TEACHER EDUCATION PROGRAM

Nationally Accredited by: Teacher Education Accreditation Council TEAC
(now a part of Council for the Accreditation of Educator Preparation CAEP)

POLICIES AND PROCEDURES MANUAL
Revised Spring 2013

VISION ............................................................................................................................................................................ 1  PHILOSOPHY ................................................................................................................................................................. 1  GOALS AND OBJECTIVES ...................................................................................................................................... 1  LICENSURE PROGRAM AT THE GRADUATE LEVEL ONLY ................................................................................ 3  SPECIAL EDUCATION: GENERAL CURRICULUM (PREK-12)STUDENT RESPONSIBILITIES ........................ 3  PROFESSIONAL BEHAVIORS ..................................................................................................................................... 5  APPLICATION TO THE TEACHER EDUCATION PROGRAM ............................................................................. 6  TEACHER EDUCATION PROGRAM APPLICATION CHECKLIST ........................................................................................ 8  TO APPLY ................................................................................................................................................................. 8  ENTRANCE CRITERIA FOR TEACHER EDUCATION PROGRAM..................................................................... 9  REQUIRED TEST INFORMATION ........................................................................................................................ 10  CURRICULAR STUDIES MAJOR .............................................................................................................................. 11  RESEARCH STATISTICS REQUIRED FOR HONORS WORK AND FOR THE 5-YEAR GRADUATE PROGRAM. ................................................................................................................................................................... 11  STUDENT VIRGINIA EDUCATION ASSOCIATION (SVEA) ................................................................................. 12  TEACHER EDUCATION PERFORMANCE STANDARDS AND INDICATORS* ................................................. 12  A. PLANNING AND ASSESSMENT ...................................................................................................................... 12  B. INSTRUCTION ................................................................................................................................................... 13  C. LEARNING ENVIRONMENT ........................................................................................................................... 15  D. COMMUNICATION ........................................................................................................................................... 16  E. PROFESSIONALISM.......................................................................................................................................... 16  VIRGINIA’S TECHNOLOGY STANDARDS FOR TEACHERS* ............................................................................. 18  INTERN TEACHING .................................................................................................................................................... 19  ELIGILBILTY FOR INTERN TEACHING ............................................................................................................. 19  CHECKLIST FOR APPLYING FOR INTERN TEACHING ................................................................................... 20  INTERN TEACHING POLICIES AND REGULATIONS ....................................................................................... 23  MINIMUM REQUIREMENTS FOR ALL INTERN TEACHERS ........................................................................... 24  PROGRAM COMPLETION ......................................................................................................................................... 25  REQUIREMENTS FOR TEACHER LICENSURE .................................................................................................. 25  PROCEDURES TO APPLY FOR A TEACHING LICENSE ................................................................................... 26  TEACHER LICENSE APPLICATION CHECKLIST .............................................................................................. 27  DUE PROCESS......................................................................................................................................................... 28  SUPERVISING THE INTERN TEACHER .................................................................................................................. 29  GUIDELINES FOR THE CLINICAL FACULTY .................................................................................................... 29  ORIENTING THE INTERN TO YOUR SCHOOL AND CLASSROOM ................................................................ 29  MENTORING THE INTERN ................................................................................................................................... 29  EVALUATING THE INTERN ................................................................................................................................. 30  TIPS FOR POSITIVE INTERPERSONAL RELATIONSHIPS ............................................................................... 30  RESPONSIBILITIES OF THE COLLEGE SUPERVISOR...................................................................................... 31  GUIDELINES FOR CONFERENCING WITH AN INTERN TEACHER ............................................................... 31  ROLE OF THE SCHOOL ADMINISTRATOR ........................................................................................................ 33  EVALUATION OF INTERN TEACHING ............................................................................................................... 34  REMOVAL FROM INTERN TEACHING ............................................................................................................... 34  GUIDELINES FOR WRITING LETTERS OF RECOMMENDATION .................................................................. 36 

CLINICAL FACULTY DATASHEET ..................................................................................................................... 37  PROGRAM EVALUATION ............................................................................................................................................. 38  INTENT TO APPLY ................................................................................................................................................. 42  STATEMENT OF UNDERSTANDING................................................................................................................... 43  APPENDIX B ................................................................................................................................................................ 44  APPLICATION FOR INTERN TEACHING (ELEMENTARY) ............................................................................................... 45  APPLICATION FOR INTERN TEACHING (SECONDARY) ................................................................................................. 46  PHYSICIAN'S CERTIFICATE TUBERCULIN REPORT....................................................................................... 47  APPENDIX C ................................................................................................................................................................ 50  SAMPLE LETTER TO INTRODUCE INTERN TEACHER TO PARENTS: .......................................................... 51  SAMPLE LESSON PLAN FORMAT ....................................................................................................................... 52  OTHER LESSON PLAN FORMATS ....................................................................................................................... 53  INTERN TEACHING MATERIALS CLEARANCE ............................................................................................... 54  INTERN TEACHER EVALUATION OF COLLEGE SUPERVISOR ..................................................................... 55  TEACHER PREPARATION PROGRAM EVALUATION ..................................................................................... 56  THE REFLECTIVE PROCESS: COLLABORATION ........................................................................................................... 57  EVALUATION OF TEACHER EDUCATION HANDBOOK................................................................................. 57  APPENDIX D ................................................................................................................................................................ 59  RANDOLPH COLLEGE EDUCATION DEPARTMENT TIME REPORT......................................................... 60  TEACHING HOURS ..................................................................................................................................................... 60  PLEASE SIGN AND DATE TO CONFIRM APPROVAL OF REPORT.............................................................. 60  PROFESSIONAL KNOWLEDGE/SKILLS RUBRIC ............................................................................................................ 61  VIRGINIA TECHNOLOGY COMPETENCES RUBRIC ....................................................................................................... 62  APPENDIX E ................................................................................................................................................................ 70  CAREER DEVELOPMENT CENTER ~ ............................................................................................................................ 70  CREDENTIAL FILE ...................................................................................................................................................... 70  REQUEST FOR LETTER OF RECOMMENDATION (TO BE COMPLETED BY STUDENT. PLEASE TYPE OR PRINT.) .............. 72  APPENDIX F ................................................................................................................................................................. 73  INTERN TEACHING EVALUATION KEY ............................................................................................................................. 74  INTERN TEACHING EVALUATION KEY ............................................................................................................................. 78 

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VISION TEACH, CREATE, LEAD, INNOVATE MISSION
The Randolph College Department of Education provides an educational environment that prepares teacher candidates to teach effectively, to act as leaders in school communities, and to serve as agents of equity and change.

PHILOSOPHY
The philosophical foundation of the Randolph College Teacher Education Program begins with the fundamental belief that culture and community influence learning. A social constructivist approach based on Vygotsky’s theories, combines research, social responsibility, effective instructional practice, content expertise, and leadership skills. Each teacher candidate actively develops an understanding of the world by comparing accumulated experience with new knowledge and interpreting and acting on this knowledge as leaders in school communities. Candidates develop reflective practices to analyze their assumptions and beliefs so that they have the confidence to make informed decisions in classrooms. In recognizing and meeting individual needs candidates establish safe, humane, and welcoming learning environments. Candidates engage in professional work that includes understanding and implementing research and that respects the diversity of children, parents and colleagues.

GOALS AND OBJECTIVES
The primary goal of Randolph College’s Teacher Education Program is to foster the development of highly qualified teachers and leaders for educational improvement. We emphasize professional growth by building upon the experiences of teacher candidates, encouraging candidates to reflect continuously upon these experiences, and by providing service learning projects that increase candidates’ awareness of student diversity. When teacher candidates are aware of issues regarding social justice they are prepared to counter injustices that occur in classrooms, schools, and communities. In the beginning courses, candidates explore past assumptions and behaviors in society that have contributed to present conflicts. Through this study, candidates critique current national and international issues affecting social injustice and begin to form opinions and develop practices that reflect social justice in their own pedagogical practices. The objectives of the Teacher Education Program at Randolph College include the following: 1. The teacher candidates use scientifically based research to develop effective instructional and assessment strategies to establish environments that accept and foster the diverse learning needs of all children as measured through final evaluation of intern teaching, clinical faculty observation grades, and the final grade in reflective seminar. 2. The teacher candidates teach for social justice and equity by making informed decisions, by engaging students in all aspects of instruction, and by acting responsibly and ethically in the school community as measured by final evaluation of intern teaching, clinical faculty grade on intern teaching, and college faculty observations. 3. Teacher candidates strengthen leadership skills through Randolph College’s strong liberal arts foundation coupled with a well-planned sequence of professional education courses and multiple field experiences. Candidates develop the expertise to infuse technology into teaching and learning, and to effectively communicate ideas, knowledge and research as measured by the VDOE technology rubric, action research project and presentation grade, final evaluation of intern teaching, and grades in professional education courses and practica. 4. Teacher candidates demonstrate mastery in the subject areas they teach as measured by scores on the PRAXIS II exams and grade point average in the major.

Sensitivity to Diversity: Randolph College Teacher Education Program completers acquired the skills and dispositions to meet the diversity of students’ backgrounds. evaluation.T. and MEd programs at Randolph College is to develop instructional leaders in designing curriculum and in developing instructional practices in line with scientifically based research.A. For example. and MEd. Subject matter knowledge: Randolph College Teacher Education Program completers have mastered the subject matter concepts of their endorsement areas to the degree required to teach the subject(s) effectively and to meet Virginia state licensure standards. 5. Pedagogical knowledge and Teaching Skill: Randolph College Teacher Education Program completers demonstrate the knowledge and use of a variety of effective models of instruction designed to meet the developmental needs of the students they teach. . abilities. 4. Caring: Randolph College Teacher Education Program completers demonstrate caring by engaging students in the learning process. The M. 2. This translates into 4 hours of student preparation for each credit hour of class. Randolph's commitment to excellence in teaching and learning includes improving the educational experience for diverse classrooms and for students with disabilities and unique instructional needs. and cultural perspectives. This formula applies to the intern teaching experience as well.A. Graduate Level Workload Study at the graduate level requires a more in-depth analysis of information. The purpose is for candidates to develop as leaders and to process the ideas presented in all course work and start developing their own style for designing instruction and for using the data driven design process. CLAIMS 1. Each step of the research and design process is imbedded into our course work. the goal is to extend beyond application to analysis. if the course is a 2 credit hour course you should expect to spend 8 hours working on assignments outside of class. and by acting responsibly and ethically in the school community.T. The key focus of this M. by creating a safe and engaging learning environment. 3.Graduate Program Goals and Objectives Randolph College is a nationally accredited program for teacher education and a leader in innovative approaches to preparing educators and teacher leaders. programs are designed to foster the skills and dispositions for candidates to become instructional designers and teacher leaders in schools. Technological Skill: Randolph College Teacher Education Program completers have the skill to use technology as it relates to teaching in contemporary classrooms. and synthesis of the teaching and learning process.

Algebra I Grade levels PreK-6 PreK – 12 PreK – 12 PreK – 12 PreK – 12 PreK – 12 PreK – 12 PreK – 12 PreK – 12 PreK – 12 6-12 6-12 6-12 6-12 6-12 6-12 6-12 Licensure Program at the Graduate Level Only Special Education: General Curriculum (PreK-12) .PROGRAMS for UNDERGRADUATE & GRADUATE LICENSURE Endorsement Areas Elementary Education Comprehensive Endorsement Areas Dance French Latin Music Instrumental Music Vocal Health & Physical Education Spanish Theater Arts Visual Arts Secondary Endorsement Areas Biology Chemistry English History and Social Science Mathematics Physics Add-on Endorsement Areas Mathematics .

the student must telephone the local institution’s office when it opens. Students should dress in a mature. Students are to report to the assigned classroom promptly and fully prepared. These field experiences offer teacher candidates an opportunity to observe practicing teachers and to implement the teaching and assessment strategies presented in the professional studies courses. Evaluation will reflect the degree of professionalism demonstrated. a practicum (P) is a co-requisite. Students must conduct themselves in a professional manner at all times while participating in a local school. If at all possible. The opportunity to intern teach depends in part upon demonstration of professionalism in coursework and field experiences. are strictly enforced. Guidelines for attendance. Intercollegiate athletics: Students who wish to participate in intercollegiate athletics must plan with the course instructor the specific absences and departure times. Please note: 1. attitudes and behaviors. Professional behavior includes prompt. You will be notified of the procedure prior to beginning your internship. The SVEA offers liability insurance coverage to its members free with membership dues (See page 12) 3. professional style. Students are responsible for transportation to local schools for all field experiences (practicum courses and intern teaching). Jeans and casual clothes are not appropriate. as previously stated. Student athletes complete a form available from the coach that confirms dates. manner of speech. Field Experiences: For many courses in the Teacher Education Program. and other personal electronic devices is prohibited. times and make up procedures. The schedule must be given to the course instructor at the beginning of the semester. The use of pagers. thorough preparation for each class and field experience. Upon acceptance to the Teacher Education Program. .STUDENT RESPONSIBILITIES Professional coursework: The expectations of the Teacher Education Program exemplify professional attitudes and behaviors. and all work completed and submitted when due. even if the assigned time is for later in the day. The student is also required to phone the College instructor for that practicum. daily attendance in class and to all field assignments. Early release times are limited to three (3) for games only. Professional conduct includes dress. 2. the student should call the classroom teacher at home to give the teacher time to adjust her lesson plans. Local school divisions require background checks for intern teachers. If a student is too ill to attend a practicum visit. students are considered to be teacher candidates. cell phones. Students are to uphold the Randolph College Honor System.

and the teaching profession. no bare shoulders or mid-drifts. and Mindful that as a teacher candidate your behavior in and out of the classroom and school reflects your level of professionalism. or gum chewing should occur in the classroom unless children are allowed to do so Mindful that all excused and unexcused missed time is to be made up (arrange with classroom teacher) and that unexcused absences will result in reduction of the final grade. and parents Respectful to students. check skirt length while sitting and standing. avoid anything that might be distracting to students). no see-through clothing. no sandals. your college. know. public or private humiliation of students is never acceptable Professional in your attire (no jeans – unless school-wide casual day. and adhere to school time schedules and routines Mindful that no eating. students. adhere to school division policies regarding dress (and body piercing) On time with lesson plans and other required paperwork On time to your building and classroom. so please remember to be:    Positive in your interactions with faculty. As a teacher candidate you represent yourself.      . staff. drinking.PROFESSIONAL BEHAVIORS The following professional behaviors have been outlined by the Education Faculty in cooperation with the local school divisions. Please be aware of these considerations both in your practicum and intern teaching placements. respect.

