| CHAPMAN | Attallah College of U ERSITY Educational Studies §0P_AY21-22 Teacher Education Program Teacher Candidate Individualized Development Plan Teacher Candidate Name: Purpose and Instructions: | development plans (IDP) are required by the California Commission on Teacher Credentialing (CCTC) as a way to support ‘teacher candidates as they transition from the Teacher Performance Expectation (TPE) standards to the California Standards for the Teaching Profession (CSTP) in preparation for Induction. The IDP is a portable document archived by Chapman University and pr ‘transmission to the induction program and employer. The development, implementation, and revision of the IDPs require a series of steps to be conducted by teacher candidates, university super both of your student teaching experiences (general education and mild/moders are an interactive effort, and the teacher candidate, faculty advis help teacher candidates gauge skills, strengths, and areas for further development. Steps 15 | For Teacher Candidate For University Superior For Fecuty Advisors step 1a & way and tb required elements yet to be reauired elerments completed created are correct Step 2 | Indicate the modality of student teaching Step 3 Review both your formative and oO Sepa Conduct self-assessment ‘Step S*** | Revise self-assessment to input from University Super and Faculty Advisor Credential analyst review and ‘General education and mild/moder = ‘+ ifyouare a dual (s} with each student teaching placement. *** Step 5 may be arBR CHAPMAN UNIVE Attallah College of RSITY | Educational Studies Candidate Credential Options WOP_av21-22 Credential Level Remaining Preliminary Program and Credential | Authorization | Validity | To Renew or move toward the Clear Requirements : toTeach | Period _| Credential ary Credential (°5)_| None ves years | Complete Teacher Induction Program ary Credential with | One or both of the following Yes Syears | © Pass remaining assessments (TPA renewal code saching Performance and/or RICA) and ‘© Complete Teacher induction _ Passage of RICA Program Step 4a. Credential: ‘+ Preliminary Credential Multiple Subject ‘+ Preliminary Credential Single Subject ‘+ Preliminary Credential Mild Moderate ‘© Preliminary Credential Moderate/Severe x ‘© Preliminary Dual Mild Moderate & Moderate/Severe ‘ary Dual Credential Multiple Subject & Mild Moderate Step 1b. Please select the Credential level you qualify to apply for ‘© Preliminary Credential (PS) [ xi CHAPMAN | Attallah College of UNIVERSITY | Educational Studies 1P_AY21-22 Step 2. Student Teaching Experience: in readth and depth of your student teaching experience, Please select one or more depending ‘on your credential pathway. Those earning a single cre select from Term 1 only. Those earning a dual (joint) credential will select from both Term 1 and Term 2, Student Teaching Term A © In-Person: The ma 90 percent) of student teaching experience was ve in person student teaching ina classrooms) [x] ‘+ Hybrid: Student teaching experience was a mixture of in person and online teaching experiences ‘+ Virtual: The majority (> 90 percent) of student teaching experience was virtual student teaching online ‘+ InPerson The majority 90 percent) of student teaching experience as fvein person student teaching ina casroom(] ‘+ Hybrid: Student teaching experience was a mixture of in person and online teaching experiences ‘Virtual: The majority (> 90 percent) of student teaching experience was virtual student teaching onliner | CHAPMAN Attallah College of UNIVERSITY | Educational Studies for _av71.22 Step 3-5 Instructions: Using the formative and summative assessments provided by vow university sapervnorts) snd reMecting om your student teaching parties sign to confirm this plan. Kdeally, you may use this 2s 2 heiphl too! and am hater acter sment strategies and techniques techniques regarding behavior management, the students icademics staff meetings Fs are improving| CHAPMAN | Attallah College of UNIVERS ITY | Educational Studies ’ng positive working relationships with paraeducators in order to maximize the learning potential help meet this goa ( readings, conferences, etc.) Alignment to TPEs and CSTP Feedback from University | Supervisor and/or Faculty Advisor & Causton (5.".) Goal #2 student © By communicating effectively and working collaboratively with them, paraeducators will know what Is Provide context for this