a Mentor Teacher withdraws from
his/her mentoring duties due to illness or other unforeseen circumstance, the University Supervisor will work with the
Director of the Office of Clinical Experiences to make arrangements for a new placement. If the match between the
Teacher Candidate and Mentor Teacher is deemed uncongenial, the University Supervisor will work with the Director of
the Office of Clinical Experiences to make arrangements for a new placement.
Student leaves placement on own accord: If a Teacher Candidate chooses to leave a clinical experience placement on
his/her own accord before contacting the Office of Clinical Experiences or the Office of Student Services, he/she will
receive a failing grade (E) in student teaching for the semester. A second student teaching placement will not be secured
during the semester in which the Teacher Candidate was assigned a failing grade (E).
Mentor Teacher Absences: If a Mentor Teacher is absent beyond ten days, the University Supervisor, Principal,
Teacher Candidate, and the Director of the Office of Clinical Experiences meet to discuss a placement plan from the
following options:
The Teacher Candidate remains in his/her current placement, functioning as the lead teacher with a substitute in
the room.
The Teacher Candidate receives a new placement.
The Teacher Candidate receives a temporary placement until the Mentor Teacher returns. At that point a
determination will be made as to if the Teacher Candidate should remain in current placement or return to
previous placement.

CONCERNS WITH CLINICAL EXPERIENCE ASSIGNMENT

1. Teacher Candidates should contact their Site Coordinator/University Supervisor to discuss clinical experience
assignments. Site Coordinators/University Supervisors communicate with Teacher Candidates and Mentor Teachers
throughout the semester and assist in making sure students are placed correctly per program requirements; they also
explain requirements, clarify expectations, address concerns, and provide assistance and advice as needed. If a
Teacher Candidate requests a change in his/her student teaching assignment, the above policy should be read and
discussed by the Teacher Candidate and Site Coordinator/University Supervisor.
2. If the Site Coordinator/University Supervisor determines that a new assignment is needed based on the above policy,
he/she will direct the student to the Office of Clinical Experiences website to complete a Change in Placement
Request Form: https://education.asu.edu/oce-resources. Once completed, the student scans and emails the form to
the Director of the Office of Clinical Experiences for review.
3. After reviewing the request, the Director will either approve a change in placement or disapprove the request in which
the student will remain in the current clinical experience assignment.

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STUDENT TEACHING CLINICAL REQUIREMENTS

Student Teaching Clinical Requirements: The Teacher Candidate is required to participate in the assigned classroom
full-time, 5 days per week following the Mentor Teachers contract hours. Attendance is documented on the Teacher
Candidates Timecard which the Mentor Teacher must initial to validate. Per the absence policy, the Teacher Candidate is
allowed no more than 3 absences during student teaching. The Teacher Candidate must meet all requirements as outlined
in the syllabus for a passing grade.
Valid DPS Fingerprint Clearance Card: Any student who has his/her fingerprint card revoked, suspended, or
modified has a duty to immediately report this to the Office of Student Services.
Use of Recording Devices in clinical experiences (internship and student teaching): ASU students are prohibited from
using any recording device to capture any activity in the classroom without the prior written permission of the mentor
teacher which describes the pedagogical reason for making the recording. The use of any such recording must be in
conformance with the pedagogical reason and with the provisions of the Family Educational Rights and Privacy Act
(FERPA). Any failure to adhere to this standard constitutes unprofessional conduct.
Academic Requirements: To be eligible to progress into student teaching, a student must be in good academic standing
with the Teachers College and all outstanding courses. Students who have academic deficiencies as outlined above will
not be approved to student teach until the deficiencies are completed. For undergraduates this includes: general studies,
foundational course requirements, electives major and or minor requirements must be completed prior to the start of
student teaching.
Students who wish to take a course concurrently with student teaching in addition to the courses required during student
teaching must submit a petition for review by the Advising Coordinator. The course must be offered in the evening or
online and not conflict with student teaching contracted hours.
Essential Functions of Student Teaching: As a credentialing institution of the State of Arizona, our mission is to prepare
teachers for service in P-12 school settings. As such, Teacher College students are required to complete multiple clinical
experiences (internships and student teaching) in which they must be able to perform the essential functions of
teaching. The essential functions required by Teachers College are in the areas of physical capacity, cognitive flexibility,
and communication. The ability to perform these essential functions is a requirement for successful completion of the
teacher preparation program.
Teaching is a demanding profession, requiring a great deal of physical, mental and emotional stamina in which the safety
and well-being of children and youth is paramount. Interns and student teachers will spend the majority of their days
standing while interacting with P-12 students in the classroom and other areas of the school grounds. Walking students
from one classroom to another and maneuvering through tight spaces between desks or other classroom furniture is
commonplace. In early childhood and elementary settings walking and moving quickly along uneven surfaces on the
playground is necessary. Working with P-12 students also entails kneeling or squatting, stooping, and bending from 5070 degrees at the waist frequently throughout the day. Reaching at, below, or above shoulder height to write on the
chalk/white board and using technology and audio visual equipment requires significant manual dexterity. Occasionally,
interns and student teachers will be required to lift and or move up to 30 pounds. These physical requirements allow the
effective teacher candidate to engage students in activities and materials that challenge and sustain the attention of
students during instructional plans.
The cognitive demands of internships and student teaching require that teacher candidates master relevant content in all
subjects taught in the assigned classroom, use personal modeling to demonstrate performance expectations with precise
and correct command of the English language, provide oral and written feedback that is academically focused, frequent,
and of high quality, and use of content specific instructional strategies that enhance student content knowledge. Student
teachers must also be able to provide differentiated instruction to ensure that all children have the opportunity to master
what is being taught. In addition, student teachers must maintain emotional control under stress and establish rules for
learning and behavior both inside the classroom and on all other areas of the school grounds by monitoring for student
safety and behavior. Student Teachers will be evaluated using the TAP Rubric across these essential functions of student
teaching. The Tap Rubric can be accessed in the clinical experiences handbook provided at orientation.
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The physical, cognitive, and communicative demands described here are representative of those that must be met by
interns and student teachers to successfully perform the essential functions of their assigned clinical experiences.
Reasonable accommodations may be made to enable qualified individuals with disabilities to perform these essential
functions.
Accommodations: 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.
Dates for Clinical Experiences (see calendar): Teacher Candidates begin the clinical experience component of student
teaching on or before the official first day as listed below. In the spring semester, Teacher Candidates begin clinical
experience on the first day of ASU classes. The last day of clinical experience/student teaching in both the fall and spring
semesters is the last day of classes per the university academic calendar. However, Teacher Candidates student teaching in
schools with a two week spring or fall break will complete their student teaching on the Friday after the last day of ASU
classes.
Fall, Winter, and Spring Breaks: Teacher Candidates follow the calendar of the district to which they are assigned for
fall and spring breaks and holidays.
Teacher Candidate Evaluation Requirements: University Supervisors will complete a minimum of 3 formal
Performance Assessments during the student teaching semester. Mentor Teachers will complete 14 progress reports per
semester. All evaluations are entered into Tk20 with University Supervisors, Teacher Candidates and Mentor Teachers
having access to data.