Spanish (PreK-12*). Students interested in majoring in Curricular Studies who will qualify for a PreK-6 license. The following courses are open only to undergraduate students who have been accepted into the Teacher Education Program (or by special permission): EDUC 315 Curriculum and Instruction PreK-12 EDUC 315P Curriculum and Instruction Practicum EDUC 318 Teaching in the Subject Area EDUC 318P Practicum in Teaching in the Subject Area EDUC 495R Intern Teaching in Secondary Schools . Secondary and PreK-12 License*: EDUC 101 Foundations of Education EDUC 203/203L or 204/204L Student Leadership and Mentoring EDUC 213 Dimensions of a Global Society and Multicultural Education EDUC 230/230P Literacy in Middle & Secondary Schools/Practicum EDUC 361 Survey of Special Education (not required for MAT candidates) CRST 205 Teaching with Today’s Technology Lab (not required for MAT candidates) * Students seeking a PreK-12 license may substitute either EDUC 207/207P or EDUC 306/306P for EDUC 230/230P. Very Important: Please note: If you miss the deadline. history and social studies. you may apply the next application period which could delay declaration of Curricular Studies or Physical Education* as a major. music (instrumental and vocal). history and social studies. or continuation in professional coursework. physics.APPLICATION TO THE TEACHER EDUCATION PROGRAM Acceptance to Randolph College does not guarantee acceptance to the Teacher Education Program. Students interested in teaching at the elementary level who will qualify for a PreK-6 license. physics. mathematics. mathematics. Students may qualify for add-on endorsements in algebra I. Students interested in teaching at the secondary level in one of the following content areas who will qualify for a 6-12 license: biology. and theater arts. physical education. Students interested in teaching in one of the following content areas who will qualify for a PreK – 12 license: visual arts. theater arts 2. Spanish. music (PreK-12*). 4. chemistry. French. English. Latin (PreK-12*). Professional Courses for Secondary Education Endorsements for secondary education licensure can be designed in: visual arts (PreK-12*). English. Who should apply? 1. instrumental and vocal. dance (PreK-12*). 3. Additional endorsement may be added in algebra 1. chemistry. Candidates for teacher licensure must demonstrate exceptional academic and personal qualities that have been identified by the Randolph College Education Department faculty and are based upon the Commonwealth of Virginia standards and national educational standards. Latin. Late or incomplete applications will not be considered until the next due date. biology. dance. placement in intern teaching. Application Deadlines: Applications to the Teacher Education Program must be submitted to the Registrar’s Office on or before the third Monday in October or the third Monday in February (see Appendix A).

Second semester second year students are not permitted to register in the spring without declaring a major.T.Professional Courses for Elementary License EDUC 101 Foundations of Education EDUC 108 Educational Psychology and Classroom Management EDUC 207 Language and Reading Development EDUC 207P Practicum in Language and Reading Development EDUC 213 Dimensions of a Global Society and Multicultural Education EDUC 306 Reading and Writing Instruction and Diagnosis EDUC 306P Practicum in Reading and Writing Instruction and Diagnosis EDUC 312 Mathematics and Science Methods n Elementary and Middle School EDUC 314P Interdisciplinary Practicum EDUC 361 Survey of Special Education The following courses are open only to undergraduate students who have been accepted into the Teacher Education Program (or by special permission): EDUC 306 EDUC 306P EDUC315/315P EDUC 312 EDUC 314P EDUC 493R CRST 484 Reading and Writing Instruction and Diagnosis Practicum in Reading Diagnosis Curriculum and Instruction PreK-12 and Practicum Math and Science Methods in Elementary and Middle Schools Interdisciplinary Practicum Intern Teaching in Elementary Schools Senior Seminar Honors: Students who qualify and choose to Read for Honors in Curricular Studies must take statistics (Math 227. Master of Arts in Teaching: Two master level degrees are available. is available in Special Education: General Curriculum (for licensed teachers only). Curricular Studies: The major is strongly recommended for all students seeking elementary licensure. The MEd. PSYC 227R or equivalent). If you have not received formal acceptance into the Teacher Education Program you may not declare Curricular Studies as a major. Intern Teaching: Students must be accepted into the Teacher Education Program at least one semester prior to applying for intern teaching. Master of Education. is available in the following areas: Curriculum and Instruction and Special Education: General Curriculum.A. . The M. You must be accepted into the Teacher Education Program before you may declare Curricular Studies.

Teacher Education Program Application Checklist TO APPLY Please assemble all items in the following checklist and submit the entire. ***Please read the next page for details. □ Overall QPR □ Professional Coursework QPR (EDUC courses) □ Unofficial Transcript □ Recommendations (See next page for number and type) □ Personal Essay Name: ___________________________________ Date: ________________________ . or equivalent SAT/ACT scores. Writing. completed package (including the checklist) to the Registrar’s Office. on or before the third Monday in October or the third Monday in February. □ Application form (Appendix A) □ Praxis I scores (Reading. Late or incomplete applications will not be considered until the next due date. & Math) or PRAXIS I Math and VCLA. ***Documentation must accompany application.

degree must consult with a member of the Education Department faculty. and a personal recommendation from outside the College. II. 3 Recommendations from one education professor. It is recommended that you take this exam the semester you finish EDUC 101/108. Please note: Students interested in seeking a teaching license in any area and who hold a B. Passing scores on Praxis I are required for all students applying to the Randolph College Teacher Education Program. reading. 1995 require a composite score of 21 and if taken after April 1. III. You must take the VCLA prior to applying to the program if you choose this option. Application for admission to the Teacher Education Program may include a review of prior course work and submitted passing scores on both the Praxis I (or equivalent SAT/ACT scores) and Praxis II tests. Personal essay providing your rationale for wanting to enter the teaching profession. ACT taken prior to April 1. Candidates may also choose to take the VCLA (Virginia Communication and Literacy Assessment and the PRAXIS I in math as a substitute testing protocol for the PRAXIS I math. Standardized test scores: Please provide a copy of the following as applicable: A.5 at the time of admission to the Teacher Education Program (typically during the second semester of the sophomore year). IV.S. V.ENTRANCE CRITERIA FOR TEACHER EDUCATION PROGRAM Application forms are found in the appendix of this manual and should be completed and submitted to the Registrar’s Office with the following documentation: (Due dates: Third Monday in October and the Third Monday in February) I. Students who took the SAT prior to April 1995 must have a score of 1000 (with 450 on verbal and 510 on math). one professor outside the education department. and writing. .0 in at least 6 semester hours of professional education course work (EDUC coursework). or B. A quality point ratio of 3. *Note substitute for Praxis I: Students who took the SAT after April 1995 and scored 1100 (with at least 530 in verbal and 530 in math) will not be required to take the PRAXIS I. A cumulative quality point ratio of 2. SAT scores of 1100 (530 in verbal and 530 in math minimum) may be substituted for the PRAXIS I. 1995 a composite score of 22. please go to the Learning Resource Center for additional practice and tutoring. (additional cost).A.

2006. and Composition: Content Knowledge French: Content Knowledge Mathematics: Content Knowledge Music: Content Knowledge Physics: Content Knowledge Social Studies: Content Knowledge 0081 Spanish: Content Knowledge Health and Physical Education PreK-12 Elementary Education Content Knowledge (Continued on the next page) 0191 0856 0014 .REQUIRED TEST INFORMATION Praxis I PPST Mathematics Reading Writing PPST Composite Score Test Code 5730 5710 5720 Passing Scores 178 178 176 ____________ 532 Virginia Communication and Literacy Assessment (VCLA): Beginning January 1. For more information please go to http://www.vcla. PreK-6 Chemistry: Content Knowledge English Language. Literature. the VCLA will be required for all teachers applying for initial licensure in Virginia.com Praxis II Specialty Area Tests Art: Content Knowledge Biology: Content Knowledge Test Code 0133 0235 0245 0041 0173 0061 0113 0265 Passing Scores 159 158 (after 9/1/11) 155 153 172 169 147 160 147 161 161 151 143 Endorsement Area Art Education Biology Chemistry English French Mathematics Music Vocal or Instrumental Physics History and Social Science Spanish Health & Physical Education PreK-3.nesinc.

.........................General Physics and Lab CRST/PED 484 .........REQUIRED TEST INFORMATION (Continued) Reading for Virginia Educators (RVE) required for Elementary Education PreK-6 and Special Education: General Curriculum licensure candidates.....Senior Seminar One additional (3 credit hour) Science or Environmental Studies course Research statistics required for honors work and for the 5-year graduate program............... Passing score 157.Greek Drama One of the following: ASTR 102-102L……………............................... Students should take this test following EDUC 207 and 306.......Introductory Astronomy and Lab BIOL 103-100L ...........................Concepts of Elementary School Math CRST 307.......................Survey of World Geography History. 6 hours of US History One of the following: MATH 227 .....................................Introductory Biology and Lab BIOL 108-100LR .....Introductory Physics and Lab PHYS 115-115L... Students seeking elementary teacher licensure who choose a major other than Curricular Studies must fulfill the following Arts and Sciences requirements in addition to the above Professional courses..................Teaching with Today’s Technology Lab CRST 208................ and Alexandria CLAS/HIST 180 ...Athens.........................Elementary Applied Statistics PHYC 227R ...............pdf for more information..................Social Research Methods One of the following CLAS 132 ........Ancient History CLAS 243 .....................................Research Methods in Psychology SOC 396 ..................... CRST 205.................................................................doe................Physical Geology and Lab PHYS 105-105L......General Chemistry and Lab EVST 176-176L .. or EDUC 606 and 517/517P at the graduate level..........gov/teaching/licensure/prof_teacher_assessment............. Rome..................Classical Mythology CLAS 144 ......Archaeology of Daily Life CLAS 275 .....................Civics and Economics Education GEO 203 ... Go to http://www...... Curricular Studies Major The Curricular Studies major is strongly recommended for all students seeking elementary teacher licensure..Human Biology and Lab CHEM 105-105 L ...............virginia.... ............

STUDENT VIRGINIA EDUCATION ASSOCIATION (SVEA) Randolph College sponsors a chapter of the Student Virginia Education Association (SVEA). Reflects the goals and needs of the school and community. . Opportunities exist to interact with pre-service teachers at other colleges in the state and nation. and offers a well-developed job placement service.” Uses assessment feedback to monitor and adjust instruction. maintains the “big picture. The SVEA offers many opportunities to enhance professional skills and to develop professional contacts. ● ● ● ● ● ● A2. conceptual understanding of the subject. and skills. ● ● ● A3. TEACHER EDUCATION PERFORMANCE STANDARDS AND INDICATORS* Adapted from the Interstate New Teacher Assessment and Support Consortium (INTASC) standards and the Virginia Department of Education Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers. logical. Administrators. Teacher candidates may participate in specially designed leadership training and attend professional development workshops with practicing teachers. SVEA also provides liability insurance. Students need not apply to the Teacher Education Program to join. and Superintendents. PLANNING AND ASSESSMENT A1. students. and curriculum goals. Matches content/skills taught to overall curriculum scope and sequence. Develops lesson plans that are clear. experiences. Links objectives for instruction to prior and future student learning. Administrators. and sequential. free magazine subscriptions. Selects appropriate student objectives for lessons consistent with national and state standards and division guidelines. Teacher candidates are strongly encouraged to join SVEA and become active members. The highly qualified teacher diagnoses individual group. and the importance of learning. SVEA is affiliated with the Virginia Education Association (VEA) and the National Education Association (NEA). Uses procedures and methods to obtain information on students’ background knowledge. and program needs and selects appropriate materials and resources to match the abilities and needs of all students. Bases instruction on clear learning goals that reflect high expectations. *See Rubric in the Appendix A. Designs appropriate learning activities that are clearly connected to instructional objectives. Uses available resources to link student learning to the community. ● The highly qualified teacher designs coherent instruction based upon knowledge of subject matter. The highly qualified teacher plans instruction to achieve desired objectives that reflect knowledge of national and state standards and local division curriculum guidelines. the community. and Superintendents and Sample Evaluation Prototypes for Teachers.

