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We are pleased and honored that you have chosen to be a part of our Educator Preparation Program (EPP)! UTEP’s College of Education (COED) has a long-standing commitment to excellence, and we believe that our program will continue our tradition of excellence in preparation of tomorrow’s teachers.
Student teaching is the capstone experience for a novice teacher, but it’s also the critical first step on your journey to becoming a professional. It is both challenging and rewarding to everyone taking the journey with you. It is a time of great professional growth. The student teaching experience typically has a lasting effect upon a teacher’s outlook toward the profession and, as a consequence, greatly affects future generations of teachers and students.
As a Student Teacher, you will be putting into practice all that you have learned through your coursework and field experiences, while at the same time learning from two other sets of expertise-those of your Cooperating Teacher and Field Supervisor.
The Cooperating Teacher will provide guidance, assistance, and support in the areas of planning, classroom management, instruction, assessment, working with parents, obtaining materials, and district policies. The Cooperating Teacher will report the Student Teacher’s progress to the College of Education.
The University Field Supervisor will provide the highest quality of evaluation, guidance, and dialogue. Their supervisory expertise provides the foundation necessary for guiding the efforts of both Student Teachers and Cooperating Teachers.
It is essential that Student Teachers, Cooperating Teachers, and University Field Supervisors function effectively as a team during the student teaching experience. Good communication is vital to ensuring a positive experience for all involved. Ask questions about your teaching, try new things, and study your environment . . . great teachers never stop learning!
Our best wishes for a powerful semester of learning as you become the next generation of professional educators who will make a difference in the lives of children!
Sincerely,
The College of Education
Our ability to place you with an effective cooperating teacher so that you can learn your profession depends on our strong relationships and official memorandums of understanding with our local school districts. Various grade levels or specializations may or may not be available on a particular campus during any given semester. Also, school partnerships occasionally change, even at the last minute. The Office of Student Teaching will do everything possible to find you the best and most appropriate placement.
To respect our relationship with our partner districts who have asked us to communicate with them through consistent district representatives, it is our policy that you cannot contact school districts or individual schools directly to request a placement for yourself. All student teaching placements must be approved by the Office of Student Teaching. Even if you happen to know a principal, and he/she has said he/she wants you to come teach for her, the Office of Student Teaching must work through the district protocols, established by our Teacher Preparation Advisory Committee. Their normal and effective operation, as well as their relationship with us, will be impaired if our candidates approach them with individual requests.
Student Teachers may not serve as substitute teachers. A Student Teacher is not considered to be serving as a substitute if the Student Teacher assumes responsibility for the class while the Cooperating Teacher is out of the classroom for part of the day but is in the building or is engaged in an approved activity relating to Student Teacher-teaching, including conferring with a Field Supervisor. Should you be asked to substitute for your cooperating teacher during student teaching, you MUST decline the request and contact your Field Supervisor immediately.
TEA requires that all student teachers be actively engaged and involved in a classroom setting with a certified cooperating teacher. Therefore, during spring semester student teachers MAY NOT serve as hallway monitors during STAAR Testing. Since student teachers are NOT district employees, we must protect student teachers, cooperating teachers, and schools from any liability should an incident with a student occur during testing. Student teachers must speak with their cooperating teacher (CT) and/or campus administrator to see if he/she can be placed in another classroom with a certified teacher who is not involved in STAAR testing for the day. In the event that another assignment is not available for the day, the student teacher will be required to leave but the day must be made up.
In order to participate in student teaching, you MUST attain a background check clearance prior to the start of classes at your assigned school district. You will not be allowed in the classroom until your background check is cleared and you have submitted proof of such clearance.To avoid missing days from student teaching and losing your placement, apply for a background check as soon as possible. Once your background check has cleared, your assigned school district’s Human Resources Department will issue a letter of background clearance to you, which you will need to deliver to your school principal. Upon receipt of the letter, the school will allow you to start your student teaching assignment. Each Student Teacher is responsible for paying all costs to obtain criminal history records information under Texas Education Code Section 22.0835. No Student Teacher with a disqualifying criminal history shall be assigned to a district partner school or professional development school. To begin the background check process, please follow instructions for your assigned district as shown in Appendix A of this Handbook. The information below will be updated annually as needed.
District Orientations provide specific information regarding the district’s rules and regulations. ALL districts require that all Student Teachers attend their orientations before reporting to any campuses. Student Teachers will not be allowed on any campus without a clearance letter provided at the district orientation. Attendance at district orientation is mandatory. Please check the calendar on our website for dates and times of District Orientations. Final dates and times will be provided at the UTEP COED Student Teaching Orientation.
During student teaching, Student Teachers will be responsible for their own transportation, meals, and health care while participating in the field-based program. Student Teachers bear the burden of any expenses incurred in conjunction with injuries that may occur during field-based classes and student teaching. The University will not reimburse the student for any expenses related to injuries or illness.
Student Teaching is not covered by professional liability insurance through UTEP or the public school district where Student Teaching is taking place. Liability insurance is available through membership in the student chapters of the Texas State Teachers Association (TSTA) (www.tsta.org) at 512-476-5355 and/or the Association of Texas Professional Educators (ATPE) (www.atpe.org) at 800-777-2873. Student Teachers at The University of Texas at El Paso are strongly encouraged to join one, or both, of these organizations during at the beginning of or prior to student teaching.