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FALL 2015 CALENDAR

Districts may ask Teacher Candidates to begin early and/or stay later, and as a teacher-in-training you are free to do so.
However, this calendar lists the official first and last days of student teaching required for successful completion of student
teaching. Also, if you are student teaching at a school with a two week fall break, your last day is Dec 11 (not Dec 4).

CALENDAR FOR SINGLE PLACEMENT TEACHER CANDIDATES

NOTE: The calendar is tentative and subject to change. Performance Assessment dates listed below are approximate and will be scheduled
by the University Supervisor (US) in collaboration with the Teacher Candidate (TC) and Mentor Teacher (MT). Dates will also vary due to
Fall Break schedules, when applicable. *During week-long Fall break, a progress report and reflection are NOT due.

2015 Date

Task Due/ Event to Attend

Completed By

Prior to August 14
August 14
August 17
August 17-28
August 21
August 28

Completion of Online Training

Student Teaching Orientation and meeting with Supervisor
First official day of student teaching
University Supervisors first visit to the school
Reflection
Progress Report
Reflection
Honorarium due in Tk20 by Mentor Teacher
Progress Report
Reflection
University Supervisor Seminar #1 completed
PERFORMANCE ASSESSMENT CYCLE #1
Progress Report
Reflection
Progress Report
R eflection

TC and MT
ASU, US, TC

September 4

September 7-18
September 11
September 18
September 25
September 28- October 5
October 1
October 2
October 9
October 5-16
October 16
October 22-29
October 23
October 30
November 6
November 9-20
November 13

Progress Report
Reflection
Academic Status Report #1 due
Deadline to apply for graduation, https://students.asu.edu/graduation
Progress Report
Reflection
Progress Report
Reflection
PERFORMANCE ASSESSMENT CYCLE #2
Progress Report
Reflection
Academic Status Report #2 due

US
TC
MT with TC
TC
MT
MT with TC
TC, US and
TC
US, TC and MT
MT with TC
TC
MT with TC
TC
TC and MT
MT with TC
TC
US
TC
MT with TC
TC
MT with TC
TC
US, TC and MT
MT with TC
TC
US

Progress Report
Reflection
Progress Report
Reflection
Progress Report
Reflection
PERFORMANCE ASSESSMENT CYCLE #3

MT with TC
TC
MT with TC
TC
MT with TC
TC
US, TC and MT

Progress Report
Reflection
TC completes Tk20 evaluations of US and MT
MT completes evaluation of US

November 20

Progress Report
Reflection
November 27
Reflection
University Supervisor Seminar #2 completed
THANKSGIVING RECESS NOVEMBER 26 and 27
November 30 - December 4 University Supervisors final visit to the school
December 4

Progress Report
Reflection

MT with TC
TC
TC
MT
MT with TC
TC
MT with TC
TC
US and TC
US
MT with TC
TC

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December 7-14

LAST DAY OF STUDENT TEACHING

TIMECARD COMPLETED
TIMECARD DUE TO UNIVERSITY SUPERVISOR
VERIFY ALL TK20 EVALUATIONS ARE COMPLETED

TC EVALUATES US

TC EVALUATES MT

MT EVALUATES US
TK20 BINDER UPDATED AND SUBMITTED
Final grades are due/posted

All TCs
TC
TC
US
TC
TC
MT
US
Office of Clinical Experiences

December 14

Commencement for MAC/graduate students and Undergraduate students

TC

TBD

Convocation

TC

December 4

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Districts may ask Teacher Candidates to begin early and/or stay later, and as a teacher-in-training you are free to do so.
However, this calendar lists the official first and last days of student teaching required for successful completion of student
teaching. Also, if you are student teaching at a school with a two week fall break, your last day is Dec 11 (not Dec 4).
FALL 2015 CALENDAR FOR DUAL PLACEMENT TEACHER CANDIDATES
NOTE: The calendar is tentative and subject to change. Performance Assessment dates listed below are approximate and
will be scheduled by the University Supervisor (US) in collaboration with the Teacher Candidate (TC) and Mentor Teacher
(MT). Dates will also vary due to Fall Break schedules, when applicable. *During week-long Fall break, a progress report
and reflection are NOT due.
2015 Date
Prior to August 14

Task Due/ Event to Attend

Completion of Online Training

Completed By
TC and Mentor Teacher

August 14

Student Teaching Orientation and meeting with Supervisor

ASU, US, TC

August 17

First official day of student teaching at first placement

August 17-21

University Supervisors first visit to the school

US

August 21

Reflection

TC

August 28

Progress Report
Reflection
Honorarium due in Tk20 by Mentor Teacher, first placement
Academic Status Report #1 due

MT with TC
TC
MT
US
MT with TC
TC

September 28 October 9

Progress Report
Reflection
University Supervisor Seminar #1 completed
PERFORMANCE ASSESSMENT CYCLE #1 in first placement
Progress Report
Reflection
Progress Report
Reflection
Progress Report
Reflection
PERFORMANCE ASSESSMENT CYCLE #2 in first placement