Takes initiative to teach beyond the traditional text.● ● ● ● ● A4. Provides prompt. Prepares tests that reflect the academic content studied. Encourages the academic curiosity and critical thinking of students. Is sensitive and responsive to the diversity of individuals and groups within the classroom. presents a conceptual framework that focuses on “big ideas. including self-assessment opportunities. Communicates a belief that all students can learn. and personal developmental level and needs of students. Uses pre-assessment data in developing expectations for students and as a basis for documenting learning gains. Demonstrates competence in the use of acceptable grading/ranking/scoring practices in recording and reporting student achievement. social. B. ● ● ● ● ● ● ● . continuous. collaborative learners within an inquiry-based environment. and meaningful feedback to students about performance and progress. ● ● ● ● ● ● Plans instruction appropriate to the intellectual. ● ● ● ● ● ● A5. Maintains and uses organized records of student progress for instructional decisions. Demonstrates knowledge of resources and methods appropriate to serving students with special learning needs. Exhibits and understanding of and facility in explaining the subject area(s) taught. The highly qualified teacher identifies and communicates specific student performance expectations and documents student learning gains using appropriate assessment instruments. and structures of the discipline(s) he/she teaches and creates learning experiences that make the subject matter meaningful for all students. organizing.. Uses student products as a source for assessment and instructional decisions. long-range projects. tools of inquiry. Effectively uses both teacher-made and standardized tests as appropriate. Utilizes multiple assessment practices congruent with instructional goals both in content and process. Virginia Standards of Learning). INSTRUCTION B1. The highly qualified teacher uses a variety of assessment strategies and instruments to make both short-term and long-range instructional decisions to improve student learning. Provides opportunities for students to contribute to the development of criteria and standards as appropriate. The highly qualified teacher understands the central concepts. self-directed. and preparing for assignments.g. Incorporates strategies to prepare students for standardized testing (e. Encourages students to be active. Assists students in planning. Monitors student understanding on an ongoing basis and adjusts teaching when necessary. Arranges/adapts classroom setting to accommodate individual and group learning needs. Modifies instruction to make topics relevant to students’ lives and experiences. Communicates clear expectations for learning and behavior to students and parents. keeps informed of emerging ideas in the subject areas. and tests.” Uses appropriate literature and current resources and materials in the subject area(s).

Demonstrates ability to engage and maintain students’ attention and to recapture or refocus it as necessary. lecture. Evaluates curricular materials for accuracy. Demonstrates competence in the use of technology. peer. currency. The highly qualified teacher selects. Integrates professional and community resources into the curriculum. and refines a variety of teaching methods and instructional strategies for the active engagement of students and improvement of student learning. and resources that promote the development of critical thinking. evaluates. examples. Utilizes flexible grouping practices to respond to the diverse learning needs of students. Uses questioning strategies effectively. Checks for understanding with questions. Provides opportunities for student choice in activities. materials. and one another.● ● ● B2. inquiry. ● ● ● ● ● ● ● ● ● B3. The highly qualified teacher uses comprehensive materials. Provides for the instructional needs of all students. Provides students with materials and media that are appropriate and challenging for their instructional levels. Provides opportunities for guided and independent practice. religious. review activities. Responds positively to student questions and active engagement. Paces instruction appropriately with adequate preview and review of instructional components. cultural. Utilizes available technological materials and resources effectively to engage students in varied learning experiences. Encourages and guides the development of problem-solving skills and independent thinking in students. and the teaching of others. Solicits comments. Implements curriculum that encourages students to reflect on and take increasing responsibility for their own learning. ● ● ● ● ● ● ● . Provides clear and concise explanations of lesson goals and objectives. Uses a variety of deductive and inductive teaching strategies. including remedial and enrichment/extension activities as necessary. teachers. questions. Implements instructional opportunities in which students are interacting with ideas. materials. Demonstrates respect for individual. and other contributions from students throughout lessons. Provides opportunities for guided practice and hands-on technology application. Selects material and media that match learning styles of individual students. and performance skills. technology. including cooperative. discussions. and various assessment strategies. Encourages students to build on strengths and extend thinking while developing all areas of competence. ● ● ● ● ● ● ● B4. Re-teaches material and/or accelerates instruction based on assessment to pace instruction appropriately for interest and engagement. and assignments. Collaborates with resource teachers in developing activities for students with special learning needs. and racial differences of individuals and groups within the classroom. and student interest. The highly qualified teacher understands how students differ in their approaches to learning and is able to differentiate instruction to meet diverse student needs. problem solving.and projectbased learning.

Encourages students in developing self-regulation and conflict resolution skills. state. courtesy. Structures transitions in an efficient and constructive manner. ● ● ● ● ● ● C4. Is knowledgeable of and complies with local. and active listening. The highly qualified teacher manages classroom procedures to maximize academic learning time. Promotes multicultural awareness. Implements and enforces management procedures with fairness and consistency. Develops and maintains positive interactions with students in all school settings. Communicates clear expectations about positive behavior to students and parents. Establishes effective classroom rules and procedures. Handles administrative routines quickly and efficiently. fairness. humor. Treats students with respect. Models caring. Provides equitable opportunities for student learning. Creates and maintains a physical setting that minimizes disruption and promotes learning and safety. Seeks and uses information about student interests and opinions. Models enthusiasm for and engagement in learning. Encourages student responsibility for efficient classroom operation. Encourages students to respect themselves and others. Encourages students to take pride in good work. ● ● ● ● ● C3.C. Communicates clear expectations for appropriate interactions among students. Paces instruction to allow for appropriate reflection and closure. Incorporates principles of equal opportunity and non-discrimination into classroom management. The highly qualified teacher creates a supportive learning environment for all students that encourages social interaction. Recognizes and celebrates the achievements of students and staff. Enhances students’ feelings of self-worth. LEARNING ENVIRONMENT C1. and the appreciation of diversity within the classroom. active engagement in learning. Demonstrates concern for students’ emotional and physical well-being. gender sensitivity. ● ● ● ● ● ● ● ● ● The highly qualified teacher actively implements a classroom management plan that fosters a safe and positive learning environment for students and staff. and federal safety regulations. The highly qualified teacher establishes and maintains rapport with students. . respect. and self-motivation. Managers emergency situations as they occur. ● ● ● ● ● ● ● C2. Communicates personal enthusiasm for learning. Has all material readily available to allow for the smooth flow of instruction.

collaboration. parents. Provides support for student expression in speaking. Responds promptly to parental concerns. Gives directions that are clear and reasonable and contain an appropriate level of detail. Resolves concerns and problems in a constructive manner. Uses multiple modes of communication to provide information to parents. Establishes regular channels of communication between school and home. Models effective communication strategies in conveying ideas and information. and acceptable forms of oral and written expression. Promotes parental involvement in the classroom and school. ● ● ● ● ● ● ● D2. Represents the school/program favorably in the school division/community. Articulates clear learning goals. .D. COMMUNICATION D1. PROFESSIONALISM E1. ● ● ● ● The highly qualified teacher models professional and ethical standards as well as personal integrity in all interactions. Offers strategies for parents to assist in their child’s education. expectations. Promotes the value of understanding and celebrating school/community cultures. ● ● ● ● ● ● ● The highly qualified teacher uses effective verbal. Uses precise language. Uses a variety of media communication tools to enrich learning opportunities. Uses acceptable written and oral language. Relates to colleagues. The highly qualified teacher works collaboratively with staff. Supports community partnerships and uses community resources to enhance learning. Values student input in initiating topics and contributing to classroom discussion. Is knowledgeable of and sensitive to the social and cultural background of students and parents. and community resources to support the success of a diverse student population. nonverbal. ● ● ● ● ● ● ● D3. and other media. families. Shares major instructional goals with parents. E. and instructional procedures to students. and others in an ethical and professional manner. The highly qualified teacher forges partnerships with families to promote student learning at home and in the school. correct vocabulary and grammar. families. and media communication techniques to foster active inquiry. and supportive interactions in the classroom. writing. Works with community members in carrying out school and community-sponsored functions. Collaborates with staff. Initiates communication with parents or guardians concerning students’ progress or problems in a timely manner. and community members to respond to identified needs of individual students and groups of students. Demonstrates flexibility in planning meetings with parents. Encourages parent and community involvement in classroom activities.

Routinely shares ideas. Maintains a professional demeanor and appearance. Knowledgeable of and responsible for complying with criteria for proper licensure and certification. mature judgment. Supports school and division-wide programs and activities. and community stakeholders. energy. school personnel. Takes proactive steps to improve teaching skills. identifies strengths and weaknesses. dependable. The highly qualified teacher works in a collegial and collaborative manner with peers. and initiative. Maintains confidentiality appropriate to teaching assignment. seeks constructive criticism. punctual attendance. school personnel. and the community. Critically analyzes lessons. The highly qualified teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students. Considers the interests and needs of other teachers and community stakeholders in promoting and supporting district goals and services. Makes a positive contribution to the overall climate of the school and division. and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Works collaboratively with other staff members to plan for individual student learning and alignment of goals and standards across classrooms and grade levels. and resources with colleagues. materials.       . Shares information with other teachers. parents. and self-control. the school. enthusiasm. ● ● ● ● ● ● E3. and the community to promote and support student learning. Exhibits creativity.● ● ● ● ● ● E2. offers alternative approaches. Describes specific action for revising future instruction. Maintains effective working relationships with other teachers. Works in the best interest of the students. Acts with poise. Takes an active role within department/team. Maintains responsible. fairness.

communications. Demonstrate knowledge of ethical and legal issues relating to the use of technology. and multimedia work station. and software tools to design. Plan and implement lessons and strategies that integrate technology to meet the diverse needs of learners in a variety of educational settings including the use of multimedia and hypermedia. Identify. evaluate.VIRGINIA’S TECHNOLOGY STANDARDS FOR TEACHERS* (See rubric in the Appendix D) ● ● Operate a computer system including a variety of input/output devices and peripherals and utilize software including instructional. spreadsheet. Apply productivity tools for professional use including student assessment. and use appropriate instructional technology-based resources (hardware and software) to support Virginia Standards of Learning and other instructional objectives. and database software. productivity. decision making. classroom administrative tasks. and application tools. Use electronic technologies to access and exchange information including search strategies to retrieve electronic information and using worldwide telecommunications. computer presentation devices. communication. and presentations within the curriculum including word processing. Apply knowledge of terms associated with educational computing and technology including functional knowledge of various technology tools such as scanner and digital camera. locate. customize or individualize instructional materials. Use educational technologies for data collection. information management. ● ● ● ● ● ● . problem solving.

passing scores on Praxis I exam or SAT/ACT equivalent and the VCLA. background check as required by school divisions to be completed prior to intern teaching.   8. an average QPR of 3. ***Documentation must accompany application.. . and (b) obtain a written letter of recommendation from major advisor attesting to subject area competence. demonstration of professional behaviors and attitudes.INTERN TEACHING ELIGILBILTY FOR INTERN TEACHING The criteria for eligibility for intern teaching placement include: 1. a TB Test In addition: Secondary education students must: (a) achieve an average QPR of 2. Elementary Education and Special Education licensure candidates must take the RVE – Reading for Virginia Educators. scores submitted on Praxis II exam (For information on the Praxis tests see previous page.e. a cumulative QPR of 2.5 in the subject area in which they are seeking licensure (i. 6. classification as a senior or post-graduate 2. academic major).) Documentation must accompany application. 5.5 3. 7.0 in all professional studies courses 4.

□ Background Check □ Secondary only – letter from major advisor □ Elementary and Special Education only – RVE test results Documentation must accompany application. □ Official institutional copies of appropriate Praxis II exam scores. on or before the mid-term one semester prior to the intern teaching placement. □ Application for Intern Teaching (forms for both elementary and secondary are in Appendix B) Late applicants will not be guaranteed a placement. □ Unofficial Transcript □ Overall QPR □ Major QPR □ Professional Studies QPR (EDUC course) □ Certificate of TB test (within 12 months) must be on file before the first day of intern teaching. Name:___________________________________________ Date:___________________________ . Documentation must accompany application. □ Official institutional copies of qualifying VCLA scores. Official Documentation must accompany application.CHECKLIST FOR APPLYING FOR INTERN TEACHING TO APPLY Please assemble all items in the following checklist and submit the entire. completed package (including the checklist) to the Registrar’s Office.

will determine assignments. College Supervisor and College Faculty Advisor. Undergraduate teacher candidates are strongly urged to limit course enrollment to intern teaching and one additional three-credit course. If boxed meals are ordered the meal plan will be charged unless the order is canceled.Intern Teaching Information Candidates for teacher licensure must successfully complete intern teaching. Emergency absences or changes must be reported immediately to the Clinical Faculty.   Intern teachers are required to respect and follow all the policies and procedures described in this manual. parent-teacher organization meetings. Teacher candidates are expected to maintain the contract hours of the school and of their assigned Clinical Faculty (subject to variation depending on the school) and to attend faculty meetings. Intern teaching is scheduled for the entire fall or spring semester. Teacher candidates are responsible for their own transportation. and other obligations as part of the intern teaching experience. Enrollment in any course must not interfere with the intern teaching schedule or any duties and obligations of the intern teaching placement. Teacher candidates’ preferences will be considered. . The Education Department. Students are permitted early release from the assigned school only with prior approval from the education faculty. When schools are closed the student should notify food services that the boxed meal is not necessary. Teacher candidates must accept the intern teaching assignment offered. Resident teacher candidates should contact food services to arrange for boxed breakfast and/or lunches during intern teaching. Failure to do so may result in the termination of the placement. Please give dining services 24 hour notice when boxed meals are needed. Under no circumstance is a teacher candidate to contact local school personnel to request an assignment. school board meetings. but students will not be guaranteed a choice of assignment. Students who wish to enroll in a course other than a senior seminar should meet with the Chair of the Education Department prior to registering for that course. in cooperation with designees of the local school divisions. parent conferences.

and conferences with the Clinical Faculty. Intern teachers should recognize and accept as their responsibility:                   To place school duties and obligations ahead of personal wishes To accept assigned duties and obligations ahead of personal wishes To follow school regulations. participating in all professional and social activities (PTA. and the community To follow the rules of basic courtesy toward school administrators. guidance counselors.CODE OF ETHICS OF THE INTERN TEACHER Intern teaching. students. and policies To report for all school appointments and duties on time To plan all work and submit plans to the Clinical Faculty prior to teaching classroom lessons To safeguard all personal and confidential information concerning students and to use it only for professional purposes To refrain from making unprofessional comments about the College program. home visits) To confer regularly with the Clinical Faculty and the College Supervisor regarding progress. the final stage of preparation before professional licensure. teachers. emphasizes the processes of becoming a teacher and its purpose is the full assumption of the teacher's role in a learning community. observations. routines. striving to attain professional maturity through continued study and effort To avoid partiality and favoritism toward students To strive to teach effectively and creatively with dedication and enthusiasm To become acquainted with students in the class through records. assembly programs. conferences. growth. and members of the community To show appreciation for all services rendered To dress according to professional standards To endeavor continuously through daily reflections to discover and correct shortcomings. and other staff members To explore a variety of teaching styles and begin to develop a personal teaching style To serve as a regular member of the teaching staff. and special problems concerning students and one’s teaching To provide the College Supervisor with full information concerning teaching schedules Based on NEA’s Code of Ethics . the cooperating school. faculty meetings.