To protect the Student Teacher and their students throughout the student teaching experience, all Student Teachers must adhere to the following rules:
Everyone involved in student teaching --you, your Cooperating Teacher, your University Field Supervisor, and the Office of Student Teaching--have well-defined responsibilities. We want to do everything we can to make certain that these expectations are met so that everyone enjoys a positive experience. If you have concerns about your student teaching experience, you should make them known to your Cooperating Teacher and your Field Supervisor. You should also contact the Office of Student Teaching at 915-747-7663 if you have concerns that may require additional assistance from the College of Education. Please do not wait until the end of the semester to seek assistance with a lingering problem or misunderstanding.
Student Teachers are expected to maintain an excellent attendance record throughout the duration of their student teaching placement. If at any time, in the judgment of the Field Supervisor and/or Cooperating Teacher, your absences are excessive, your placement may be terminated. You and your Cooperating Teacher will ensure that any absences will be recorded through the Educator Preparation Online Portal (EPOP).
Student Teachers are allowed no more than two excused absences. If you are not present for more than two hours during the school day, you will be marked as absent for the full day. If you will be absent, you must contact your Field Supervisor and your Cooperating Teacher as soon as possible.
Excused absences:
Absences needing prior approval:
Unexcused absences:
All unexcused absences must be made up at the end of the semester without exception.
Spring Break:
Spring break at UTEP may or may not coincide with spring break for your district. If it does not, you are still required to student teach during that week, without exceptions.
Cooperating Teacher Absence:
Please note that, per Texas Administrative Code and district policies, you have to be under the supervision of a certified teacher at all times. If your Cooperating Teacher is absent, you cannot be the substitute teacher for the day (see Rule on Substitute Teaching). If a substitute teacher is assigned to the Cooperating Teacher’s class and is a certified teacher, then you can remain in the classroom and your hours for the day will count for your student teaching. If the substitute teacher is not a certified teacher, please talk to a campus administrator to see if he/she can place you in another classroom with a certified teacher for the day. In the event that another assignment is not available for the day, you may leave but the day must be made up. If your Cooperating Teacher is out for an extended period and the substitute teacher is not a certified teacher, please contact your Field Supervisor and the Office of Student Teaching. A reassignment will be requested at the school or district.
Please note that you represent UTEP and are a guest at your partner school. Student Teachers are expected to take pride in their personal appearance and present themselves in manner of dress and hygiene that is professionally appropriate. Ask about the dress code policy for your district and observe what the faculty members are wearing. Dress, grooming, and cleanliness are part of the professional image you create and are part of the Teaching and Learning Professional Attributes outlined in this handbook. The following types of attire are prohibited during student teaching and at any time, including participation in school-sponsored parent and community events:
Any other attire or grooming that is perceived by the campus administrator and/or Field Supervisor as detrimental to the education process will not be permitted. Student Teachers in violation of this dress code will be asked to leave campus.
The College of Education is preparing you for one of the most meaningful yet demanding professions you can pursue, and you are asked to make a firm commitment beginning now. You will be in the field full-time -- every school day, for 15 consecutive weeks. You are expected to be present and on time every day in your assigned classroom, during the teacher contract hours for that district. Note that most teachers work extensively before and after school. For this reason, Student Teachers are highly encouraged to complete all other coursework prior to their Student Teaching semester. The College of Education will only consider allowing concurrent enrollment in extraordinary cases and only if the additional course does not conflict with their Student Teaching schedule. Student teaching is a full-time endeavor, and the College of Education urges you to consider student teaching as a semester-long job interview. Our partner schools look at our teacher candidates very closely to determine whether or not they are potential hires.
The student teaching experience will be a collaboration between the TC and the CT in which the TC will be actively involved in the planning and implementation of instruction. The TC will gain confidence to teach independently through the support of the CT and the FS. Compared to other models in which TCs are given gradual release of the classroom, this model is characterized by co-teaching methods in which the TC is expected to be actively engaged in the planning and delivery of lessons early in the school year through co-teaching strategies. These strategies offer suggestions for ways the TC and the CT might work together as they share the planning, organization, delivery, and assessment. Please click to know more about Co-Teaching Approaches.
This teacher preparation program has adopted a co-teaching model for field experiences. TCs are required to be actively engaged in as many of the elements of the classroom as is possible from the very beginning. TCs should assume greater responsibilities throughout their student teaching. A common goal for student teaching is that each student teacher has full responsibility for the instruction of students for a significant portion of their experience.
Before the beginning of classes in the school year, FSs will meet with CTs to review the expectations for the CTs, procedures for contacting the FS, role of the FS, and expectations for TCs regarding assignments and co-teaching.
EC-6, 4-8, and Secondary Certifications:
Weeks |
Co-Teaching Strategies |
Minimum Student Teacher Responsibilities |
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1-4 |
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5-9 |
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10-15 |
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SPED and All-Levels (EC-12) Certifications:
Weeks |
Co-Teaching Strategies |
Minimum Student Teacher Responsibilities |
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1-4 |
|
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5-8/ |
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The Student Teaching is a clinical teaching experience that takes place in a K-12 school setting, at a public school accredited by the Texas Education Agency (TEA) or other school approved by the TEA, and is completed during the final semester of the student’s undergraduate academic career. Student teachers are encouraged to become part of the full campus experience by participating in the daily activities of the CT. This includes, but is not limited to professional development, parent/teacher conferences, and preparation and planning time and meetings. During the student teaching experience, students are expected to follow the same schedule as their CT.
A CT who agrees to host one or more STs during their clinical teaching experience play the most important role in creating a positive classroom experience for the ST. The CT works side-by-side with the ST, guiding them through the process of moving from novice to experienced pre-service teachers. The main responsibilities of the CT are mentoring/coaching and evaluating the ST.