October 1

Deadline to apply for graduation, https://students.asu.edu/graduation

TC

October 2

Progress Report
Reflection
Progress Report
Reflection
LAST DAY OF STUDENT TEACHING IN FIRST PLACEMENT
TC completes Tk20 evaluation of MT
MT completes Tk20 evaluation of US
TIMECARD COMPLETED FOR FIRST PLACEMENT

TC and MT
TC
MT with TC
TC
TC
TC
MT
TC, MT, US

October 12

First day of student teaching in second placement

TC

October 12-16

Introductory Teleconference

US, TC and MT

October 16

Progress Report
Reflection
Honorarium due in Tk20 by Mentor Teacher, second placement
Progress Report
Reflection
Academic Status Report #2 due
Progress Report
Reflection
PERFORMANCE ASSESSMENT CYCLE #1 in second placement

MT with TC
TC
MT
MT with TC
TC
US
MT with TC
TC
US, TC and MT

September 1-3
September 4

September 7-18
September 11
September 18
September 25

October 9

October 23
October 26-28
October 30
November 2-13
November 6
November 13

Progress Report
Reflection
Progress Report
Reflection
TC completes Tk20 evaluations of US and MT
MT completes evaluation of US

US, TC and MT
MT with TC
TC
MT with TC
TC
MT with TC
TC
US, TC and MT

MT with TC
TC
MT with TC
TC
TC
MT

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November 20
November 27

Nov. 30 - Dec. 4
December 4
December 4

December 7-14
December 14
TBD

Progress Report
Reflection
Reflection
University Supervisor Seminar #2 completed
THANKSGIVING RECESS NOVEMBER 26 and 27
PERFORMANCE ASSESSMENT CYCLE #2 in second placement

MT with TC
TC
MT with TC
TC
US and TC
US, TC and MT

Progress Report
Reflection
LAST DAY OF STUDENT TEACHING
TIMECARD COMPLETED
TIMECARD DUE TO UNIVERSITY SUPERVISOR
VERIFY ALL TK20 EVALUATIONS ARE COMPLETED

TC EVALUATES US

TC EVALUATES MT

MT EVALUATES US
TK20 BINDER UPDATED AND SUBMITTED
Final grades are due/posted
Commencement for MAC/graduate students and Undergraduate students
Convocation

MT with TC
TC
All TCs
TC
TC
US
TC
TC
MT
US
Office of Clinical Experiences
TC
TC

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PROGRESSION OF TEACHING RESPONSIBILITIES

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

Co-teaching and Teacher Candidate Responsibility for a Single Placement

Week
Weeks 1-2

Weeks 3-4

Weeks 5-6

Weeks 7-10
Week 11 and beyond

Co-Teaching Strategies
One Teach, One Observe
One Teach, One Assist
Alternative Teaching

Any of the above strategies as well as:

Parallel Teaching
Station Teaching
Team Teaching
Any co-teaching strategy appropriate for the
subject areas being taught
Any co-teaching strategy appropriate for the
subject areas being taught
Any co-teaching strategy appropriate for the
subject areas being taught

Teacher Candidate Responsibility

Assume partial responsibility for
leading classroom routines
(attendance, bell work, dismissal,
etc.)
Co-plan and lead small group
activities.
Co-plan and lead in one subject
area/class period.

Co-plan and lead in two subject

areas/class periods.
Co-plan and lead in three subject
areas/class periods.
Co-plan and lead all subject
areas/class periods.

Co-teaching and Teacher Candidate Responsibility for each Dual Placement

Week
Weeks 1-2

Week 3

Week 4

Weeks 5-6
Weeks 7 and beyond

Co-Teaching Strategies
One Teach, One Observe
One Teach, One Assist
Alternative Teaching

Any of the above strategies as well as:

Parallel teaching
Station teaching
Team teaching
Any co-teaching strategy appropriate for the
subject areas being taught
Any co-teaching strategy appropriate for the
subject areas being taught
Any co-teaching strategy appropriate for the
subject areas being taught

Teacher Candidate Responsibility

Assume partial responsibility for
leading classroom routines
(attendance, bell work, dismissal,
etc.)
Co-plan and lead small group
activities.
Co-plan and lead in one subject
area/class period.

Co-plan and lead in two subject

areas/class periods.
Co-plan and lead in three subject
areas/class periods.
Co-plan and lead all subject
areas/class periods.

Follow same progression for second placement.

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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.

One Teach,
One Assist

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.

Station
Teaching

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.

Parallel
Teaching

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.

Alternative
Teaching

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.

Team
Teaching

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

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7/6/2015

TEACHER CANDIDATE EVALUATION

Evaluation of Teacher Candidates is based on evaluation of teaching performance and professionalism throughout the
student teaching experience. Please see the TAP rubric and the Teachers College Professionalism rubric in the syllabus for
your student teaching course.
Evaluator Training: All University Supervisors participate in training on the TAP Teaching Skills, Knowledge, and
Responsibilities Performance Rubric and must pass the TAP Certified Evaluator Performance Test to become certified
TAP evaluators. Evaluators must take and pass the certification test annually in order to be recertified.
TAP training for Teacher Candidates and Mentor Teachers: All Mentor Teachers and Teacher Candidates receive
training on the use of the TAP rubric prior to the start of the student teaching semester.
Subject Area Requirements: Teacher Candidates in the Elementary, Special Education, or Early Childhood programs
placed in a multi-subject general education classroom must complete observations in three of the following four areas:
reading, math, science, or social studies. Teacher Candidates placed in a single subject general education classroom will
complete all the Performance Assessments in their content area of specialty.
NOTE: The TAP instructional rubric is designed for in-service teachers. The highest levels on the scale (4-5) represent
truly exceptional performance attained by a small percentage of the most expert and effective teachers in any given
system. Teacher Candidates are expected to score a 3 on each TAP indicator by the end of student teaching.