5. the intern must obtain school closing information from the local radio or television stations or school websites. Virginia law requires that all people working directly with school children have an up-to-date TB test or have a completed health form on file. intern teachers are permitted to leave their assigned school to attend their academic senior seminar. Interns should follow and enforce the discipline policies of the assigned school. . No intern may administer corporal punishment. The College Supervisor should also be notified as soon as possible. 7. Interns should never be responsible for students other than those in their assigned classes (i. Attendance is required at all weekly reflective seminar sessions. the intern should obtain assistance from school personnel. No absences or tardies are accepted except in the case of illness or extenuating circumstances.. Intern teaching expectations exemplify professional attitudes and behaviors. 9. in-service workshops. The intern should follow the schedule of the assigned school. and other activities expected by the Clinical Faculty. 4. 8. morning arrival and afternoon departure as per the Clinical Faculty) and teaching days using the calendar provided at the beginning of the semester in regard to the College calendar. undergraduate candidates may not “cover” for another teacher’s absence). In addition. pagers.. In the event of extreme behavior problems. 6. The Teacher Education programs of Randolph College exceed that minimum requirement. In the event of inclement weather. Attendance is required at all orientation sessions and seminars as well as other work sessions that may be scheduled at the discretion of the Faculty Advisor. Intern teaching is the student’s primary responsibility. All other college and personal activities MUST be secondary and never interfere with teaching responsibilities. Extreme emergencies should be reported to the Faculty Advisor. the use of cell phones.INTERN TEACHING POLICIES AND REGULATIONS 1. 2. Students may be/ will be required to make up time missed. 11. 10. In the event of serious personal illness or extreme emergency. appropriate parent-teacher conferences. The intern should obtain information regarding fire drill procedures. By prior arrangement. Intern teachers are obligated to adhere to a strict professional policy regarding attendance. school divisions require a criminal background check. The Virginia Department of Education set the requirements for the number of hours of actual teaching and observation. 3. Interns are required to thoroughly prepare lesson and unit plans approved by the Clinical Faculty in advance of teaching. 13. parking regulations. In accordance with professional behavior. the Clinical Faculty and the school office should be notified as soon as possible. Attendance is required at all faculty meetings.e. 12. adhering to the same on-site hours (i. The intern should be considered a member of the school staff and is expected to observe the regulations and policies required of regular teachers. PTO/PTA meetings. Undergraduate interns may not substitute teach. and other personal electronic devices in a school is strictly forbidden. and all other school policies.e.

14. . and the Director of Teacher Education. This form will be the basis for discussion during the reflective seminar. instruction. Participation in regular conferences with the Clinical Faculty and the College Supervisor is required. 3. evaluation. and paperwork associated with the intern teaching experience in a timely manner. Complete collaborative logs following selected lessons in conjunction with the weekly reflective seminar activities. and are responsible for securing forms and paperwork completed by the Clinical Faculty as part of on-going evaluation. management. This recommendation is determined in consultation with your Clinical Faculty. 4. 15. and professionalism. In order to obtain a teaching license. approved by the Clinical Faculty in collaboration with the college supervisor (refer to Sample Lesson Plan formats in Appendix I). College Supervisor. you must be recommended by the College. To do this you are encouraged to video tape and critique several lessons over the course of your intern teaching experience. Ask your Clinical Faculty to critique work with you and work closely with your Clinical Faculty and College Supervisor to follow-up on identified areas for growth. Interns who wish to participate in intercollegiate athletics during their professional semester must plan with the coach and College Supervisor the specific absences and departure times. Meet with Clinical Faculty to complete collaboration forms each week. Early release times for the entire semester are limited to three (3) for games only. The schedule must be given to the Clinical Faculty at the beginning of the semester. 2. logs. 16. planning. Students may not leave their assigned school early for practice. Completion of intern teaching does not guarantee this recommendation. Provide data to indicate your improvement and proficiency in. Develop written lesson plans required for all instructional activities. Interns are required to make up time missed from their intern assignment. MINIMUM REQUIREMENTS FOR ALL INTERN TEACHERS Each intern is expected to: 1. Interns are obligated to complete and submit all forms.

professional studies QPR (3.0 or above. Overall cumulative Quality Point Ratio (QPR) of 2. Scores from the following as prescribed by the Virginia Department of Education: 5. Successful completion of required professional studies courses with an average QPR of 3. Reading and Writing) (Fee required). Praxis II. as described in the Academic Catalog. a standardized test of subject area content (See page 8). 8. Maintaining cumulative QPR (2. Requirements for the Bachelor of Arts or Bachelor of Science degree. Please submit documentation.PROGRAM COMPLETION Completion of intern teaching does not guarantee completion of the Teacher Education Program.e. VCLA and for elementary candidates the RVE REQUIREMENTS FOR TEACHER LICENSURE To be recommended by Randolph College for teacher licensure from the Commonwealth of Virginia. Please submit documentation. 2. as prescribed by the Virginia Department of Education (Fee required). Please submit documentation.5 or above. . Passing scores on Praxis II. The criterion for program completion includes: 1. 3..0). Passing scores on Virginia Communication and Literacy Assessment (VCLA). and major QPR (2. 9. Passing scores on Praxis I or the equivalent. 2. the student must successfully complete the following: 1. 7. Reading for Virginia Educators (for elementary and special education teacher candidates) scores (Fee required). 6.5). Application for licensure from the Virginia Department of Education (Fee required).5 for secondary education). College Verification form (See Education Department website or DOE website). a standardized test of basic skills (i.

1. Check in the amount of $50. 5. http://www. Completed Virginia Department of Education application form available on line. candidates the cost is $25 for the additional endorsements plus $25 for the degree change. 4. Requires faculty signature.) See the next page for application checklist. Do not send an application directly to the Virginia Department of Education.doe.gov/ College Verification Form (complete the top portion). 2. All required components must accompany the application. .00 for out-of-state students) made payable to the Virginia Department of the Treasury. Available at the same website. 5.PROCEDURES TO APPLY FOR A TEACHING LICENSE Applications for a Virginia teaching license must be submitted to the Registrar’s Office by May 1.00 ($75. Official institutional copies of passing scores on Virginia required standardized tests (VCLA and Praxis II and for elementary licensure the Reading for Virginia Educators assessment) Signed release of transcript form (available in Registrar’s Office) – your official transcript will not be available until after you have left campus so please sign a release form. 3. For teachers with prior teaching experience complete the applicable part of the DOE application including required signatures. (For M Ed.virginia.

□ Praxis II scores – official document* □ VCLA scores – official document* □ RVE scores – elementary and special education only – official document* □ Check for $50. □ Application found online (complete appropriate forms) http://www.doe.TEACHER LICENSE APPLICATION CHECKLIST TO APPLY Please assemble all items in the following checklist and submit the entire. completed package (including the checklist) to the Registrar’s Office.virginia.00 ($75.00 for out of state candidates) made out to Virginia Department of the Treasury □ Signed release form for official transcript (Registrar’s office)   *Initial licensure only Name:_____________________________________ Date:__________________________ . on or before May 1.gov/ □ College verification form (Part of the application) Complete only the top box.

The Intern will be given the opportunity at this time to withdraw voluntarily from the program. The Intern will be presented with the concerns and written artifacts that support those concerns. . Clinical Faculty and Chair of the Education Department or designee. 4. 3. remedial steps should be outlined in writing and a date set for completion of the remediation process.e. is not making sufficient instructional progress or has violated policies and/or procedures and is in danger of being removed from the intern teaching position. Clinical Faculty and Chair of the Education Department or designee that she is not performing in the best interest of the students and is not showing sufficient instructional progress to continue in the program. In cases where remediation is not an option due to the severity of the infraction. and the Education Department Chair or designee and other College personnel responsible for observing the intern. the following steps must be taken: 1. If the Intern fails to make sufficient improvement within the designated time another meeting will be held with the same parties to make a decision concerning withdrawal. Members of the Teacher Education Advisory Committee will hear any additional information that the Intern wishes to present. Clinical Faculty. If applicable. Procedures: When it is determined by the College Supervisor. immediate dismissal may occur. 2. and Education Department designee that an Intern Teacher has a verifiable illness. the Clinical Faculty. DUE PROCESS An Intern may be withdrawn from the Teacher Education Program and Intern Teaching for the following reasons: 1. they may reapply the following semester with sufficient documentation that they are able to continue the intern teaching process. An Intern may be removed from a teaching position whenever the rules and responsibilities of the Randolph College’s Teacher Education Program Policies and Procedures Manual or school board policies of the host school division are violated.a and b. i.APPEAL AND GRIEVANCE PROCEDURES For all appeal and grievance procedures see “Rights and Freedoms of Students. An Intern may be withdrawn from the assigned teaching position whenever it is determined by the College Supervisor. A conference must be scheduled with the Intern. when school board policies are violated.” section 2. If an intern is withdrawn for verifiable health reasons. This allows the Intern to have “Withdrawn” on the official transcript as opposed to a failing grade. 3. A meeting will be scheduled within three working days. 2. and “Grievances (Academic)” of the RANDOLPH COLLEGE Student Handbook. The Dean of the College will be notified as to the potential of an Intern being withdrawn from the program. The request for an appeal must be in writing and submitted to the Education Department Chair. The Intern will have the right to appeal within 5 working days of this decision to the Teacher Education Advisory Committee. An Intern with a verifiable health problem which may cause excessive absences or cause the student to not be able to function in a professional manner may withdraw or be withdrawn with the approval of the College Supervisor. The Intern will be informed at this time of the possibility of being withdrawn from the program if sufficient progress is not noted within the designated time frame. the College Supervisor.

the intern teacher experiences the realities of teaching first hand. and teacher’s manuals for your grade level. resources and policies and procedures. conduct. Introduce her as a teacher (not as a student). Indicate how a situation will be handled if a pupil misbehaves when both of you are in the classroom. 7. The Clinical Faculty demonstrates the challenges and responsibilities. to be gained through successful teaching. Share important names. preparing the Intern to assume fulltime teaching by the 3rd week . 9. and handbooks. ORIENTING THE INTERN TO YOUR SCHOOL AND CLASSROOM Prepare the class and parents for the intern prior to her arrival. 4. Accept each intern as an individual and do not compare her with previous interns you have known. 4.SUPERVISING THE INTERN TEACHER GUIDELINES FOR THE CLINICAL FACULTY The Clinical Faculty plays an important role in assuring successful intern teaching. Provide the intern with a set of textbooks. curriculum guides. include the intern in parent conferences or telephone conversations. Explain school discipline policies and referral process to the intern from the beginning. Help the intern reflect on her teaching and to implement recommendations for improving effectiveness by completing the Collaborative Log on a weekly basis or as needed. Virginia Standards of Learning materials. 7. Help the intern to raise these questions when doing her own planning and teaching. When appropriate. 3. Leave the room for short intervals when the intern is teaching to allow her to exercise some degree of autonomy. 5. grades. Familiarize the intern with the school facilities. 8. 2. 6. Set aside a specific time for planning. Explain your purposes. 10. cumulative folders. Gradually increasing teaching responsibility during the first 2 weeks. guidance and knowledge. Through his/her preparation. 1. 2. Who will be responsible for taking action? 6. phone numbers and addresses. Do not assume that an intern will be aware of your intent simply from observing you model a lesson or procedure. Include the intern in classroom activities and experiences from the very beginning. View the intern as a colleague. Demonstrate the use of curriculum guides. MENTORING THE INTERN 1. Include the intern in faculty and curriculum meetings. An intern will need lots of assistance in the early stages of lesson planning. . Gradually give the intern enough freedom so that she can have a feeling of independence and a chance to make her own mistakes. 5. 3. manuals. Explain why you use specific materials and strategies. Remember to ask the intern for him/her opinion and be sure to give him/her credit when her suggestions and ideas are utilized. Engaged collaboratively in long-range planning early in the intern teaching placement and schedule the weeks during which the intern will assume full responsibility. etc. tardies. 8. Provide a separate work area/desk (preferably not a student desk) in the classroom. Explain to the intern the policies and methods of record keeping for attendance. Guide her to use appropriate communication skills to prevent parent alienation. as well as the pleasures and satisfactions.