Student teachers should not be evaluated as teachers. It is important for the CT to remember that student teachers are still learning and adapting to the profession. If a cooperating teacher has not submitted assessment on the Friday it is due, the Field Supervisor will notify the CT the following Monday to remind the CT to submit an assessment for the ST. If a ST has been placed at a different campus, the first CT must still enter any missed assessment for that ST for the days that they did attend student teaching. If the past CT is unable or unwilling to submit an assessment for the ST, then the new CT may enter the assessment. The Field Supervisor and Field Experiences Office must be notified if this situation occurs.
A university field supervisor is assigned to each student teacher. A field supervisor:
The principal/administrator can play a number of roles in the ST experience. Some take a very active role in shaping ST through observations and conferences. Other choose to let the CT and FS take the lead and instead take the role of problem solver. STs are strongly encourage to initiate conversation with the principal/administration.
Assessment of the performance of a Teacher Candidate is a collaborative process engaged in by the Cooperating Teacher, the University Field Supervisor, and the Teacher Candidate as a team, based on a series of formative and summative assessments. Performance assessment and feedback from both the University Field Supervisor and the Cooperating Teacher are used to support the Student Teacher’s overall growth in teaching performance. Cooperating Teachers will complete the online Cooperating Teacher Progress Report four times throughout the semester to assist with evaluation and feedback for the Student Teacher’s performance.
The progress report is designed to determine the Student Teacher’s progress and to recommend adjustments in student teacher’s teaching if required. The CT may select a few areas on which to focus each week. All forms are available through the Student Teaching Online Portal. If you disagree with the progress report completed by your CT, contact your Field Supervisor. Remember, it is your responsibility to communicate with your CT about your progress report. A final student teaching grade will be posted at completion of all requirements. It is the Student Teacher’s responsibility to ensure that all assessments are completed, submitted, reviewed and signed through the Educator Preparation Online Portal.
Your FS will conduct four (4) required observations/assessments of your teaching during the semester. See Appendix D for the Miner Assessment Tool (MAT). The tool consists of four domains, each of which has clearly identified dimensions. The rubric consists of four performance ratings (from “Improvement Needed” to “Accomplished”). For each observation, the Student Teacher will be given a total number of points and an average performance rating for each domain based on a rating for each dimension listed. The Student Teacher will then be given a total number of points (maximum of 84) as well as an overall average performance rating (maximum of ‘4’) based on the points and average scores earned for each domain.
Student Teachers are expected to exhibit growth in instructional competencies and meet a performance gate such that:
If a teacher candidate does not meet a performance gate, or is at risk of not meeting a performance gate, the University Field Supervisor will fill out a Professional Growth Plan (PGP) with the Student Teacher to determine next steps. PGPs should be submitted to the Office of Student Teaching within 48 hours of meeting with the ST.
Student Teachers who fail to achieve or maintain ratings in this manner may have the option to complete one additional POP cycle to reach standard, at the discretion of the University Field Supervisor and in collaboration with program leadership.
You are preparing to be a teacher, so you must work at the level and with the integrity you would intend your future students to demonstrate!
At the end of the student teaching semester, Student Teachers are assigned Satisfactory ‘S’ or Unsatisfactory ‘U’. No letter grade is assigned and the student teaching grade does not impact your overall GPA. In order to pass student teaching (i.e. earn a grade of ‘S’), the student must meet the following criteria:
Student Teachers who receive a “U” as a final grade by not meeting the above criteria may have the option to
in order to graduate and be recommended for certification by the College of Education. Students may also receive a “U” as a final grade based on circumstances that are more serious. See the Student Success section on page 18.
A key benchmark of the Educator Preparation Program is the ongoing tracking of your Professional Attributes. This list describes affective characteristics and behaviors expected of a professional educator. In student teaching, the Professional Attributes will be used for evaluation purposes. The expectation is that all candidates will exhibit these Professional Attributes in all field experiences (including student teaching) throughout the program. The following list of teacher Professional Attributes provides additional detail to guide implementation and evaluation.
Criteria 1: Physical CharacteristicsTeacher preparation comes to its culmination with a series of experiences called student teaching. This clinical teaching experience is one that has disparate tasks, skills, relationships and professional attributes that must be brought together for successful completion. During this process, Student Teachers are supported through a team comprised of the Cooperating Teacher, the Field Supervisor, University Faculty members, and the Office of Student Teaching. Student Teachers exhibiting specific difficulties with the professionalism, academic, and teaching requirements as outlined by the TLPA and the Code of Ethics and Standard Practices for Texas Educators (see Appendix E) will follow a tiered set of stages of intervention with the goal of supporting all Student Teachers toward program success, to the extent possible.
Teacher Candidate Professional Growth Plan (PGP)
A Professional Growth Plan (PGP) is a tool designed to support students who may be in danger of not progressing in student teaching. The PGP outlines specific action steps a student teacher must complete in order to be successful in their student teaching. There are two reasons for making a PGP referral:
The following outlines the steps to be taken in completing the PGP process.
Step A
If the student continues to struggle with the issue(s) then the following steps are taken:
Step B
If the Coordinator determines that a plan is needed, then the following steps will be taken:
Step C
Persistent lack of professionalism, and/or student teaching requirements, or the contingencies of a growth plan not being met, may result in a Student Success Committee meeting to discuss the best course of action for that particular student. This Committee will consist of a subset of two or more members including: any relevant Faculty Members, University Field Supervisor, Coordinator, and the Assistant/Associate Dean of Teacher Preparation.
The outcomes of such subsequent meetings can range from modified growth plans with additional requirements to a recommendation for dismissal from the Teacher Education program and subsequent denial of the certification process. In more severe cases, to include instances when the outcome is recommendation for dismissal, a hearing will be scheduled with the Student Teacher and the Student Success Committee to discuss the candidate’s situation, the recommendation, and options. Both written and oral evidence may be submitted at the meeting or in writing by the Student Teacher or by committee members. Written records of any formal Teacher Education Student Success Committee student meetings will be maintained. A hearing will not be conducted with two or fewer committee members present.