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7/6/2015

PERFORMANCE ASSESSMENT PROCESS

The University Supervisor complete 5 observations of the Teacher Candidates performance. Each single placement
Teacher Candidate receives three formal observations and each dual placement Teacher Candidate receives two formal
observations in each placement. Formal observations are scheduled in advance and are followed by an in-depth postconference meeting in which the University Supervisor provides specific, actionable feedback to the Teacher Candidate in
areas of refinement and reinforcement identified during the performance assessment. Progress Reports, completed weekly
by the Mentor Teacher, are formative assessments used to support Teacher Candidates growth in overall teaching
performance between Performance Assessments.
Pre-Observation: Teacher Candidates submit lesson plans to the Mentor Teacher and University Supervisor 72 hours in
advance of the observation. Both the Mentor Teacher and University Supervisor should review the lesson plan and
provide the Teacher Candidate with suggestions/strategies/questions designed to improve the lesson.
Formal Observations: The University Supervisor, Mentor Teacher and Teacher Candidate schedule Performance
Assessments on a mutually agreeable date. After each Performance Assessment, the University Supervisor scores the
Teacher Candidates lesson on a 1-to-5 scale using the TAP rubric. The University Supervisor asks the Teacher
Candidate to reflect on the lesson to promote a reflective attitude toward professional performance and gives Teacher
Candidates a structured way to gauge growth in effective teaching practices.
Post-Conference: The University Supervisor meets with the Teacher Candidate and Mentor Teacher following the
observation to conduct a post-conference where the lesson is analyzed. The Teacher Candidate is provided with detailed
feedback on one area for reinforcement and one area for refinement, each of which is tied to a specific indicator on the
TAP Rubric.
During the post conference, the University Supervisor, Mentor Teacher, and Teacher Candidate analyze how a particular
strength of the lesson contributed to student learning and discuss how the Teacher Candidate can continue to build on
that area of strength in future lessons (reinforcement). They then analyze an element of the lesson that could be improved
to maximize student learning and discuss how the Teacher Candidate can work to strengthen his/her practice in the
identified area of refinement.
It is expected that the University Supervisor provide the Teacher Candidate with clear evidence, including specific
examples from observed practice to document areas of reinforcement and refinement.
Follow-up Support: The University Supervisor and Mentor Teacher provide the Teacher Candidate with follow-up
support after the post conference by on-the-spot coaching, demonstration lessons, and modeling of teaching strategies as
needed.
Video and Self-Reflection (optional): The University Supervisor may choose to use a video observation to assist
in the Teacher Candidates growth. Teachers College encourages the use of the video as a self- reflection/
coaching tool, especially for a Teacher Candidate who is not meeting the minimum requirements on the TAP
Instructional Rubric.
Progress Reports: The Mentor Teacher completes a weekly Progress Report for each Teacher Candidate beginning the
second full week of the placement(s). The University Supervisor should remind the Mentor Teacher and Teacher
Candidate to complete the Tk20 form together, during the regularly scheduled Weekly Coaching Meetings.

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7/6/2015

WEEKLY COACHING MEETING AGENDA

It is the Teacher Candidates responsibility to meet with his/her Mentor at least once each week. During this meeting,
Teacher Candidates and Mentors should:
1. Complete the Progress Reports
The University Supervisor will remind Teacher Candidates to ask Mentor Teachers to complete progress
reports in Tk20 beginning the second week of the semester/placement.
Mentors and Teacher Candidates should discuss overall progress in teaching and professional
responsibilities.
Mentors and Teacher Candidates should discuss areas of refinement and reinforcement.
2. Update Teacher Candidate Timecard
Teacher Candidates will record the number of days absent/present each week.
Mentor Teachers should initial the timecard each week.
Teacher Candidates will present a copy of the timecard to the University Supervisor during each round of
Performance Assessments and at the end of the semester.
3. Discuss Progression of Teaching Responsibilities
Teacher Candidate and Mentor Teacher should discuss lesson plans for upcoming week and review coteaching strategies to be used.
Clarify the role(s) that each teacher will play in planning and delivering instruction.
Teacher Candidate and Mentor Teacher preview the school/district calendar to identify any changes to the
regular schedule (ex: school assemblies, parent conferences, faculty meetings, professional development).

TEACHER CANDIDATE TIMECARD

Teacher Candidates are required to complete a timecard during their student teaching, documenting attendance and
requirements met (see Appendix A). Mentor Teachers and Teacher Candidates review and initial the timecard during
Weekly Coaching Meetings, and Teacher Candidates initial that they have viewed their evaluations in Tk20 or Dashboard.
Teacher Candidates submit the completed timecard to the University Supervisor at the end of the semester as verification
of attendance and completed requirements during student teaching.

SUPERVISION OF TEACHER CANDIDATES

As ASU students are not certified teachers, they should not be left alone in the room/used as substitutes or for coverage
purposes.