preferably three days prior to their implementation to allow time for corrections and revisions. This also models to the intern a method for dealing with classroom students.” Placing blame only causes defensiveness and hurt feelings that may hinder optimum performance. Clinical Faculty.” This may get the intern started by establishing a safe atmosphere for asking. Descriptors of Competent Teaching. Example: “I find it difficult to help you with your lesson plans when you give them to me the morning you are to teach them. Share frequently with the College Supervisor your assessment of the intern’s progress. Sometimes intern teacher’s progress more slowly than necessary because they fear asking a question and appearing “dumb” or unprepared. 8. REQUIRED FORMS:  Clinical Faculty Datasheet  W9  Classroom Observation  Clinical Faculty Formal Evaluation of Intern Teacher  Evaluation of Intern Teaching Handbook  Letter of Recommendation TIPS FOR POSITIVE INTERPERSONAL RELATIONSHIPS (Among Intern Teachers. Ask some questions first to “check it out. And College Supervisors) 1. I need them the day before. Allow interns to “own" their feelings of anxiety or frustration. “If you’d turn in the plans when you’re supposed to. Be very specific about your expectations of the intern teacher. Review the evaluation with both the intern and the College Supervisor in a final conference. Be honest about your feelings or beliefs.” Rather than. Do not assume the intern has picked up your hint. Be open and encourage specific questions.EVALUATING THE INTERN 1. Complete a Classroom Observation form for each observed lesson and discuss it with your intern during weekly conferences. Critique and approve each of the intern teacher's lesson plans. 4.) 5. Be accepting of questions the intern may ask. 2. summative Clinical Faculty Formal Evaluation of Intern Teacher. “Oh tomorrow is another day” does not always help. Ask him/her to verify what you communicated and to indicate what she plans to do and why. Complete the final. Beginning Teacher Competencies. Discuss daily the strengths and weaknesses of the intern’s effectiveness and provide appropriate feedback and coaching using the Collaborative Log. 2. 6. Often they feel they should know the answer even if they do not. Refer to the INTASC Standards. but do give constructive criticisms in the form of “I” messages. Inform the College Supervisor immediately of any serious problems. As a result. 4. . Try asking for specific concerns and recommend concrete actions. Saying. Use the Collaboration Form weekly to identify strengths and focus on one or two areas for improvement. 3. the Clinical Faculty may become disappointed or resentful. Submit a letter of recommendation to the Chair of the Education Department for intern teacher’s career placement file. and Dimensions of Effective Teaching. 3. (Give him/her the Intern Teacher and College Supervisor copies. 7. you wouldn’t have this problem. Interns frequently do not respond to hints or suggestions because they have multiple pressures upon them. Participate in at least one three-way conference with the intern and the College Supervisor to evaluate progress and identify areas needing improvement.

simply compare what the intern does today with what he/she did yesterday. 4. 6. Clinical Faculty. the College will do so after due process has been guaranteed (see "Removal of Intern Teacher"). and the principal.5. RESPONSIBILITIES OF THE COLLEGE SUPERVISOR 1.and a postconference: . Accept the intern as a colleague. 7. more frequent observations and conferences will be scheduled. In the event that removal of a student teacher is necessary. Each teaching intern is different even though they come to you from the same College. To participate in a final. each classroom observation of a lesson requires both a pre. summative evaluation conference with both the intern and the Clinical Faculty. Please do not compare one intern with another. To consult with school administrator and Clinical Faculty regarding the intern teaching program. Help them to feel a part of the school. To be effective. 10. To write a letter of recommendation to be submitted to the Chair of the Education Department. Complete a Classroom Observation form for each observed lesson and discuss it with your intern during a post-observation conference.) To confer with the intern before and after observing to:  assist in planning  facilitate the intern’s reflective process. 6. Remember that learning to teach is developmental. To assign the final grade for the internship with input from the Clinical Faculty and intern (see "Evaluation"). not an intruder. GUIDELINES FOR CONFERENCING WITH AN INTERN TEACHER Conferencing involves planned interactions between the Clinical Faculty or College Supervisor and the intern teacher. To serve as a liaison between the participating school and the College To participate in intern teacher and Clinical Faculty orientation To observe the intern as she works with students. Include them in conversations. 5. 8. helping her interpret his/her experiences in light of sound educational theory and practice  offer support and encouragement  share experiences and suggestions To seek resolution of unsatisfactory intern teaching experiences with the intern. Tell them about professional organizations and responsibilities. (Give the Intern Teacher and Clinical Faculty copies. 3. Establish a cyclical process that takes into account the planning and preparation preceding a lesson to be observed and the necessary feedback after observing a lesson that informs the planning and preparation of the intern's next lesson. Each intern teacher will be observed a minimum of 6 times per placement. 2. 9. When appropriate. To participate in at least one three-way conference with the Clinical Faculty intern teacher and Supervisor to evaluate progress and identify areas needing improvement (mid-term evaluation).

Determine the desired outcome(s) of the lesson. New York: Macmillan. pacing. . C. purposes. etc. Examine student needs by indicating differences in student reactions to the lesson and on assessment activities. (1981) Teacher development. Encourage the intern to assess her own performance and the reactions of her students. and assessment measures greatly influence the implementation of instructional activities. Analyze teacher talk and questioning.1. Check the intern teacher's lesson planning. sequence. The focus of a conference must extend beyond the behaviors demonstrated and observed during the lesson. and critique methods of assessment. Point out patterns in teacher-student and student-student interactions. Review. 2.g. if possible. Ask about the teaching and learning environment to be established (e. Review the lesson objectives and the level of the instructional activities according to the needs and abilities of her students. Identify areas of improvement and determine future directions in planning and implementation. Go over samples of student work. Pre-observation conference. & Carrier. materials. outcomes. Exchange information. explain. The intern teacher benefits from the perspective of the observer. Encourage reflection by the intern teacher on her role as teacher in context with her beliefs about role of the students. The intern teachers’ thinking goals.). and interpret your observational data or notes. Inform the intern of the nature of your upcoming observation and your methods of recording data for subsequent analysis and discussion. Based on McNergney. seating. objectives. R. Post-observation conference..

5. 6. observe the intern teach a class and complete a Classroom Observation form (see Appendix II). 4. Provide professional support where needed to the intern and his/her Clinical Faculty.ROLE OF THE SCHOOL ADMINISTRATOR The school administrator shares an important responsibility in assuring a successful intern teaching experience. the following suggestions are offered: 1. 7. 3. etc. Consider planning an orientation to the school plant. When invited. community background. Introduce the intern at the first opportune faculty meeting to help him/her feel a part of the school. Be familiar with the Colleges’ program of teacher education and solicit Clinical Faculty who wish to share in the pedagogical and content knowledge preparation of a developing professional teacher. school policies. 2. Inform the College Supervisor immediately in the event of a troublesome experience or an emergency. Help provide a secure environment in which the intern can learn.. Identifying a Clinical Faculty who wants to participate in the preparation of a new teacher and who is professionally capable of mentoring an intern teacher sets the stage for a successful experience. early in the experience. Check periodically with the Clinical Faculty and/or College Supervisor to assess the process and progress of the intern. and grow. To facilitate this experience. develop. . Welcome the intern teacher to your school. 8.

EVALUATION OF INTERN TEACHING
The evaluation process is a critical component of mentoring an intern teacher. This process is continuous, collaborative, and performance based. Both the Clinical Faculty and the College Supervisor will provide frequent feedback to the intern in informal conversations and formal conferences throughout the semester. With the coaching of her mentors, the intern is actively engaged in reflection. Regular written evaluations permit the intern to chart her growth and to focus on specific areas needing development. Specific suggestions describing what the intern needs to do to improve her competence in each area are necessary (refer to Descriptors of Competent Teaching, Beginning Teacher Competencies, and Dimensions of Effective Teaching in Appendix I). Evaluation is based on multiple inputs including formal observations, seminar participation, journaling, portfolio development, and attendance. In order for this process to be effective, the intern must engage in constructive self-evaluation and reflection. She must also accept the feedback and evaluations of others constructively. Professional judgments of the intern’s growth will be documented on the Classroom Observation form and noted on the Collaboration Log. Each intern will be observed in a classroom teaching situation weekly by the Clinical Faculty. The College Supervisor (and/or an Education Department faculty member) will also make at least six formal observations. Evidence of growth toward the competencies required of all teachers for successful performance will form the basis for determining a final evaluation, a grade, and eligibility for licensure. The final grade is awarded by the College Supervisor, with input from the Clinical Faculty and the intern. The grade reflects the quality of the intern’s performance in the classroom. Other considerations include professional attitude, motivation, content presentation, and classroom management.

REMOVAL FROM INTERN TEACHING
Intern teaching is a learning experience, and the Clinical Faculty and College Supervisor recognize that the intern will make mistakes and learn from these mistakes. Successful teaching is expected, but not guaranteed. However, occasionally problems of a chronic or severe nature may arise which preclude the continuation of intern teaching and/or prevent recommendation of the intern for licensure. Each situation is unique and requires an individualized approach. Intern teachers are subject to immediate removal from intern teaching without prior written notice for offenses which would be grounds for removal of an employed professional teacher (i.e. violation of federal or state laws or local school regulations). Serious violations of College regulations (such as Honor violations) also subject the intern teacher to immediate removal. Every effort is made to minimize the negative impact of the decision on all those involved. In all instances, the intern is consulted and informed fully as to the exact reasons for the actions being taken. Good communication among the intern teacher, Clinical Faculty, and College Supervisor is essential. At the first sign of a serious problem, the College Supervisor should be notified. In most cases, the problem can be discussed and dealt with early, and the intern may complete the teaching assignment successfully. The goal of teacher education is to prepare each intern to assume, with competence and responsibility, the role of teacher. By the authority of the Commonwealth of Virginia, the College is responsible for conferring credit for intern teaching and for recommending the intern for licensure. This authority carries with it a responsibility to ensure

that each intern recommended for licensure possesses the knowledge, skills, and attitudes to be a competent teacher. Points to Keep in Mind: 1. The primary purpose of evaluation is to help the intern develop and grow as a teacher 2. Interns should be given many opportunities to practice reflection and self-evaluation 3. Evaluation, to be effective, must be continuous, cooperative, and specific 4. Evaluative conferences must balance both strengths and weaknesses Some General Legal Principles to Guide the Intern Teaching Process: 1. The intern teacher is a learner and generally should function under the supervision of the Clinical Faculty 2. The Clinical Faculty must be fully aware of the intern teacher’s planned activities and their instructional appropriateness 3. The Clinical Faculty retains the responsibility for the care and well-being of the students 4. The intern teacher, like any other teacher, is responsible for her negligent acts and may be held liable for them. 5. The intern teacher enjoys the same civil and constitutional protections as do all teachers. Interns are not to be used as substitute teachers. Graduate students who have had the substitute training may fulfill the role of substitute. NOTE: Graduate students who have had substitute teacher training may fulfill the role of substitute.

GUIDELINES FOR WRITING LETTERS OF RECOMMENDATION
What’s at stake? Responsibility to the Profession Professional Credibility

Suggestions:  Use your school letterhead or a form provided by the College  Word process your letter and print on a laser copier if possible  Have a colleague proofread for errors  Write in third person, past tense, avoiding excessive use if “I”  Identify yourself in the letter as a classroom teacher and the number of years teaching experience  Use your experience as a teacher and Clinical Faculty to provide the basis of verifying what you say in the letter  Use the INSTASC Standards, Virginia Technology Standards, Descriptors of Competent Teaching, and to guide your comments  Be specific and factual. Describe the setting (i.e., school, grade level(s), subject(s), length of internship, student population). Include any unusual or pertinent facts about the teaching situation.  Refer to an outstanding achievement the intern teacher had during the internship. If appropriate, include a personal anecdote or descriptive example  Be honest and fair to the intern teacher. Describe both strengths and weaknesses, being careful not to overdo either one.  Support your opinions, based on observations or documentation. Send your letter of recommendation to the appropriate Chair of the Education Department. Your letter will become part of the student’s file on campus. Your letter is due within one week of the final evaluation conference. Your honorarium will be sent upon receipt of your letter. Based on Pelletier, C. M. (1995) A handbook of techniques and strategies for coaching student teachers: A guide for cooperating teachers, mentors, college supervisors, and teacher educators. Boston: Allyn and Bacon.

CLINICAL FACULTY DATASHEET
Please complete this form and a W9 for our records and your reimbursement. Clinical Faculty___________________________________________ I am a certified Clinical Faculty/Mentor _____yes ______no Intern____________________________________________________ Semester__________________________________________________ School_____________________________________ Grade/Subject_______________________________ Degree/s________________________________________________________________________________ Institution/s_____________________________________________________________________________ Type of Certificate______________________________________________ Home Address__________________________________________________ ______________________________________________________________ ______________________________________________________________ Home Phone #_______________________________ Email Address_______________________________ School Phone #__________________________

Please return to Randolph College Teacher Education Department.

and staff? Please comment briefly on your observations. Please complete and submit this form at the end of the intern teaching placement.Program Evaluation Your input is a valuable part of the ongoing improvement of the Randolph College Teacher Education Program. Please give us any additional information that you think would be helpful. parents. Thank you again for your participation. . Was the intern teacher's preparation in methodology of teaching adequate? Please comment briefly on your observations. colleagues. 4. 3. Was the intern teacher's academic subject matter preparation satisfactory? Please comment briefly on your observations. 2. Was the intern teacher sensitive to the reality of the uniqueness and worth of each child? Was the intern teacher able to relate positively to students. 1.