If a campus administrator or a representative from a district Human Resource office asks a Student Teacher not to return to a campus (dismissed from their placement), the Student Teacher is to report this to the Student Teaching Leadership Team immediately. In this situation, the Student Teacher will not be placed again during that semester; they may receive an “U” for the course, have to repeat the semester or be asked to withdraw from the program. If this or any other egregious action occurs, as determined by a subsequent investigation by the Student Success Committee, the process may proceed directly to dismissal from the program.
In the event that the teacher candidate violates the rules, policies, or procedures for conduct established by the school, district, local education agency, UTEP, and/or the law while on a PGP for unprofessional behavior, the student teacher will be disqualified from the UTEP Teacher Preparation program. Student Teacher who are disqualified may not petition to continue in their current academic plan, but may be eligible to pursue other degree options at the University.
Note: For any further questions and/or concerns, please do not hesitate to call Human Resources at 915-926-4066.
Note: Allow three working days before contacting the campus to verify that the clearance has been granted and noted on its’ database.
Note: Allow the school district 3 working days to complete your background check. Also if a student have a criminal hit, it can take up to a week to get them through the district’s legal review process. The student must pick up the letter in person at the receptionist desk at the District Service center 12440 Rojas. The Police Waiver is not required for Student Teachers.
Contact us in 48 hours to make sure that the clearance form has been submitted and is ready. First contact the reception area at 434-0428/or Pauline at 434-0413.
Subject/Grade level:
Unit topic (if applicable):
Lesson goals:
Lesson title or topic:
Estimated length of lesson:
TEKS Standards: Why are you doing this lesson? What TEKS or Pre-K Guidelines are you addressing? List the subject area(s) and TEKS number(s), and write a brief description of the TEKS/Guidelines being addressed.
Learning Objective(s): What are the specific instructional objectives? What should students know or be able to do as a result of the lesson? Describe in terms of observable behavior.
Academic Language: What academic language must students develop to grasp the central focus? What is the essential vocabulary?
Grouping: Is the activity for whole class, small groups, learning stations, individuals, etc.? If students are working in pairs or groups, how will you decide on placement?
Materials: List everything you will need to do the lesson, including materials for students to complete the activities, written materials and handouts, resource books for students, videotapes, etc.
Resources: Cite the source of information used to plan the lesson (e.g., other teachers, textbook, teacher’s guide, journals, teachers’ web sites, etc.). List all specific technology tools needed, including any preparation, development, or checkout procedures needed. For each resource, present the rationale for why each is vital to support learning (e.g., why this resource for these TEKS in this way?)
Connections to Other Subjects: What content subjects will you integrate in the lesson? How will you integrate literacy with the content subjects in the lesson?
Gradual Release of Responsibility: A lesson design that progressively shifts responsibility for learning from the teacher to the students. The lesson begins with teacher modeling of the lesson objective; this is the “I do” section of the lesson. Next the teacher plans guided student practice whereby students are given the opportunity to practice the lesson objective in whole group & small group activities. The teacher facilitates learning during this phase with guided support; this is the “we do” section of the lesson plan. Then the teacher plans independent student practice activities whereby students apply the learned lesson objective in a variety of ways. The teacher informally assesses student learning during this phase of the lesson; this is the “you do” section of the lesson plan.
Instructional Procedures (including differentiation and targeted support)
Completely describe the flow of the lesson, the content to be presented, the pedagogies to be used, and media/technology tools to be integrated. When designing your lesson, consider the following questions during the introduction, body & closure of the lesson.
Assessment: You need to vary your assessment methods to include both formative & summative assessment of student learning. Before the lesson, review diagnostic assessment information to understand your students’ strengths & weaknesses. When planning an assessment consider the following questions:
Accommodations/Modifications/Enrichment : Accommodations change how the lesson is taught, but do not change the curriculum itself. Modifications change the curriculum, based on students’ IEPs. Enrichment enhances the curriculum.
Identify specific strategies you will use to extend instruction, such as more challenging tasks, extensions that require in-depth un-coverage of content, expanded investigation in related topics of the learner’s choice, open-ended tasks, or projects.
The CT fills out this form once every four weeks to provide feedback to the UFS and ST about the ST's progress. The UFS will review the progress reports and use the data to help guide student teaching success. The CT should review their feedback with the ST before, during, or after submitting the progress reports.