goal expected of them. and describe its relevance to future practice. Be reflective. © Readings = . Specific profes © Lesson plans/schedules Weekly meetings TPES o TPEIO TPE 11 improve and there will be by Kagan, and 30 Days to a Co-Taught Classraom by Kluth tP_AY21-22| CHAPMAN eAttallah College of UNIVERSITY | Educational Studies WP_Av21-22 ation with General Education Teachers Goal w3 important to be aware of the general education curriculum and standards Provide context for this goal and describe its relevance to future practice. Be reflective. (© Staff development days Specific professic © Readings © Conferences readings, confere! © TPEI0 ‘Alignment to TEs and CSTP © As collaboration with gened staff increases, teacher will develop a working relationship with them, which Feedback from University will help her become familiar with gened ‘Supervisor and/or Faculty ‘© Being familiar with gened curriculum and standards it extremely important because teacher must modify Advisor material for her students | Suegestion: TPE 10's also connected to useful instructional time and its impact on positive teaching and learning for For additional goals, please copy and paste the above table.i CHAPMAN | Attallah College of UNIVER SITY | Educational Studies IDP_ay21-22, Through Coaching and Go React Feedback, Margarita demonstrated growth with TPES, 10 and 5, ARhough ‘Specific TPEs/CSTPs where she must continue learning and planning with these important elements at the center of her work. (B30) the candidate has demonstrated strength. Through the six formal observations with the CU Supervisor, TPES 1/2/4/5 and 10 were the focus for pedagogy Specie TRES/CSTPs where | connections and practicum growth. | highly recommend Margarita continues to seek professionel preth the candidates skils need | opportunities to support these elements, (330) focus martorng aed conching to suppor | conto developer f sa, | Matta shared tht she meets Dweehy wil er se apport prove for wee planning andTEPs [hope Additional formation tat_| support conte Athough stent teching lenoseivongh corer near may wopon candidate, | andrefec whine v3 TEs. Mur ees tee eee development L ~ ay For dual (joint) credential candidates please ensure you address each credential.B CHAPMAN | Attallah College of UNIVERSITY | Educational Studies 10P_Av21-22 Required Signatures Candidate Signature: vate,_!2f 02/262} Credential Analyst Signature: Date: University Supervisor Signature: Barbara Okiishi (BJO) Date: December 2, 2021 Faculty pavior sera (Lind. fp Prnenr [2-2-2] Date: Faculty Advisor Name (printed): Email: Telephone: Dual (joint) credential candidates please ensure you have your Education Specialist Faculty Advisor sign below on your Mild/Moderate rotation Faculty Advisor Signature: Date: Faculty Advisor Name (printed): —___ = Email: __________ Telephone: University Supervisor Signature: Date:CHAPMAN 6#Attallah College of UNIVERSITY | Educational Studies WoP_Av21-22 . California Standards forthe Teaching Profession (CSTP) 2009 ‘STANDARD ONE: STHNIDARO TWO; 71 ENGAGING AND SUPPORTING ALL STUDENTS N LEARNING EATING AND MAINTAIMING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARIONG 1.1 Using krowedge of suet o engage them nearing 211 Promaing sol desert nd respon wie 2 cating commnty wher each 12 Cenmcgleorngio ut pt none bacon We exptenes, |" uote Vs any rs emechay and interests 2.2 Creating phrysical or virual leaming environments thal promote student learning, reflect 12 aac i mat sng, a ees divert, and encourage centre 8 pode etre are Bets 14 Usieg a varty onsite svatepes, rxouces, and wcndogestomeet | 2.3 Ee grange ences tor rey cy stents vee lea needs | 1.5 Promoting coca tinkng tough inqury, problem sohing. and reiecton 2.4 Gretna topos ering envrent lh igh expecta and apo spp fx | 146 Montag ser eamng nd assign whe each aisusers Le 27 STAIOARD THREE ‘STANDARD FOUR: UNDERSTANDING ANO ORGANZING SUBJECT MATTER FOR STUDENT PLANNING INSTRUCTION ANO DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS. LEARNING 4.1 Using knowledge of students’ academic readiness, language proficiency, cotura backround, [21 Donanatrting onedge niet mater, scateric conten standart, and ‘zderosa Sevecorent gan eaten oxrcnm erewete 42. Este ad ateting goal sade caring 22 Neara oan 3 mes Senet id tomcnotrre eet | 43 Oy esc em a hem eco pp see ere deg Naas rae 1.3. 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