APPENDIX A .

Randolph College Teacher Education Program Application Name__________________________________________ Major____________________________________ College PO Box #____________________________________ College email ____________________________ College Phone #______________________ Class_________________________________ Home email______________________________________ Home Mailing Address __________________________________________Home phone__________________ Licensure Program (check one) _____Special Education Did you participate in Teacher Education at a community college? _____yes ______no Which program interests you most at this time? 4 year program _____ 5 year master program _____ Which semester do you plan to intern teach? Fall ___________ Spring __________ (please include year) Attach documentation of the following: PRAXIS I: Rdg________Writing________Math_________ _____________________ date taken date taken ______Elementary ______Secondary: Subject Area________________ Or SAT Scores__________Total___________Verbal_________Math ________________ ACT Scores _________________ Total Professional Courses/Grades ____________________________________________/_________ ____________________________________________/_________ ____________________________________________/_________ QPR (Quality Point Ratio) __________________________ as of _________/_____________ semester/year o Submit an unofficial copy of your transcript with your application. ________________________________________________________________________________________________ Teacher Education Office __________Recommendation by College Professor (outside of the Education Department) __________Recommendation by Teacher Education Professor __________Personal Recommendation (outside of the College) __________Personal Essay __________Date formally admitted to and enrolled in Teacher Education Program Application Deadline: On or before the third Monday in October or the third Monday in February. Please submit completed form to Registrar’s Office Randolph College .

Randolph College Teacher Education Program Reference Reference for __________________________________________________________________ Name of reference ______________________________________________________________ Title ____________________________________ Date ________________________________ Organization ___________________________________________________________________ How long have you known this applicant? ___________________________________________ Under what circumstances? _______________________________________________________ ______________________________________________________________________________ Please rate the applicant in the following areas: Personal Attributes Emotional maturity Cooperativeness Courtesy Reliability Flexibility Creativity Acceptance of criticism Leadership Poor Average Good Excellent Unable to Comment Academic Attributes Critical thinking Problem solving Oral skills Writing skills Commitment Poor Average Good Excellent Unable to Comment Comments: ___________________________________________________ Signature Please submit completed form to Registrar’s Office Randolph College 2500 Rivermont Avenue Lynchburg. Virginia 24503 ________________________ Date .

I understand that I must meet all departmental requirements described in the Teacher Education Program Policies and Procedures Manual to be admitted into the Teacher Education Program. to maintain admission. and to complete the Teacher Education Program. Policies and Procedures Manual is available online. to include cumulative QPR and professional studies courses QPR and exam scores as required by the Virginia Department of Education. I understand that requirements may change due to changes in policies set forth by the Virginia Department of Education. In addition. to apply for intern teaching. The Teacher Education Program.INTENT TO APPLY I intend to apply for the Teacher Education Program. I understand that at the time of my application I must submit all required components. Name ____________________________________________ SSN _____________________________________________ Campus Box # _____________________________________ Campus E-mail ____________________________________ Year of Graduation _________________________________ License Area ______________________________________ Plan on going into the Master’s program ____yes _____no _____maybe Name _________________________________________ Date ___________________ .

to apply for intern teaching. Signature ________________________________________ (Required to accept admission into the Teacher Education Program) Date ___________________ Please return to the Registrar’s Office . I accept admission into the Teacher Education Program. I understand that I must meet all departmental requirements described in the Teacher Education Program Policies and Procedures Manual 2007-2008 to maintain admission in the program.STATEMENT OF UNDERSTANDING This form is to be completed upon acceptance to the Teacher Education Program. and to complete the program. I understand that if I am accepted into the Teacher Education Program my application and progress information may be shared with the State Council for Higher Education in Virginia (SCHEV).

APPENDIX B .

physical or sexual abuse or rape of a child? __________ Yes __________ No If “Yes.” please explain: _________________________________________ ______________________________ Signature Date Submit the following with this application:  an unofficial copy of your transcript with your application  background check certification  Tuberculin test results Please submit to the Registrar’s Office by midterm one semester prior to intern teaching.Application for Intern Teaching (Elementary) Semester _____________________________________Year ____________________________ (of intern teaching) Name ________________________________________SSN/ID # ________________________ Class______________ Major____________________ College PO Box #______________________________ College phone #___________________ College e-mail _________________________________Home e-mail _____________________ Home mailing address ___________________________________________________________ Home phone # _________________________________________________________________ PRAXIS I: Rdg________Writing________Math_________ ___________________________ date taken date taken Or SAT Scores__________Total___________Verbal_________Math ________________ Documented VCLA (Virginia Communication and Literacy Assessment) Score _________Date _______ Documented PRAXIS II: Exam____________________ Score _________ ___________________________ date taken Documented Reading for Virginia Educators Assessment _________________________________________ Cumulative QPR (Quality Point Ratio) __________________________ as of ___________________ semester/year Professional Studies QPR _________________________________ as of __________________ Have you ever been convicted of a violation of law other than minor traffic violations? __________Yes __________No If “Yes. .” please explain: Have you ever been convicted of any offense involving sexual molestation.

” please explain: Have you ever been convicted of any offense involving sexual molestation.” please explain: _____________________________________________ Signature ______________________________ Date Submit the following with this application:  an unofficial copy of your transcript with your application – please circle all major courses used to calculate major QPR  background check certification  Tuberculin test results Please submit to the Registrar’s Office by midterm one semester prior to intern teaching. physical or sexual abuse or rape of a child? __________ Yes __________ No If “Yes.Application for Intern Teaching (Secondary) Semester _____________________________________Year ____________________________ (of intern teaching) Name ________________________________________ Class______________ Major____________________ College PO Box #______________________________ College phone #___________________ College e-mail _________________________________Home e-mail _____________________ Home mailing address ___________________________________________________________ Home phone # _________________________________________________________________ PRAXIS I: Rdg________Writing________Math_________ ___________________________ date taken Or SAT Scores__________Total___________Verbal_________Math ________________ o date taken Be sure documentation is on file in your application for the Teacher Education Program VCLA (Virginia Communication and Literacy Assessment) Score _________Date _______ PRAXIS II: Exam____________________ Score _________ ___________________________ date taken Pre-K – 12 License only: Virginia Reading Assessment Score_________________________________________________ Cumulative QPR (Quality Point Ratio) __________________________ as of ___________________ semester/year Professional Studies QPR _________________________________ as of __________________ semester/year __________ Letter of Recommendation from Major Advisor – please request that the letter be submitted to the Registrar’s Office Have you ever been convicted of a violation of law other than minor traffic violations? __________Yes __________No If “Yes. .

on this date. United States. and/or examinations.D. Address ______________________________________________________________________ Telephone _____________________________________________________________________ I am a licensed physician in ___________________________________________. M. . I hereby certify that the above named is believed free of communicable tuberculosis. tests. Please remove this form from the manual and return to the Registrar’s Office *Must be within 12 months prior to intern teaching. (amended 1968). (Signed) _________________________________________________________________.PHYSICIAN'S CERTIFICATE TUBERCULIN REPORT Name ________________________________________________________________________ College _______________________________________________________________________ Social Security Number __________________________________________________________ Date of Birth __________________________________________________________________ Address ______________________________________________________________________ ______________________________________________________________________ On behalf of chest x-ray. (State or District) ___________________________________* Date This form is suggested for use under provision of Section 22-249 Code of Virginia.

thoroughly prepare lesson plans. and after-school/week-end events. in-service opportunities. I will attend every day. college supervisor. have read this contract. and submit them to my clinical faculty. adhere to a strict professional policy regarding attendance. I also understand that I must have completed lesson plans available to any observer at any time. unless I have a serious illness . attend all extracurricular activities with my clinical faculty. I also understand that I am required to make up any time missed. and college faculty at the beginning of the semester. If make-up days are scheduled during my placement. ______________ and my last day is ___________________. _______________________________________. and parents. I accept the provisions listed and agree to abide by the policies and regulations. using one of the Randolph College formats. I understand that there are consequences if I do not abide by all policies and regulations. college supervisor. This includes. staff. In the event that I must miss a day. I understand that I am responsible for securing forms and paperwork completed by my clinical faculty as part of my on-going evaluation. pagers. I understand that the use of these devices during the instructional day is strictly forbidden. I understand that participation in regular conferences with my clinical faculty and college supervisor is required. Child Study meetings.Intern Teaching Contract First Placement SAMPLE I. free myself of campus and work responsibilities during each student teaching week to allow for a full-time commitment to teaching. I understand that I may not leave my assigned school early for practice. be professional in my attire. obtain school closing information from the local radio or television stations or school division websites in the event of inclement weather. but is not limited to: faculty meetings. I will fulfill my responsibilities. I agree to make up time missed. be respectful to students. I understand that jeans are not permitted. unless it is a school-wide casual day. logs. The schedule will be given to my clinical faculty. be positive in my interactions with faculty. college supervisor. This means that I will arrive at the time designated by the school division and/or follow my clinical faculty’s schedule.in which case I will provide my college supervisor with a note from the doctor. to inform my college supervisor and college faculty immediately if there are any changes to my schedule. students. abide by professional behavior regarding the use of cell phones. and other personal electronic devices in a school. and college faculty no later than 7:30 am. and paperwork associated with the intern teaching experience in a timely manner. gradually assume teaching responsibilities during the first two weeks of my placement and will be teaching and planning all periods/subject by the first day of week 3. I agree to:       exemplify professional attitudes and behaviors. I understand that my first day of Intern Teaching is__________. and college supervisor any specific absences and early departures associated with participating in intercollegiate athletics. plan with my coach.         _________________________________ Intern Teacher ___________________________________ Clinical Faculty ___________________________________ College Supervisor ____________________ Date ____________________ Date ____________________ Date . I will notify my clinical faculty. parent-teacher conferences. complete and submit all forms. and college faculty no later than 10:00 pm on Sunday evening each week. clinical faculty. I understand that public or private humiliation of students is never acceptable.

I understand that the use of these devices during the instructional day is strictly forbidden. clinical faculty.          _________________________________ Intern Teacher ___________________________________ Clinical Faculty ___________________________________ College Supervisor ____________________ Date ____________________ Date ____________________ Date .in which case I will provide my college supervisor with a note from the doctor. I also understand that I am required to make up any time missed. and parents. I understand that I may not leave my assigned school early for practice. I understand that jeans are not permitted. students. free myself of campus and work responsibilities during each student teaching week to allow for a full-time commitment to teaching. and after-school/week-end events. Child Study meetings. and paperwork associated with the intern teaching experience in a timely manner. pagers. and submit them to my clinical faculty. ______________________________. I will notify my clinical faculty. be positive in my interactions with faculty. The schedule will be given to my clinical faculty. be respectful to students. and other personal electronic devices in a school. In the event that I must miss a day. I accept the provisions listed and agree to abide by the policies and regulations. complete and submit all forms. but is not limited to: faculty meetings. using one of the Randolph College formats. If make-up days are scheduled during my placement. college supervisor. in-service opportunities. I agree to:       exemplify professional attitudes and behaviors.Intern Teaching Contract Second Placement SAMPLE I. I will fulfill my responsibilities. I also understand that I must have completed lesson plans available to any observer at any time. __________________ and my last day is Friday. This includes. college supervisor. I understand that public or private humiliation of students is never acceptable. unless I have a serious illness . unless it is a school-wide casual day. I will attend every day. I understand that my first day of Intern Teaching is __________. _______________________________________. staff. This means that I will arrive at the time designated by the school division and/or follow my clinical faculty’s schedule. thoroughly prepare lesson plans. logs. be professional in my attire. and college faculty at the beginning of the semester. be available to come to Randolph College during Research Week. and college supervisor any specific absences and early departures associated with participating in intercollegiate athletics. obtain school closing information from the local radio or television stations or school division websites in the event of inclement weather. college supervisor. I understand that participation in regular conferences with my clinical faculty and college supervisor is required. ________________. and college faculty no later than 7:30 am. I agree to make up time missed. adhere to a strict professional policy regarding attendance. to inform my college supervisor and college faculty immediately if there are any changes to my schedule. plan with my coach. attend all extracurricular activities with my clinical faculty. have read this contract. parent-teacher conferences. and college faculty no later than 10:00 pm on Sunday evening each week. gradually assume teaching responsibilities during the first two weeks of my placement and will be teaching and planning all periods/subject by the first day of week 3. I understand that I am responsible for securing forms and paperwork completed by my clinical faculty as part of my on-going evaluation. I understand that there are consequences if I do not abide by all policies and regulations. abide by professional behavior regarding the use of cell phones.

APPENDIX C .