4.1 Professional Awareness and Responsibilities |
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Element |
IMPROVEMENT NEEDED |
DEVELOPING |
PROFICIENT |
ACCOMPLISHED |
Attendance & Punctuality |
The teacher candidate is persistently tardy and/or has had excessive absences throughout the semester. Prior notification for an absence was not reported to the faculty/field supervisor/ mentor teacher. For the absence, the teacher candidate did not provide lesson plans nor was proper documentation submitted to the faculty/field supervisor/cooperating teacher. |
The teacher candidate has not demonstrated consistent punctuality and/or has had unplanned absences throughout the semester. For any excused absence, prior notification was reported to the faculty/field supervisor/cooperating teacher the day before the absence. For the absence, the teacher candidate either did not provide lesson plans or did not submit proper documentation to the faculty/field supervisor/ cooperating teacher. |
The teacher candidate is punctual and has had no unplanned absences throughout the semester. For any excused absence, prior notification was reported to the faculty/field supervisor/ cooperating teacher. For the absence, the teacher candidate provided lesson plans and proper documentation to the faculty/field supervisor/ cooperating teacher. |
The teacher candidate maintained full, regular and punctual attendance to include attending and participating in additional events, i.e., parent/teacher night. The teacher candidate provided lesson plans and proper documentation to the faculty/field supervisor/ cooperating teacher. |
Appearance |
The teacher candidate did not maintain professional attire and was more than once re-directed by either the faculty member/cooperating teacher or field supervisor to adhere to the district/campus code and regulations. |
The teacher candidate received minimal redirection to adhere to the district/campus code and regulations regarding professional attire. |
The teacher candidate maintained professional attire as per district/campus code and regulations. |
The teacher candidate maintained professional attire as per district/campus code and regulations, including at co-curricular activities. |
4.2 Commitment to the Teaching Profession |
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Element |
IMPROVEMENT NEEDED |
DEVELOPING |
PROFICIENT |
ACCOMPLISHED |
Content Knowledge and Pedagogical Development |
Teacher candidate fails to apply pedagogical skills to improve teaching. |
The teacher candidate improves content and curriculum knowledge and applies new pedagogy to improve teaching. |
The teacher candidate integrates and applies new content and curricular knowledge across a variety of settings. |
The teacher candidate synthesizes and creates new content and curricular knowledge. |
Professional Learning |
The teacher candidate fails to attend professional learning workshops/conferences/se minars Teacher candidate fails to recognize or respond to feedback indicating the need for improvement in practice. |
The teacher candidate sometimes attends professional learning workshops/conferences/ seminars. Teacher candidate inconsistently responds to feedback indicating the need for improvement in practice. |
The teacher candidate regularly attends professional learning workshops/conferences/semi nars The teacher candidate actively seeks out and responds to feedback to improve practice. |
The teacher candidate actively participates and presents at professional learning workshops/conferences/ seminars. The teacher candidate engages in inquiry on their practice and improves teaching and learning based on research and theory. |
Reflection |
The teacher candidate sets low or ambiguous goals unrelated to teaching and learning. The teacher candidate fails to self-reflect, or monitor/adapt practice. Fails to assess lesson plans with a focus on student learning. |
The teacher candidate sets short-term professional learning goals based on self- assessment. The teacher candidate sometimes assesses lesson plans with a focus on student learning. |
The teacher candidate sets long-term and short-term professional learning goals based on self-assessment, self-reflection and feedback. The teacher candidate regularly assesses and adapts lesson plans to maintain a focus on student learning. |
The teacher candidate sets long-term and short-term professional learning goals to improve practice based on self-assessment, self- reflection and feedback. The teacher candidate expertly assesses and adapts lesson plans to maintain a focus on student learning. |
Teacher Leadership |
Teacher candidate is unfocused and has difficulty solving problems. Teacher candidate fails to embrace change or support new initiatives. Teacher candidate is not accessible to colleagues and is not trustworthy. |
Teacher candidate sometimes focuses on creative solutions to solve problems. Teacher candidate sometimes embraces change and supports new initiatives. Teacher candidate sometimes is accessible to colleagues and treats others fairly. |
Teacher candidate focuses on and applies creative solutions to solve problems. Teacher candidate embraces change and willingly takes risks to support new initiatives. Teacher candidate is regularly accessible to colleagues and treats others in a fair and trusting manner. |
Teacher candidate decisively and expertly applies creative solutions to solve problems. Teacher candidate proactively seeks out change and willingly takes risks to support new initiatives. Teacher candidate takes initiative in forming collegial relationships and building a culture of trust. |
4.3 Professional Relationship Skills & Communication |
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---|---|---|---|---|
Element |
IMPROVEMENT NEEDED |
DEVELOPING |
PROFICIENT |
ACCOMPLISHED |
Oral & Written Communication |
The teacher candidate communicates in both oral and written form in a manner that is ineffective and not proactive. The teacher candidate is frequently ineffective in adapting communication to different situations and audiences. |
The teacher candidate communicates in both oral and written form in a manner that is occasionally ineffective and not proactive. The teacher candidate is occasionally ineffective in adapting communication to different situations and audiences. |
The teacher candidate communicates in both oral and written form in a manner that is effective and proactive. The teacher candidate frequently adapts communication to different situations and audiences. |
The teacher candidate communicates in both oral and written forms in a superior manner in terms of clarity, proactiveness, and cultural responsiveness. The teacher candidate consistently and fluidly adapts communication to different situations and audiences. |
Interaction with Families, Students, and Colleagues |
Demonstrates an unwillingness to engage, interact or collaborate effectively with stakeholders. The teacher candidate fails to collaborate with others in a way that contributes to a professional community or foster a positive school climate. |
The teacher candidate is somewhat willing to engage, interact, collaborate with effectively with stakeholders. The teacher candidate is sometimes ineffective in collaborating with others in a way that contributes to a professional community and foster a positive school climate. |
The teacher candidate willingly engages, interacts or collaborates effectively with stakeholders. The teacher candidate collaborates with others in a way that contributes to a professional community and foster a positive school climate. |
The teacher candidate demonstrates expert professional interpersonal skills. The teacher candidate collaborates with others in a superior way that contributes to a professional community and foster a positive school climate. |
Conflict Management |
The teacher candidate is ineffective at handling concerns and conflicts. The teacher candidate fails to identify potential solutions to issues. The teacher candidate contributes to or creates conflict. |
The teacher candidate is partially effective at handling concerns and conflicts The teacher candidate sometimes manages to identify potential solutions to issues. |
The teacher candidate effectively addresses concerns or conflicts and helps to identify potential solutions to issues. The teacher candidate helps to identify potential solutions to issues. |
The teacher candidate effectively addresses concerns or conflicts The teacher candidate helps to identify potential solutions to issues. The teacher candidate is able to anticipate and prevent conflicts. |
Online Presence |
The teacher candidate’s online presence (e.g. in remote teaching/learning or in personal social media displayed publicly) demonstrates a lack of professionalism. |
The teacher candidate’s online presence (e.g. in remote teaching/learning or in personal social media displayed publicly) has areas for improvement in terms of professionalism. |
The teacher candidate actively maintains a positive professional online presence, including through remote teaching/learning and personal social media venues. |
The teacher candidate actively maintains a professional online presence and promotes the profession through remote teaching/learning and through activities such as professional blogs or portfolios/websites. |
4.4 Beliefs about Students & Learning |
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Element |
IMPROVEMENT NEEDED |
DEVELOPING |
PROFICIENT |
ACCOMPLISHED |
Ethic of Care |
The teacher candidate does not recognize students’ needs or demonstrate attentiveness or sensitivity to those needs. The teacher candidate does not demonstrate responsibility for students’ needs. |
The teacher candidate sometimes recognizes students’ needs and demonstrates attentiveness and sensitivity to some student needs. The teacher candidate sometimes demonstrates responsibility for students’ needs. |
The teacher candidate recognizes students’ needs and demonstrates attentiveness and sensitivity to those needs The teacher candidate demonstrates responsibility for students’ needs. |
The teacher candidate looks for, makes inquiries into, and recognizes students’ needs and demonstrates attentiveness and sensitivity to those needs. The teacher candidate always demonstrates responsibility for students’ needs. |
Fairness and Valuing of Student Assets |
The teacher candidate focuses on students’ deficits rather than assets. The teacher candidate fails to recognize and value individual student differences.