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7/6/2015

SUPPORTING ACADEMIC PROGRESS: OUTCOME MAP AND NOTICE OF CONCERN

If a University Supervisor determines that a Teacher Candidate is not making satisfactory progress in the areas of teaching
performance and/or professionalism per the TAP and Professionalism rubrics (concerns identified by MT in email,
conversations, progress reports, a 1 on PA and/or Professionalism Rubric, low 2 on PA prior to final PA and/or
Professionalism Rubric with the exception of Home/School Communication), he/she should implement the following
intervention steps.
1. The University Supervisor identifies and discusses concerns with the Teacher Candidate and Mentor Teacher (if
appropriate), using terminology from the student teaching rubrics (TAP indicators and/or descriptors and
Professionalism Rubrics). The University Supervisor completes the Outcome Map in the mobile application during a
collaborative meeting with the Teacher Candidate to document the concerns and agreed upon action steps (signatures
are required). The Outcome Map will include intensified supervisor support/coaching for the next two weeks. For
example: conducting additional observations/walkthroughs and/or increased communications with the Teacher
Candidate and/or the Mentor Teacher. The purpose of the Outcome Map is to clearly describe the actions,
knowledge, and skills the Teacher Candidate needs to successfully improve his/her instructional performance or
professionalism. This serves as the documentation of the intervention steps taken to support the Teacher Candidates
growth and is viewable by both the University Supervisor and Teacher Candidate in dashboard. During this process,
the University Supervisor contacts the Supervisor Coordinator for additional coaching assistance, as needed.
2. If the Teacher Candidate improves during the two week time period, the University Supervisor updates this
information on the original Outcome Map and continues to carefully monitor the Teacher Candidates
progress/performance. This process is repeated if necessary.
3. NOTICE OF CONCERN: If the Teacher Candidate does not improve or if the evidence for improvement is very
minimal, the University Supervisor updates this information on the original Outcome Map. The University
Supervisor then electronically completes a Notice of Concern in the mobile application. The Notice of Concern is
viewed by the Assistant Division Director and Senior Director of Student Services.
4. The University Supervisor notifies the student that a Notice of Concern has been submitted and that he/she may be
contacted by OSS to schedule a follow-up meeting. The University Supervisor provides the student a link to the
Satisfactory Academic Progress and Professional Conduct Policy. https://education.asu.edu/student-forms-policies
5. The Senior Director of Student Services and Assistant Division Director review the Notice of Concern and meet with
the student to determine next steps. During this meeting, the student is provided with options, recommendations, and
support. The University Supervisor is notified of the outcomes of the meeting via dashboard.
6. The Teacher Candidates progress is monitored for the remainder of the semester.
Exception: A Notice of Concern is also submitted by the University Supervisor if there is concern for a students wellbeing (financial, mental health, personal issues interfering with academic success). In this circumstance only, an Outcome
Map may not need to be submitted prior to the Notice of Concern. The Notice of Concern will be reviewed by the Senior
Director of Student Services and the Assistant Division Director to determine if the concern will result in a Student
Support Consult. A Student Support Consult provides students with additional resources and recommendations for
success. Students placed on a Student Support Consult are not placed on probation. The University Supervisor has access
to view the Student Support Consult via dashboard.
The Outcome Map and Notice of Concern are completed in the mobile application found at
https://m.iteachaz.dashboard.education.asu.edu
Note:
If there is a concern that a Teacher Candidate has possibly violated the ABOR Student Code of Conduct, the University
Supervisor immediately notifies the student and the Senior Director of Student Services, campus Assistant Division
Director, and OCE Director.
If a Teacher Candidate is asked to not return for any reason, the University Supervisor/Site Coordinator will immediately
contact the OCE Director with bulleted facts and documentation, work with the Director to receive a completed
Dismissal Document from the school/district, and complete a Notice of Concern.
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7/6/2015

DISMISSAL FROM CLINICAL EXPERIENCE

STUDENT TEACHING AND/OR INTERNSHIP
In the event a school district requests that a student be dismissed from an internship or student teaching placement for
unprofessional or inappropriate behavior the intern or teacher candidate will be required to attend a meeting with the
Division Director or designee, the Director of Student Services and other college representative as determined by the
Division Director to discuss the reasons for request for dismissal from the internship or student teaching placement.
If it is determined that the allegations of a violation of unprofessional behavior resulting in the request for dismissal from
the school/district are warranted, one or all of the following actions may result. The intern or teacher candidate:
will be dismissed from the internship or student teaching placement.
will receive a failing grade (E) for the internship or student teaching course*.
will not be assigned another internship or student teaching placement during the same semester in which the teacher
candidate was assigned a failing grade.
may not withdraw from the internship/clinical experience course or student teaching course. If a withdrawal is
processed by the Office of the Registrar, the grade will be administratively changed to an (E).
must withdraw from all courses that require concurrent enrollment with internship or student teaching.
*If an intern or teacher candidate wishes to appeal the (E) grade, s/he can follow the grade appeal process as outlined on
the Teachers College website. The first step in the grade appeal process is to meet with the course instructor. Students
have 10 business days to appeal a grade.
If a teacher candidate wishes to repeat the internship or student teaching and concurrent coursework for the semester
following the dismissal, the teacher candidate must show evidence of how they plan to resolve the situation or
circumstances which resulted in the removal from the internship or student teaching. The teacher candidate will be
required to meet with the Division Director or designee and the Director of Student Services to develop a Professional
Improvement Plan (PIP) outlining expectations for continued professional growth and academic development.
In the event that the teacher candidate violates the rules, policies, or procedures for conduct established by the school,
district, local education agency, ASU, Teachers College, and/or the law while on a PIP for unprofessional behavior, the
teacher candidate will be dismissed from the initial teacher certification program. Teacher Candidates who are dismissed
may not petition to continue in their current academic plan, but may be eligible to pursue other non-certification degree
options within Teachers College (i.e., Educational Studies, Masters degree without certification) or within other colleges
at ASU.

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7/6/2015

PROFESSIONALISM
Mary Lou Fulton Teachers College measures Teacher Candidates professional dispositions via the Teachers College
Professionalism Rubric. The rubric is based on the work of Charlotte Danielson. University Supervisors use information
from progress reports from mentor teachers, observation data, notebook and reflection assignments, and student teaching
orientation/seminar participation/attendance to determine professionalism scores. Teacher Candidates must achieve a
performance rating of Applying or higher on rows A-C and Emerging or higher on Row D of the Mary Lou Fulton
Teachers College Professionalism Rubric at the first Performance Assessment (PA) and at each PA thereafter to progress
to the final student teaching semester.
Examples of behaviors that meet and do not meet the standards: this is not a comprehensive list
A: Showing Professionalism
Relationships with others in schools and the profession (university instructors, school leaders,
colleagues, etc.)
Expectation: ASU Students relationships with colleagues are characterized by collaboration
and cooperation. Student presumes positive intent when addressing issues of concern and
demonstrates willingness to learn from others.
Examples of behaviors expected:

Communicates clearly, promptly and in a respectful manner with students, parents, educational
colleagues, instructors, and the public.
Participates in verbal and written interactions in an equitable manner, participating respectfully
without interruption and contributing without dominating or retreating from interaction.
Expresses ideas coherently, articulately and clearly, speaking and writing at a level expected
of college graduates.
Maintains appropriate confidentiality.
Accepts responsibility for his/her behaviors and the consequences.
Examples of behaviors that do not meet this standard:

Consistently interrupts others.