The primary responsibility of the instructional program for your child remains with his or her classroom teacher. I am currently a student in the _______________________ program from Randolph College. This experience will provide your child with additional enrichment. (the Clinical Faculty’s name) will consistently observe and supervise instructional activities. I am happy to inform you that from (beginning date) through (ending date). Your support in welcoming and working with the intern teacher will be appreciated. and supervision.SAMPLE LETTER TO INTRODUCE INTERN TEACHER TO PARENTS: __________________________________________________________________________________________ (School Letterhead) (Date) Dear Parents. Sincerely yours. (Intern Teacher) . During the time I am in the classroom. reinforcement. We at (your school’s name) are very pleased and excited to have this opportunity to work with an intern teacher. I will be your child’s intern teacher. Please contact us if you have any questions concerning this matter.

affective. Use action verbs. Consider cognitive. Goals may be described in the unit plan. demonstrations) SELF-ASSESSMENT OF TEACHING/REFLECTION/REVISION . quizzes. along with a rationale. Refer to SOL where appropriate. Must state what students will learn. and psychomotor outcomes. tests. projects. papers. Includes homework. May include (but not limited to) completion of independent practice as homework. CONTENT OUTLINE MATERIALS PROCEDURES/ACTIVITIES: ANTICIPATORY SET (or Advanced Organizer) INPUT (or Lesson Development) MODELING (or Demonstration) CHECKING FOR UNDERSTANDING GUIDED PRACTICE INDEPENDENT PRACTICE (monitored during class) TECHNOLOGY CLOSURE (clearly designed and planned) ASSESSMENT OF STUDENT LEARNING: Both formative and summative. exams. OBJECTIVES: Concrete and specific.SAMPLE LESSON PLAN FORMAT (Adapted from Madelyn Hunter) TIME FRAME: GOALS: General statements of intended outcomes.

f) CLOSURE. Although specific procedures may differ. b) OBJECTIVES. e) INTRODUCTION. c) CONTENT OUTLINE. intern teachers have practiced designing and writing lesson plans in formats other than the one presented above. each format shares key components: a) GOALS. d) MATERIALS. g) ASSESSMENT.OTHER LESSON PLAN FORMATS In the Teacher Education programs. h) SELF-ASSESSMENT Alternative models for lessons include: Direct Instruction Model Lecture-Discussion Model Inductive Model Concept Development Model Concept Attainment Model Integrative Model Cooperative Learning Models Inquiry Models Synectics I & II .

The individuals indicated below must be contacted to complete this form. YOU ARE RESPONSIBLE FOR REPLACING ANY BROKEN OR LOST MATERIALS. resources. This form must be submitted to the College Faculty by the end of the intern teaching experience. _______________________________________________ Clinical Faculty ________________________________________________ Media Specialist _________________________________________________ Principal __________________________________________________ College Faculty ______________ Date ______________ Date _______________ Date ________________ Date . and other items supplied during intern teaching. The following verify by signature that _________________________________________________________ (Intern Teacher) has properly returned all books and materials supplied during the intern teaching assignment at school and at Randolph College.INTERN TEACHING MATERIALS CLEARANCE Each intern is required to insure the return of all materials.

INTERN TEACHER EVALUATION OF COLLEGE SUPERVISOR College Supervisor______________________________________ Date______________ School________________________________________________ Name (Optional) ___________________________________________________ Rating Scale: 1=Agree 2=Agree somewhat 3=Disagree somewhat 1 2 4=Disagree 3 4 My College Supervisor: Visited me and my Clinical Faculty at my school before the first observation Initiated learning more about me and my professional background Observed my teaching at regular or pre-planned intervals Conducted productive conferences that encouraged me to make improvements in my teaching Effective facilitated conferences with my Clinical Faculty Informed me about my teaching strengths Made specific. definitive suggestions for improving my teaching Listened to my Clinical Faculty’s ideas and viewpoints Avoided awkward situations or embarrassing comments Worked cooperatively with my Clinical Faculty to make my intern teaching a constructive learning experience Explained and adhered to the policies described in the Intern Teaching Handbook Showed concern for me as a person Showed concern for me as a professional Fairly evaluated my teaching capabilities TOTAL RATINGS COMMENTS: .

What kinds of assistance did you need that you were unable to obtain during your teaching experience? 6. Identify the education courses (or please specify course content. How could your Clinical Faculty been more effective? Please copy this form from the Handbook and return to the Chair of the Education Department of Randolph College. in what ways did it differ? 5. What would you suggest to improve education courses to better prepare you for intern teaching? 4. and assignments) that inadequately prepared you for your intern teaching experience: 3. instructional activities. and assignments) that adequately prepared you for your intern teaching experience: 2. How could your College Supervisor have been more effective? 7. Identify the education courses (or please specify course content. Was the educational philosophy of the Teacher Education program in agreement with your intern teaching situation? If not.TEACHER PREPARATION PROGRAM EVALUATION Date______________ Name (Optional) __________________________________________________________ 1. instructional activities. .

Randolph College The Reflective Process: Collaboration between Clinical Faculty and Intern Teacher Teacher Candidate: Clinical Faculty: Lesson Objective(s) Lesson name: Date: Evidence of Student Success Concerns Possible adjustments Additional Support .

EVALUATION OF TEACHER EDUCATION HANDBOOK Please check one: _____ Intern Teacher _____ Clinical Faculty _____ College Supervisor School__________________________________________________________________ Name (Optional) __________________________________________________________ 1. Which sections of the handbook were the least helpful? (Please be specific. Please recommend changes to make the handbook more useful: Please remove this form from the Handbook and return to the Chair of the Education Department of Randolph College or Sweet Briar College. Which forms were the least useful? (Please be specific.) 5. Which sections of this handbook were most helpful? 2.) 3. . Which forms were most useful? 4.

APPENDIX D Time Sheet Technology Rubric Professional Knowledge/Skills Rubric .

45 minutes = . L. School holiday (M. Intern Teacher: ________________________________________________ Clinical Faculty: _______________________________________________ College Supervisor/faculty: ______________________________________ Date: ______________________ Date: ______________________ Date: ______________________ .Randolph College Education Department Time Report Name: _____________________________ Endorsement ____________ 1 or 2 Placement/Practicum __________________ Dates (Week) Assisting Activities Responsible for Teaching the Whole Class/Group st nd Semester/Year ____________ College Supervisor ____________________ Grade/Subject _________________ School Days Missed *** School Day Missed Code Total hours at school per week * Clinical Faculty ____________________ Other School Activities *planning. etc. etc.75 *** List date and school code for absence for each school day missed Code 1. 30 minutes = . School closed due to weather or other emergency conditions Code 3. Absent due to health problem Code 4. Absent to attend approved professional activity Code 5.25. scheduled spring break. Supervising student activities. conferences. Other Please Sign and date to confirm approval of report. Observation Hours* Teaching Hours Totals *Report time to the nearest quarter hour in decimal form 15 minutes = . preparation.50. Day.) Code 2. King Jr.

Human Dev.________.Professional Knowledge/Skills Rubric Courses:_________. Appropriate Artifact but Weak Analysis/Use 1. Adapting Inst. Insightful Analysis/Use 3. Assessment of Student Learning 1 2 3 4 9.__________. Professional Growth/Reflection 1 2 3 4 10. High Quality Artifact. Communication Skills 1 2 3 4 7._________._________. Partnerships/Involvement 1 2 3 4 Artifact Artifact Artifact Artifact Artifact Rubric: 4. Knowledge of Subject Matter 1 2 3 4 2. Multiple Instruction.___________. Strategies 1 2 3 4 5.___________. & Learning 1 2 3 4 3. Weak Artifact Course/Grade 61 . Class Motivation/Management 1 2 3 4 6._________ INTASC Standard 1.__________. Instructional Planning Skills 1 2 3 4 8.__________. For Individual. Needs 1 2 3 4 4. Appropriate Artifact and Analysis/Use 2.

________. spreadsheets._________ Technology Standards 1.___________. Apply Knowledge of terms 1 2 3.__________. Meets Standard 1. Student demonstrates collegial leadership in this area 62 . customize instructional materials 1 2 3 4.__________. Apply productivity tools to design.Virginia Technology Competences Rubric Courses:_________.__________. locate.___________. evaluate and use appropriate instructional technology 1 2 3 6._________. use search strategies 1 2 3 5. database. presentations 1 2 3 7. Demonstrates basic knowledge and is able to apply these skills in a teaching/learning setting 3. peripherals 1 2 2. input/output devices. Access/exchange information. Use word processing. Operate a computer system. Plan/implement lessons that integrate technology 1 2 3 8._________. Identify. Does Not Meet Standard 1 Student does not demonstrate knowledge of or ability in the standard 2. Demonstrate knowledge of ethical and legal issues relating to technology 1 2 3 In-class Assessment Instructor /Date Artifact Artifact Artifact Artifact Rubric 3 Exceeds Standard 2.

 Engages students in interpreting ideas from a variety of perspectives. Student Development The teacher understands how children learn and develop.  Uses methods of inquiry that are central to the discipline.  Uses interdisciplinary approaches to teaching and learning.  Uses explanations and representations that link curriculum to prior learning.INTASC CORE STANDARDS Standard 1. KEY INDICATORS:  Demonstrates an understanding of the central concepts of his or her discipline. Standard 2.  Provides opportunities for students to assume responsibility for and be actively engaged in their learning  Encourages student reflection on prior knowledge and its connection to new information.  Accesses student thinking as a basis for instructional activities through group/individual interaction and written work (listening. and can provide learning opportunities that support a child’s intellectual. eliciting samples of student thinking orally and in writing). Content Pedagogy The teacher understands the central concepts. tools of inquiry. cognitive. and structures of the discipline taught and can create learning experiences that make these aspects of subject matter meaningful for students. Date Completed Documentation Clinical Instructor Verification 63 .  Creates relevance for students by linking with their prior experiences. KEY INDICATORS:  Evaluates student performance to design instruction appropriate for social. and emotional development.  Evaluates resources and curriculum materials for appropriateness to the curriculum and instructional delivery. social and personal development. encouraging discussion.

KEY INDICATORS:  Selects and uses multiple teaching and learning strategies (a variety of presentations/explanations) to encourage students in critical thinking and problem solving. Multiple instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking. tasks assigned. and learner needs. problem solving. strengths and needs. facilitator. and cultural) and connects with the learner through types of interaction and assignments. Standard 4.  Encourages students to assume responsibility for identifying and using learning resources. learning styles. and performance skills. communication and response modes).  Adjusts instruction to accommodate the learning differences or needs of students (time and circumstance of work.Standard 3.  Uses knowledge of different cultural contexts within the community (socio-economic.  Assumes different roles in the instructional process (instructor.  Creates a safe learning community that respects individual differences. Diverse Learners The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. coach.  Uses effective questioning that encourages students to formulate appropriate questions. audience) to accommodate content purpose.  Selects approaches that provide opportunities for different performance modes  Accesses appropriate services or resources that meet exceptional learning needs when needed. Date Completed Documentation College Instructor Verification 64 . ethnic.  Demonstrates knowledge and use of differentiation in planning and instruction. KEY INDICATORS:  Designs instruction appropriate to students’ stages of development.

Standard 5.  Organizes. and manages time. and leading students to ask questions and solve problems that are meaningful to them. allowing students to have choices in their learning. Motivation and Management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction.  Engages students by relating lessons to students’ personal interests. and engages in purposeful learning activities. space and activities in a way that is conducive to learning  Organizes.  Analyzes classroom environment and interactions and makes adjustments to enhance social relationship. allocates. prepares students for. Date Documentation College Instructor Verification 65 . and monitors independent and group work that allows for full and varied participation of all individuals. working collaboratively and independently. active engagement in learning and self-motivation KEY INDICATORS:  Encourages clear procedures and expectations that ensure students assume responsibility for themselves and others. student motivation/engagement and productive work.

constructs.  Provides support for learner expression in speaking. using visual.  Develops plans that are appropriate for curriculum goals and are based on effective instruction. and other media.g. appropriate use of eye contact. nonverbal. and kinesthetic cures. KEY INDICATORS:  Models effective communication strategies in conveying ideas and information and when asking questions (e.. restating ideas and drawing connections. and media communication techniques to foster active inquiry. and curriculum goals.  Uses a variety of informal and formal strategies to inform choices about student progress and to adjust Date Documentation College Instructor Verification 66 . monitoring the effects of messages. Standard 7. and uses assessment strategies appropriate to the learning outcomes. KEY INDICATORS:  Plans lessons and activities to address variation in learning styles and performance modes. being sensitive to nonverbal cues both given and received). KEY INDICATORS:  Selects. collaboration. community. interpretation of body language and verbal statement.  Develops short and long-range plans Standard 8. social. Planning The teacher plans instruction based upon knowledge of subject matter.  Demonstrates that communication is sensitive to gender and cultural differences (e.  Uses a variety of media communication tools to enrich learning opportunities.  Adjusts plans to respond to unanticipated sources of input and/or student needs.Standard 6. and physical development of the learner. and problem solving and exploration. and supportive interaction in the classroom. Communication and Technology The teacher uses knowledge of effective verbal.. writing. Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual. acknowledgement of and responsiveness to different modes of communication and participation. students. multiple development levels of diverse learners.g. aural.

problem-solving and new ideas. performance tasks. Standard 9. and to encourage them to set personal goals for learning. portfolio and teacher made tests). needs and progress from parents. questioning and analysis of student work. colleagues and other resources to support self-development as a learner and as a teacher  Consults with professional colleagues within the school and other professional arenas as support for reflection.  Uses professional literature. parents.  Uses assessment strategies to involve learners in self-assessment activities to help them become aware of their strengths and needs. and other professionals in the learning community) who actively seeks out opportunities to grow professionally.  Designs and completes action research projects or research related to content expertise. other colleagues. and students.instruction (e. 67 . surveys. student work. informal assessments such as observation. information about students and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with. learning behavior.  Evaluates the effects of class activities on individuals and on groups through observation of classroom interaction.. interviews.g. KEY INDICATORS:  Uses classroom observation. standardized test data. actively sharing and seeking and giving feedback.  Solicits information about students’ experiences. peer and student self-assessment. Reflective Practice: Professional Growth The teacher is a reflective practitioner who continually evaluates the effects of choices and actions on others (students. reflecting on and revising practice.

parents. professionals in community agencies. KEY INDICATORS:  Participates in collegial activities designed to make the entire school a productive learning environment.Standard 10. and others in the community to support students’ learning and well-being.  Advocates for students.  Seeks to establish cooperative partnerships with parents/guardians to supports student learning. Notes Date Completed Documentation Clinical Instructor Verification Name _____________________________________________ (Print) Date __________________________________ 68 .  Links with counselors. teachers of other classes and activities within the school. School and Community Involvement The teacher fosters relationships with school colleagues. and agencies in the larger community to support students’ learning and well-being.