The teacher candidate’s behaviors demonstrate a lack of recognition that students come to school with different abilities, opportunities, and access. |
The teacher candidate sometimes recognizes student assets. The teacher candidate occasionally recognizes and values individual student differences.
The teacher candidate’s behaviors sometimes demonstrate a lack of recognition that all students come to school with different abilities, opportunities, and access. |
The teacher candidate recognizes the assets that all students bring to the classroom. The teacher candidate looks for a variety of strategies to engage all levels of student abilities and interests. The teacher candidate interacts with and responds to all students equitably, understanding that all students come to school with different abilities, opportunities, and access. |
The teacher candidate consistently recognizes and builds on the assets that all students bring to the classroom. The teacher candidate looks for, inquiries about, and implements a variety of strategies to engage all levels of student abilities and interests. The teacher candidate consistently and expertly interacts with and responds to all students equitably, understanding that all students come to school with different abilities, opportunities, and access. |
Understanding & Valuing of Diversity |
The teacher candidate is unresponsive to students’ individual and cultural/linguistic assets. The teacher candidate misses opportunities to encourage cultural sensitivities and perspectives. The teacher candidate is unaware of culturally responsive pedagogical practices. |
The teacher candidate attempts to respond to opportunities to enhance cross-cultural understandings. The teacher candidate sometimes recognizes individual and cultural/linguistic assets. The teacher candidate attempts to encourage cultural sensitivities and include diverse perspectives. The teacher candidate sometimes implements culturally responsive pedagogical practices. |
The teacher candidate looks for and responds to opportunities to enhance cross-cultural understandings. The teacher candidate integrates students’ individual and cultural/linguistic assets into the classroom environment. The teacher candidate encourages cultural sensitivity and shows inclusivity to diverse perspectives. Teacher candidate implements culturally responsive pedagogical practices and attempts to model them. |
The teacher candidate consistently looks for and creates opportunities to respond to and enhance cross-cultural understandings. The teacher candidate invites and integrates students’ individual differences into the classroom environment. The teacher candidate consistently encourages cultural sensitivity and shows inclusivity to diverse perspectives. Teacher candidate models culturally responsive pedagogical practices. |
4.5 Ethical and Responsible Conduct |
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Element |
IMPROVEMENT NEEDED |
DEVELOPING |
PROFICIENT |
ACCOMPLISHED |
5.1 Knowledge and Practice of the Texas Educators’ Code of Ethics |
The Teacher Candidate’s practices embody all three standards within the Texas Educators’ Code of Ethics: Professional Ethical Conduct, Practices, and Performance; Ethical Conduct toward Professional Colleagues; or Ethical Conduct toward Students. The Teacher Candidate demonstrates the highest level of integrity and ethical conduct in their own practice and in their interactions with students and colleagues, serving as a model for others. |
The Teacher Candidate’s actions show familiarity with all three standards within the Texas Educators’ Code of Ethics: Professional Ethical Conduct, Practices, and Performance; Ethical Conduct toward Professional Colleagues; or Ethical Conduct toward Students. The Teacher Candidate demonstrates ethical conduct in their own practice and in their interactions with students and colleagues. |
The Teacher Candidate’s actions show familiarity with at least two standards within the Texas Educators’ Code of Ethics: Professional Ethical Conduct, Practices, and Performance; Ethical Conduct toward Professional Colleagues; or Ethical Conduct toward Students. The Teacher Candidate demonstrates actions that might be perceived as violating ethical conduct, as outlined in the Texas Code of Ethics. |
The Teacher Candidate’s actions show little or no familiarity with the Texas Educator Code of Ethics. The Teacher Candidate demonstrates actions that violate ethical conduct, as outlined in the Texas Code of Ethics. |
Please provide constructive feedback: |
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Evidence |
Explicit, Actionable Next Steps |
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Reinforcement |
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Refinement |
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The University Field Supervisor uses this rubric for the four required formal observations scores the rubric.