Uses inappropriate language (profanities, obscenities, hate speech) with students or colleagues.
Consistently makes digressive, unfocused, irrelevant, and/or repetitive statements.
Shows disrespect toward authority figures and/or others; ignores or belittles others.
Makes rude, argumentative, confrontational or intimidating comments.
Demonstrates lack of emotional control.
Responds slowly or not at all.
Shares sensitive or confidential information with others who should not have access to this
information.
Blames others for problems that are a result of his/her actions.
1. Fulfilling Professional Responsibilities
Expectation: ASU Student actively acquires knowledge of and adheres to the rules, policies, and
procedures established by the school, the district, the university and/or the law.
Examples of behaviors expected:

Is able to follow school district and university policies, practices, and procedures with

minimal guidance.
Dresses in an appropriately professional manner and follows school district dress code or norms
for teacher dress.
Exhibits expected and appropriate workplace behaviors, avoiding tardiness and excessive or
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7/6/2015
unwarranted absences in the in-person or online classroom or clinical field placements.
Takes initiative as appropriate to setting.
Adheres to high ethical standards and avoids misconduct that could interfere with ability to
perform teaching duties, including but not limited to misuse of electronic media, threats, selfdestructive behaviors, and violations of the law (theft, destruction of property, harassment,
driving while impaired, drug use, and immoral behavior).
Examples of behaviors that do not meet this standard:

Any behavior violating school or school district policies.

Dress that is immodest or does not follow district or school norms for teacher dress.
Excessive tardiness or absences.
Misconduct including misuse of electronic media, threats, self-destructive behaviors and
violations of the law.
Forgery, failure to disclose relevant information, or misrepresentation of any kind.
B: Growing and Developing Professionally

1. Content Knowledge and Pedagogical Skill

Expectation: ASU Student participates in school/district opportunities for professional
development and applies new skills in the classroom.
Examples of behaviors expected:

Demonstrates interest in improving professional performance and takes advantage of some

opportunities to learn (e.g., conferences, workshops, in-service, study groups, student teaching
seminars, professional learning communities).
Attempts changes in professional practice that are aligned with new learning.
Examples of behaviors that do not meet this standard:

Does not participate in required seminars or in-service meetings.

Does not complete or follow through on projects and/or commitments.
Consistently belittles professional development activities or academic learning.
Demonstrates apathy toward improvement, or holds an inflated view of own abilities
compared to the judgment of mentor or supervising teachers.
2. Continued Professional Growth:
Expectation: ASU Student seeks feedback and actively works to improve practice by
participating in professional development.
Examples of behaviors expected

Accepts feedback and make good faith attempts to improve performance based on feedback.
Consistently demonstrates awareness of own skills and abilities that is realistic.
Examples of behaviors that do not meet this standard:

Consistently unable to acknowledge areas for improvement or unable to engage in problem

solving regarding professional dilemmas.

Is overly critical of self or others professional performance.
Makes statements that indicate lack of flexibility in considering new leadership behaviors,
instructional methods or materials.
Blames others for problems and refuses to acknowledge weaknesses in need of remediation.

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DESCRIPTION OF SUPERVISOR VISITS

FOR THE TEACHER CANDIDATE IN A SINGLE PLACEMENT

First visit (week 1-2): The University Supervisor emails the Mentor Teacher during the first week and introduces
him/herself, provides contact information, and makes an appointment for the first visit. The University
Supervisor then visits the school to meet with the Mentor Teacher and Teacher Candidate to review the student
teaching requirements including the following: the TAP and Professionalism rubrics, the progression of teaching
responsibilities, co-teaching strategies, weekly Progress Reports, and the attendance policy. The University
Supervisor answers any questions and works with the Mentor Teacher and Teacher Candidate to set up the
semesters schedule of observation dates and times. The University Supervisor also checks in Tk20 to see that the
Mentor Teacher completes the honorarium form.

Second visit (approximately week 4): The University Supervisor observes the Teacher Candidates first lesson,
reviews the Teacher Candidates notebook including lesson plans, Timecard, and printed Tk20 Progress Reports.
The University Supervisor facilitates a 3-way conference completing the first Performance Assessment
collaboratively with the Mentor Teacher and Teacher Candidate. Both the Mentor Teacher and Teacher
Candidate have Tk20 access to every Performance Assessment. The University Supervisor completes the
Attendance and Notebook Check in Tk20.

Third visit (approximately week 8): The University Supervisor observes the Teacher Candidates second lesson,
reviews the notebook including lesson plans, Timecard, and printed Tk20 Progress Reports, completes the Tk20
Performance Assessment/Midterm collaboratively with the Mentor Teacher and the Teacher Candidate, and
facilitates a 3-way conference with the Teacher Candidate and Mentor Teacher on todays reinforcement
and refinement areas/next steps. If the TC has any TAP indicators and/or Professionalism indicators which are
not proficient, the 3-way conference includes a collaborative completion of the Performance Assessment
Summary (PAS). The PAS is a hard copy summary of the non-proficient TAP and Professionalism indicators to
date with specific suggestions and resources to guide the TC toward successful demonstration of proficiency on
PA 3. A copy is made of the PAS before the University Supervisor leaves, and the TC keeps the original PAS in
the Notebook, Tab 3, as a reference for TC/MT coaching meetings. The University Supervisor completes
the Attendance and Notebook Check in Tk20.

Fourth visit (approximately week 13): The University Supervisor observes the Teacher Candidates third lesson,
reviews the Teacher Candidates notebook including lesson plans, Timecard, and printed Tk20 Progress Reports,
and facilitates another 3-way conference with the Mentor Teacher and Teacher Candidate to complete the
Performance Assessment/Final. The University Supervisor completes the Attendance and Notebook Check in
Tk20.

Fifth visit (week 15-16): The University Supervisor facilitates a 3-way conference, with feedback from the
Mentor Teacher, which includes reviewing lesson plans, the printed Tk20 Progress Reports, and reviewing the
Timecard. On the last day of student teaching, the Teacher Candidate sends the University Supervisor a copy of
the completed Timecard or uploads it in Blackboard as final attendance documentation. The University
Supervisor uses the completed Timecard to update the Attendance and Notebook Check in Tk20. The
University Supervisor then completes the Final Grade Submission in Tk20 before submitting the Tk20 binder.
The tuition waiver is hand delivered by the University Supervisor at this final visit if the Mentor Teacher chose
this honorarium option in Tk20.