Signature __________________________________________ 69 .

At least one letter should be from a member of your major department who knows you and your work. and each request thereafter will cost $5. All requests that are faxed will cost $1. address and any other contact information. you will want two to three letters of recommendation from College faculty or staff. How do I get my file forwarded to a graduate school or employer? Notify the Career Development Center and request that your letters be sent. 70 . you have the right to review the contents of your file unless you waive that right. Provide a copy of your resume along with your recommendation form. the contents of the file will be sent to prospective employers or graduate schools to which you are applying. We discourage faxing. you must complete the Credential File Request Form and submit it to the CDC.edu/cdc Credential File What is a Credential File? A credential file is a file held in the Career Development Center that contains letters of recommendation from professors or previous employers. we will need the name. The letters are held and upon your request.00 per packet.00 per page. as the confidentiality of the file is broken. The file will be mailed out within three working days. You must indicate on the Credential File Release Form whether you retain or waive your right to review the contents of your file. In order for the file to be mailed. After submitting the form. How do I establish a credential file? To establish a file. In accordance with the Family Educational Rights and Privacy Act of 1974. What goes in a Credential File? If applying for graduate or professional school.randolphcollege. The first ten requests will be sent at no charge to you. Complete the form. Former employers and internship supervisors may also serve as references. Please note that schools and employers prefer that recommendation letters are confidential and we encourage you to waive your rights to access your file.APPENDIX E Career Development Center ~ 947-8116 ~ www. and give a copy to each person you are asking to write a recommendation letter for you. Instruct the person writing the letter to bring or send it to the CDC. make a copy of the Recommendation Form. Student teachers are advised to include their supervising teacher and a member of the Education Department faculty as references.

or used by the Career Development Center. which I understand I am not obligated to sign. except by my written request.” _____ I would like my Credential/Placement File to be an Open File in accordance with the Family Educational Rights and Privacy Act of 1974. can only be revoked in writing and only with respect to confidential statements and recommendations placed in my file subsequent to written revocation.Randolph College Credentials Release Form (To be completed by student. its director and staff. This waiver. Signature: _______________________________________ _ Date:_____________ Forward your completed and signed form to: Career Development Center Randolph College West Hall 2500 Rivermont Avenue Lynchburg. Signature: _________________________________________ Date: _____________ Print Name: ____________________________________ Class Year: ____________ WAIVER OF RIGHT OF ACCESS TO EDUCATION RECORDS (choose one of the following options): _____ I would like my Credential File to be a Confidential File: “I hereby waive my right of access to confidential statements and recommendations which are contained in. Please type or print. VA 24503-1526 71 . or are a part of my education records in the possession of.) GRANTING ACCESS OF RECORDS The information contained in my Credential File can be released to no one.

Please type or print. Please be sure you state the student’s name on the page. Recommendations are photocopied from your letter.) To: _________________________________________________________________________ (Name of person from whom the student is requesting recommendation) From: ______________________________________________________________________ (Name of student who is requesting recommendation) Major(s): ____________________________________________________________________ Concentration(s): _______________________________ Graduation Date: _____________ This student has the option of waiving or retaining her right to view this recommendation under the terms of the “Family Education Rights and Privacy Act of 1974” unless she has signed the below. ___________________________________________________________________ Signature of Student Date To be completed by Recommender: Letters of recommendation should be typed on letterhead stationery. preferably not to exceed one page in length. VA 24503-1526 72 . sign and date below. If you chose the option of having a “confidential file”. ____________________________________ Name ____________________________________ Title ____________________________________ Signature ________________________________ Company/Institution ________________________________ City/State/Zip ________________________________ Date Please attach your completed recommendation and kindly forward to: Career Development Center Randolph College 2500 Rivermont Avenue Lynchburg.Randolph College Request for Letter of Recommendation (To be completed by student.

Appendix F 73 .

demonstrates growth. meets expectations Satisfactory Satisfactory performance. INTERN TEACHER WEEKLY OBSERVATION Date of Observation Name of Intern Teacher Name of Observer Intern Teaching Evaluation Key Distinguished Demonstrates exemplary ability. exceeds expectations Proficient Consistent and effective performance. observation and experience needed Unsatisfactory Unsuccessful performance. subject content. Unsatisfactory 74 . performs tasks consistently without assistance. Bases instruction on goals that reflect high expectations and an understanding of the subject.Randolph College Education Department Created to align with the new Virginia Department of Education (VDOE) Guidelines and Standards that became effective 7/1/12. Communicates clearly and checks for understanding. minimal or no effort to make improvement 5 4 3 2 1 PROFESSIONAL KNOWLEDGE The teacher demonstrates an understanding of the curriculum. significant difficulties. but are not limited to: Effectively addresses appropriate curriculum standards. capable of working independently with success. completes assignments adequately Developing Intermittent success. requires frequent intervention. and the development needs of students by providing relevant learning experiences. additional reflection. Demonstrates an accurate knowledge of the subject matter. Sample performance indicators: Examples of Distinguished Proficient Satisfactory Developing teacher work conducted in the performance of the standard may include. performs well with support.

Aligns instructional objectives to the school’s pacing guide. Plans time realistically for pacing. the school’s curriculum. and appropriate SOLs. resources. Plans for differentiated instruction. Uses a variety of effective instruction strategies and resources. Sample performance indicators: Examples of Distinguished Proficient Satisfactory Developing teacher work conducted in the performance of the standard may include. Unsatisfactory INSTRUCTIONAL DELIVERY The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. effective strategies. but are not limited to: Engages and maintains students in active learning. Unsatisfactory 75 . content mastery. and transitions. Differentiates instruction to meet the students’ needs. and data to meet the needs of all students.INSTRUCTIONAL PLANNING The teacher plans using the Virginia Standards of Learning. Sample performance indicators: Examples of Distinguished Proficient Satisfactory Developing teacher work conducted in the performance of the standard may include. program of studies. but are not limited to: Uses student learning data to guide planning. Communicates clearly and checks for understanding.

Unsatisfactory 76 . and uses all relevant data to measure student academic progress. and special needs. Promotes cultural sensitivity by respecting students’ diversity. including language. positive. race. Sample performance indicators: Examples of Distinguished Proficient Satisfactory Developing teacher work conducted in the performance of the standard may include. for classroom rules and procedures. but are not limited to: Arranges the classroom to maximize learning while providing a safe environment and establishes clear expectations. and procedures to provide a respectful. respectful. Involves students in setting learning goals and monitoring their own progress. gender. caring. Gives constructive and frequent feedback to students on their learning. and enthusiastic. studentcentered environment that is conducive to learning. Sample performance indicators: Examples of Distinguished Proficient Satisfactory Developing teacher work conducted in the performance of the standard may include.ASSESSMENT OF AND FOR STUDENT LEARNING The teacher systematically gathers. and provide timely feedback to both students and parents throughout the school year. Aligns student assessment with established curriculum standards and benchmarks. analyzes. guide instructional content and delivery methods. Unsatisfactory LEARNING ENVIRONMENT The teacher uses resources. but are not limited to: Communicates expectations with clarity. Establishes a climate of trust and teamwork by being fair. routines. Maximizes instructional time and minimizes disruptions. safe. culture.

Sample performance indicators: Examples of teacher conducted in the performance of the standard may include.PROFESSIONALISM The teacher maintains a commitment to professional ethics. Unsatisfactory STUDENT ACADEMIC PROGRESS The work of the teacher results in acceptable. but are not limited to: Sets acceptable. Demonstrates professionalism in the manner of dress according to the setting. and appropriate achievement goals for student learning progress based on baseline data. Exhibits a professional demeanor at all times during all situations. and takes responsibility for and participates in professional growth that results in enhanced student learning. Sample performance indicators: Examples of Distinguished Proficient Satisfactory Developing teacher work conducted in the performance of the standard may include. and appropriate student academic progress. measureable. measurable. Distinguished Proficient Satisfactory Developing Unsatisfactory COMMENDATIONS: RECOMMENDATIONS: Clinical Faculty ________________________________ Clinical Supervisor ______________________________ Intern Teacher __________________________________ 77 . Communicates student academic progress in a timely manner. communicates effectively. but are not limited to: Demonstrates consistent mastery of standard oral and written English in all communication. Documents the progress of each student.

observation and experience needed Unsatisfactory Unsuccessful performance. subject content. minimal or no effort to make improvement 5 4 3 2 1 PROFESSIONAL KNOWLEDGE The teacher demonstrates an understanding of the curriculum. capable of working independently with success. requires frequent intervention. performs tasks consistently without assistance. INTERN TEACHER FINAL OBSERVATION Name of Intern Teacher Name of Observer Intern Teaching Evaluation Key Distinguished Demonstrates exemplary ability. Demonstrates an accurate knowledge of the subject matter. performs well with support. Unsatisfactory 78 . Sample performance indicators: Examples of Distinguished Proficient Satisfactory Developing teacher work conducted in the performance of the standard may include.Randolph College Education Department Created to align with the new Virginia Department of Education (VDOE) Guidelines and Standards that became effective 7/1/12. meets expectations Satisfactory Satisfactory performance. and the development needs of students by providing relevant learning experiences. Bases instruction on goals that reflect high expectations and an understanding of the subject. additional reflection. Communicates clearly and checks for understanding. demonstrates growth. exceeds expectations Proficient Consistent and effective performance. significant difficulties. completes assignments adequately Developing Intermittent success. but are not limited to: Effectively addresses appropriate curriculum standards.

and transitions. Aligns instructional objectives to the school’s pacing guide. and appropriate SOLs. Unsatisfactory 79 . but are not limited to: Uses student learning data to guide planning. and data to meet the needs of all students.INSTRUCTIONAL PLANNING The teacher plans using the Virginia Standards of Learning. the school’s curriculum. resources. Sample performance indicators: Examples of Distinguished Proficient Satisfactory Developing teacher work conducted in the performance of the standard may include. Unsatisfactory INSTRUCTIONAL DELIVERY The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Uses a variety of effective instruction strategies and resources. Plans time realistically for pacing. Communicates clearly and checks for understanding. content mastery. but are not limited to: Engages and maintains students in active learning. Sample performance indicators: Examples of Distinguished Proficient Satisfactory Developing teacher work conducted in the performance of the standard may include. Differentiates instruction to meet the students’ needs. effective strategies. Plans for differentiated instruction. program of studies.

including language. Promotes cultural sensitivity by respecting students’ diversity.ASSESSMENT OF AND FOR STUDENT LEARNING The teacher systematically gathers. studentcentered environment that is conducive to learning. analyzes. Sample performance indicators: Examples of Distinguished Proficient Satisfactory Developing teacher work conducted in the performance of the standard may include. and procedures to provide a respectful. caring. positive. safe. Aligns student assessment with established curriculum standards and benchmarks. guide instructional content and delivery methods. culture. Gives constructive and frequent feedback to students on their learning. Unsatisfactory 80 . Maximizes instructional time and minimizes disruptions. and provide timely feedback to both students and parents throughout the school year. Involves students in setting learning goals and monitoring their own progress. gender. and uses all relevant data to measure student academic progress. Establishes a climate of trust and teamwork by being fair. respectful. Unsatisfactory LEARNING ENVIRONMENT The teacher uses resources. and enthusiastic. race. but are not limited to: Arranges the classroom to maximize learning while providing a safe environment and establishes clear expectations. but are not limited to: Communicates expectations with clarity. for classroom rules and procedures. routines. and special needs. Sample performance indicators: Examples of Distinguished Proficient Satisfactory Developing teacher work conducted in the performance of the standard may include.

but are not limited to: Demonstrates consistent mastery of standard oral and written English in all communication. and takes responsibility for and participates in professional growth that results in enhanced student learning. Sample performance indicators: Examples of teacher conducted in the performance of the standard may include. Unsatisfactory STUDENT ACADEMIC PROGRESS The work of the teacher results in acceptable.PROFESSIONALISM The teacher maintains a commitment to professional ethics. communicates effectively. Distinguished Proficient Satisfactory Developing Unsatisfactory COMMENDATIONS: RECOMMENDATIONS: SUGGESTED GRADE: _______________ Clinical Faculty (Print) _______________________________ Signature________________________________________ 81 Clinical Supervisor (Print) ____________________________Signature: _______________________________________ Intern Teacher (Print) ________________________________Signature_________________________________________ . but are not limited to: Sets acceptable. Demonstrates professionalism in the manner of dress according to the setting. Communicates student academic progress in a timely manner. measureable. and appropriate achievement goals for student learning progress based on baseline data. Exhibits a professional demeanor at all times during all situations. Sample performance indicators: Examples of Distinguished Proficient Satisfactory Developing teacher work conducted in the performance of the standard may include. measurable. and appropriate student academic progress. Documents the progress of each student.

82 .

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