Domain 1: Planning |
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1.1
Standards & Alignment The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with the standards and are appropriate for diverse learners. |
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Accomplished |
Proficient |
Developing |
Improvement Needed |
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Instructional Planning Includes:
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Instructional Planning Includes:
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Instructional Planning Includes:
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Instructional Planning Includes:
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1.2
Data & Assessment The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction. |
Accomplished |
Proficient |
Developing |
Improvement Needed |
Instructional Planning Includes:
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Instructional Planning Includes:
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Instructional Planning Includes:
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Instructional Planning Includes:
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1.3
Knowledge of Students The teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement. |
Accomplished |
Proficient |
Developing |
Improvement Needed |
Instructional Planning Includes:
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Instructional Planning Includes:
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Instructional Planning Includes:
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Instructional Planning Includes:
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1.4
Activities The teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement. |
Accomplished |
Proficient |
Developing |
Improvement Needed |
Instructional Planning Includes:
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Instructional Planning Includes:
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Instructional Planning Includes:
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Instructional Planning Includes:
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Evidence |
Explicit, Actionable Next Steps |
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Reinforcement |
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Refinement |
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Domain 2: Instruction |
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2.1 Achieving Expectations The teacher supports all learners in their pursuit of high levels of academic and social-emotional success. |
Accomplished |
Proficient |
Developing |
Improvement Needed |
The Teacher
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The Teacher
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The Teacher
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The Teacher
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2.2 Content Knowledge and Expertise The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs. |
Accomplished |
Proficient |
Developing |
Improvement Needed |
The Teacher
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The Teacher
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The Teacher
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The Teacher
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2.3 Communication The teacher clearly and accurately communicates to support persistence, |
Accomplished |
Proficient |
Developing |
Improvement Needed |
The Teacher
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The Teacher
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The Teacher
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The Teacher
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2.4 Differentiation The teacher differentiates instruction, aligning methods and techniques |
Accomplished |
Proficient |
Developing |
Improvement Needed |
The Teacher
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The Teacher
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The Teacher
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The Teacher
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2.5 Monitor and Adjust The teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments. |
Accomplished |
Proficient |
Developing |
Improvement Needed |
The Teacher
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The Teacher
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The Teacher
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The Teacher
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Evidence |
Explicit, Actionable Next Steps |
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Reinforcement |
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Refinement |
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Domain 3: Learning Environment |
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3.1 |
Accomplished |
Proficient |
Developing |
Improvement Needed |
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3.2 |
Accomplished |
Proficient |
Developing |
Improvement Needed |
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3.3 |
Accomplished |
Proficient |
Developing |
Improvement Needed |
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Evidence |
Explicit, Actionable Next Steps |
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Reinforcement |
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Refinement |
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Domain 4: Professional Awareness and Responsibilities |
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4.1 Professional Awareness and Responsibilities |
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Element |
IMPROVEMENT NEEDED |
DEVELOPING |
PROFICIENT |
ACCOMPLISHED |
Attendance & Punctuality |
The teacher candidate is persistently tardy and/or has had excessive absences throughout the semester. Prior notification for an absence was not reported to the faculty/field supervisor/ mentor teacher. For the absence, the teacher candidate did not provide lesson plans nor was proper documentation submitted to the faculty/field supervisor/cooperating teacher. |
The teacher candidate has not demonstrated consistent punctuality and/or has had unplanned absences throughout the semester. For any excused absence, prior notification was reported to the faculty/field supervisor/cooperating teacher the day before the absence. For the absence, the teacher candidate either did not provide lesson plans or did not submit proper documentation to the faculty/field supervisor/ cooperating teacher. |
The teacher candidate is punctual and has had no unplanned absences throughout the semester. For any excused absence, prior notification was reported to the faculty/field supervisor/ cooperating teacher. For the absence, the teacher candidate provided lesson plans and proper documentation to the faculty/field supervisor/ cooperating teacher. |
The teacher candidate maintained full, regular and punctual attendance to include attending and participating in additional events, i.e., parent/teacher night. The teacher candidate provided lesson plans and proper documentation to the faculty/field supervisor/ cooperating teacher. |
Appearance |
The teacher candidate did not maintain professional attire and was more than once re-directed by either the faculty member/cooperating teacher or field supervisor to adhere to the district/campus code and regulations. |
The teacher candidate received minimal redirection to adhere to the district/campus code and regulations regarding professional attire. |
The teacher candidate maintained professional attire as per district/campus code and regulations. |
The teacher candidate maintained professional attire as per district/campus code and regulations, including at co-curricular activities. |
4.2 Commitment to the Teaching Profession |
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Element |
IMPROVEMENT NEEDED |
DEVELOPING |
PROFICIENT |
ACCOMPLISHED |
Content Knowledge and Pedagogical Development |
Teacher candidate fails to apply pedagogical skills to improve teaching. |