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7/6/2015

DESCRIPTION OF SUPERVISOR VISITS

FOR THE TEACHER CANDIDATE IN DUAL PLACEMENTS

First visit (week 1-2): The University Supervisor emails the Mentor Teacher during the first week and introduces
him/herself, provides contact information, and makes an appointment for the first visit. The University Supervisor then
visits the school to meet with the Mentor Teacher and Teacher Candidate to review the student teaching requirements
including the following: the TAP and Professionalism rubrics, the progression of teaching responsibilities, co-teaching
strategies, weekly Progress Reports, and the attendance policy. The University Supervisor answers any questions and
works with the Mentor Teacher and Teacher Candidate to set up the semesters schedule of observation dates and times.
The University Supervisor also checks in Tk20 to see that the Mentor Teacher completes the honorarium form.

Second visit (approximately week 4): The University Supervisor observes the Teacher Candidates first lesson, reviews the
notebook including lesson plans, Timecard, and printed Tk20 Progress Reports, completes the Tk20 Performance
Assessment/Midterm collaboratively with the Mentor Teacher and the Teacher Candidate, and facilitates a 3-way
conference with the Teacher Candidate and Mentor Teacher on todays reinforcement and refinement areas/next steps. The
conference includes discussion on TAP indicators and/or Professionalism indicators which are not proficient and the
collaborative completion of the Performance Assessment Summary (PAS). The PAS is a hard copy summary of the nonproficient TAP and Professionalism indicators to date with specific suggestions and resources to guide the TC toward
successful demonstration of proficiency on PA 2. A copy is made of the PAS before the University Supervisor leaves, and
the TC keeps the original PAS in the Notebook, Tab 3, as a reference for TC/MT coaching meetings. The University
Supervisor completes the Attendance and Notebook Check in Tk20.

Third visit (week 8): The University Supervisor reviews the Teacher Candidates notebook including lesson plans, the
Timecard, and printed Tk20 Progress Reports. The University Supervisor observes the Teacher Candidates second lesson
and facilitates a 3-way conference with the Teacher Candidate and Mentor Teacher after the observation. A Performance
Assessment/Final is completed in Tk20 at the end of the 3-way conference and the University Supervisor completes the
Attendance and Notebook Check in Tk20. The tuition waiver is hand delivered by the University Supervisor if the
Mentor Teacher chose this honorarium option in Tk20.

Second Placement
Introductory Teleconference: During week 1 of the second 8-week placement, the University Supervisor emails the
Mentor Teacher and introduces him/herself, provides contact information, and reviews the student teaching requirements
including the following: the TAP and Professionalism rubrics, the progression of teaching responsibilities, co-teaching
strategies, weekly Progress Reports, and the attendance policy. The University Supervisor answers any questions and
works with the Mentor Teacher and Teacher Candidate to set up the semesters schedule of observation dates and times.
The University Supervisor also checks in Tk20 to see that the Mentor Teacher completes the honorarium form.

First visit (approximately week 3-4): The University Supervisor observes the Teacher Candidates first lesson, reviews the
notebook including lesson plans, Timecard, and printed Tk20 Progress Reports, completes the Tk20 Performance
Assessment/Midterm collaboratively with the Mentor Teacher and the Teacher Candidate, and facilitates a 3-way
conference with the Teacher Candidate and Mentor Teacher on todays reinforcement and refinement areas/next steps. The
conference includes discussion on TAP indicators and/or Professionalism indicators which are not proficient and the
collaborative completion of the Performance Assessment Summary (PAS). The PAS is a hard copy summary of the nonproficient TAP and Professionalism indicators to date with specific suggestions and resources to guide the TC toward
successful demonstration of proficiency on PA 2. A copy is made of the PAS before the University Supervisor leaves, and
the TC keeps the original PAS in the Notebook, Tab 3, as a reference for TC/MT coaching meetings. The University
Supervisor completes the Attendance and Notebook Check in Tk20.

Second visit (week 7-8): The University Supervisor reviews the Teacher Candidates notebook including lesson plans, the
Timecard, and printed Tk20 Progress Reports. The University Supervisor observes the Teacher Candidates second lesson
and facilitates a 3-way conference with the Teacher Candidate and Mentor Teacher after the observation. A Performance
Assessment/Final evaluation is completed in Tk20 at the end of the 3-way conference. On the last day of student teaching,
the Teacher Candidate sends the University Supervisor a copy of the completed Timecard or uploads it in Blackboard as
final attendance documentation. The University Supervisor uses the completed Timecard to update the Attendance and
Notebook Check in Tk20. The University Supervisor then completes the Final Grade Submission twice, one in each
Tk20 binder for each dual placement, before submitting the Tk20 binder. The tuition waiver is hand delivered by the
University Supervisor at this final visit if the Mentor Teacher chose this honorarium option in Tk20.

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APPENDIX A- POLICIES AND FORMS

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7/6/2015

iTeachAZ STUDENT TEACHING ATTENDANCE POLICY

Mary Lou Fulton Teachers College
Teacher Candidates are allowed no more than 3 absences per semester during student teaching. Excessive absenteeism
will result in an assignment of a grade of E for student teaching.
Students with excessive absences due to illness or other extreme circumstances may be eligible for a medical or
compassionate withdrawal from student teaching. In these cases, the student should contact their academic advisor within
the Office of Student Services to develop an appropriate course of action. The Office of Student Services and the Office
of Clinical Experiences will work cooperatively with the student to determine eligibility for a medical withdrawal. If the
student is granted a medical withdrawal, he/she must complete a new Student Teaching Application/ Placement Request
in Tk20 upon return to the program.
Prioritizing student learning: When Teacher Candidates are absent for any reason, they are expected to take whatever
steps are possible to ensure that student learning is not interrupted. This includes sending the mentor teacher lesson plans
and preparing materials in advance when possible.
Documentation of absences: Teacher Candidates must complete the Absence Request/Verification Form when they are
absent for a day or any part of a day. Once completed, this form should be signed by the Mentor Teacher and submitted
to the Site Coordinator/University Supervisor. The expected timeline is 5 days in advance of a planned absence or
within 24 hours of return from an unplanned absence. Absences should be documented when Mentors complete the
Progress Reports and when Teacher Candidates update their timecards.
Planned absences: Teacher Candidates are expected to notify their Mentor Teacher and Site Coordinator/University
Supervisor five school days prior to a planned absence. University Supervisors may excuse absences for the following
events given that the Teacher Candidate is in good academic standing and provides verification of attendance at the event:
Taking the AEPA/NES exam or attending an employment interview and or ASUs Career Fair/Interview Day. These
excused absences do not count towards the three allowed absences per semester. The Teacher Candidate must complete
the Absence Request/Verification Form and notify the Mentor and Site Coordinator/University Supervisor according to
the absence policy.
Unplanned absences: Teacher Candidates should call their Mentor Teacher at school prior to the start of the contract day
and call the Site Coordinator/University Supervisor as early as possible in the case of an unplanned absence (ex: illness,
emergency). If Teacher Candidates are paired, they should also call their partner Teacher Candidate. Teacher Candidates
are expected to submit verification of unplanned absence within 24 hours of return to school.
Arriving late/Leaving early: Arriving late or leaving early will count as a half day absence. Teacher Candidates should
provide advance notification and document partial day absences using the procedure below.
Pregnancy Leave Policy for the Mary Lou Fulton Teachers College: Please refer to https://education.asu.edu/studentforms-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.

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ABSENCE REQUEST/VERIFICATION FORM

Absence Request/Verification Form

Teacher Candidate Name:
Mentor Teacher Name:
School:

District:

Site Coordinator/University Supervisor:

Sick

Vacation

Bereavement

Military

Maternity/

Other

Jury Duty

Paternity
Reason for absence:

Dates of absence

Current absence

From: __________

____ days OR ____ hours (if < full day)

To: __________

Total absences to date

_____ days

Teacher Candidate Signature:

Date:

Mentor Teacher Signature:

Date:

Approved

Not approved

Comment:

Site Coordinator/University Supervisor Signature:

Date:

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LESSON PLAN (DIRECT INSTRUCTION)

Teacher:

Subject/Grade:

Standard:

Objective (Explicit):

Sub-objectives, SWBAT (Sequenced from basic to complex):

Evidence of Mastery (Measureable assessment):

Key vocabulary:
Materials:
Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life)

Instructional Input

Teacher Will:

Co-Teaching Strategy/Differentiation

Guided Practice

Teacher Will:

Student Will:

Co-Teaching Strategy/Differentiation

Teacher Will:

Independent Practice

Student Will:

Student Will:

Co-Teaching Strategy/Differentiation

Closure/Lesson Summary:

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LESSON PLAN (INQUIRY)

Teacher:

Subject:

Standard:

Objective (Explicit):

Sub-objectives, SWBAT (Sequenced from basic to complex):

Evidence of Mastery (Measurable Assessment):

Key vocabulary:
Materials:
Engage/Set (Make content and learning relevant to real life and connect to student interest)

Explore

Teacher Will:

Co-Teaching Configuration/Differentiation

Explain

Teacher Will:

Student Will:

Co-Teaching Configuration/Differentiation

Teacher Will:

Elaborate

Student Will:

Student Will:

Co-Teaching Configuration/Differentiation

Evaluate

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SINGLE SEMESTER TEACHER CANDIDATE TIMECARD

STUDENT NAME (Last, First, M.I.):
Program:
Undergrad:
Grad:

ECD

MAC-EED

EED

ASU Affiliate ID #:

EED/SPE

MAC-SPE

SED/Subject: _____________

Semester:

Fall

Campus:

Downtown

Spring
Poly

Year: ___________
Tempe

West

MAC-SED/Subject: ______________

Student Information:

Students Email:

Address ______________________________________________________________________________________________________
City ___________________________________

State______

Zip____________

Phone (

) _______ - ___________
Mentor Teachers Name:

Placement Information:
District

Classroom Grade Level or Subject:

School

Supervisors Name:

Address
City ___________________________________

Date

State_______

Zip ____________

Phone (

) ______ - __________

Supervisor Visits/Observations (5 required)

Supervisors Initials

1
2
3
4
5

Date

Supervisor Seminar (2 required)

Topic

Supervisors Initials

1
2

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7/6/2015

Documentation of Attendance & Requirements

1

TOTAL

10 11 12 13 14 15 16 17 18

Number of Days Absent/

Present
Number of Days Left Early/
Came Late
Mentor Teachers Initials:
Reviewed Timesheet &
conducted Weekly Coaching
Meeting
Teacher Candidates Initials:
Participated in Weekly
Coaching Meeting & Reviewed
Weekly Progress Report
University Supervisors
Initials
Teacher Candidates Initials: I reviewed my completed Performance Assessments in Tk20 or Dashboard. PA 1 _____, PA 2 _____, PA 3 _____, PA 4 _____ as needed
The signatures below certify that the above information is accurate.
TEACHER CANDIDATES SIGNATURE:

DATE:

MENTOR TEACHERS SIGNATURE:

DATE:

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7/6/2015

NES TESTS TEACHER CERTIFICATION: Students must pass the Professional Knowledge Test and Subject Knowledge Tests
in their major, to be eligible to apply for teacher certification. Schedule your tests so that your results are available no later than
graduation: http://www.aepa.nesinc.com.
Major

Professional Knowledge

Subject Knowledge

MAC and Undergraduate Elementary Education Majors

(include Undergraduate ESL/BLE)

Elementary Education

Elementary Education Subtests I & II

MAC and Undergraduate Secondary Education Majors

(including Physical Education and Fine Arts)

MAC and Undergraduate: Secondary

Education

The NES test that matches your major

Undergraduate Fine Arts may choose

Elementary or Secondary Education
MAC and Undergraduate Special Education w/Elementary
Education Majors

Elementary Education

Mild-Moderate Disabilities (NES)

Elementary Education (NES)

MAC Early Childhood Education Majors

Early Childhood (AEPA)

Early Childhood (AEPA)

Undergraduate Early Childhood/Early Childhood Special

Education Majors

Early Childhood Education (AEPA)

Early Childhood Education (AEPA)

Early Childhood Special Education (AEPA)

Professional Knowledge Test: pass by the halfway point of your student teaching
Subject Knowledge Test: take/pass when you complete your content area classes
1. Refer to the ADE Website for the most up-to-date certification information: http://www.azed.gov/educator-certification/
2. Contact your advisor with any questions
3. School district requirements may exceed ADEs requirements.
31