The teacher candidate improves content and curriculum knowledge and applies new pedagogy to improve teaching. |
The teacher candidate integrates and applies new content and curricular knowledge across a variety of settings. |
The teacher candidate synthesizes and creates new content and curricular knowledge. |
Professional Learning |
The teacher candidate fails to attend professional learning workshops/conferences/se minars Teacher candidate fails to recognize or respond to feedback indicating the need for improvement in practice. |
The teacher candidate sometimes attends professional learning workshops/conferences/ seminars. Teacher candidate inconsistently responds to feedback indicating the need for improvement in practice. |
The teacher candidate regularly attends professional learning workshops/conferences/semi nars The teacher candidate actively seeks out and responds to feedback to improve practice. |
The teacher candidate actively participates and presents at professional learning workshops/conferences/ seminars. The teacher candidate engages in inquiry on their practice and improves teaching and learning based on research and theory. |
Reflection |
The teacher candidate sets low or ambiguous goals unrelated to teaching and learning. The teacher candidate fails to self-reflect, or monitor/adapt practice. Fails to assess lesson plans with a focus on student learning. |
The teacher candidate sets short-term professional learning goals based on self- assessment. The teacher candidate sometimes assesses lesson plans with a focus on student learning. |
The teacher candidate sets long-term and short-term professional learning goals based on self-assessment, self-reflection and feedback. The teacher candidate regularly assesses and adapts lesson plans to maintain a focus on student learning. |
The teacher candidate sets long-term and short-term professional learning goals to improve practice based on self-assessment, self- reflection and feedback. The teacher candidate expertly assesses and adapts lesson plans to maintain a focus on student learning. |
Teacher Leadership |
Teacher candidate is unfocused and has difficulty solving problems. Teacher candidate fails to embrace change or support new initiatives. Teacher candidate is not accessible to colleagues and is not trustworthy. |
Teacher candidate sometimes focuses on creative solutions to solve problems. Teacher candidate sometimes embraces change and supports new initiatives. Teacher candidate sometimes is accessible to colleagues and treats others fairly. |
Teacher candidate focuses on and applies creative solutions to solve problems. Teacher candidate embraces change and willingly takes risks to support new initiatives. Teacher candidate is regularly accessible to colleagues and treats others in a fair and trusting manner. |
Teacher candidate decisively and expertly applies creative solutions to solve problems. Teacher candidate proactively seeks out change and willingly takes risks to support new initiatives. Teacher candidate takes initiative in forming collegial relationships and building a culture of trust. |
4.3 Professional Relationship Skills & Communication |
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Element |
IMPROVEMENT NEEDED |
DEVELOPING |
PROFICIENT |
ACCOMPLISHED |
Oral & Written Communication |
The teacher candidate communicates in both oral and written form in a manner that is ineffective and not proactive. The teacher candidate is frequently ineffective in adapting communication to different situations and audiences. |
The teacher candidate communicates in both oral and written form in a manner that is occasionally ineffective and not proactive. The teacher candidate is occasionally ineffective in adapting communication to different situations and audiences. |
The teacher candidate communicates in both oral and written form in a manner that is effective and proactive. The teacher candidate frequently adapts communication to different situations and audiences. |
The teacher candidate communicates in both oral and written forms in a superior manner in terms of clarity, proactiveness, and cultural responsiveness. The teacher candidate consistently and fluidly adapts communication to different situations and audiences. |
Interaction with Families, Students, and Colleagues |
Demonstrates an unwillingness to engage, interact or collaborate effectively with stakeholders. The teacher candidate fails to collaborate with others in a way that contributes to a professional community or foster a positive school climate. |
The teacher candidate is somewhat willing to engage, interact, collaborate with effectively with stakeholders. The teacher candidate is sometimes ineffective in collaborating with others in a way that contributes to a professional community and foster a positive school climate. |
The teacher candidate willingly engages, interacts or collaborates effectively with stakeholders. The teacher candidate collaborates with others in a way that contributes to a professional community and foster a positive school climate. |
The teacher candidate demonstrates expert professional interpersonal skills. The teacher candidate collaborates with others in a superior way that contributes to a professional community and foster a positive school climate. |
Conflict Management |
The teacher candidate is ineffective at handling concerns and conflicts. The teacher candidate fails to identify potential solutions to issues. The teacher candidate contributes to or creates conflict. |
The teacher candidate is partially effective at handling concerns and conflicts The teacher candidate sometimes manages to identify potential solutions to issues. |
The teacher candidate effectively addresses concerns or conflicts and helps to identify potential solutions to issues. The teacher candidate helps to identify potential solutions to issues. |
The teacher candidate effectively addresses concerns or conflicts The teacher candidate helps to identify potential solutions to issues. The teacher candidate is able to anticipate and prevent conflicts. |
Online Presence |
The teacher candidate’s online presence (e.g. in remote teaching/learning or in personal social media displayed publicly) demonstrates a lack of professionalism. |
The teacher candidate’s online presence (e.g. in remote teaching/learning or in personal social media displayed publicly) has areas for improvement in terms of professionalism. |
The teacher candidate actively maintains a positive professional online presence, including through remote teaching/learning and personal social media venues. |
The teacher candidate actively maintains a professional online presence and promotes the profession through remote teaching/learning and through activities such as professional blogs or portfolios/websites. |
4.4 Beliefs about Students & Learning |
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Element |
IMPROVEMENT NEEDED |
DEVELOPING |
PROFICIENT |
ACCOMPLISHED |
Ethic of Care |
The teacher candidate does not recognize students’ needs or demonstrate attentiveness or sensitivity to those needs. The teacher candidate does not demonstrate responsibility for students’ needs. |
The teacher candidate sometimes recognizes students’ needs and demonstrates attentiveness and sensitivity to some student needs. The teacher candidate sometimes demonstrates responsibility for students’ needs. |
The teacher candidate recognizes students’ needs and demonstrates attentiveness and sensitivity to those needs The teacher candidate demonstrates responsibility for students’ needs. |
The teacher candidate looks for, makes inquiries into, and recognizes students’ needs and demonstrates attentiveness and sensitivity to those needs. The teacher candidate always demonstrates responsibility for students’ needs. |
Fairness and Valuing of Student Assets |
The teacher candidate focuses on students’ deficits rather than assets. The teacher candidate fails to recognize and value individual student differences.
The teacher candidate’s behaviors demonstrate a lack of recognition that students come to school with different abilities, opportunities, and access. |
The teacher candidate sometimes recognizes student assets. The teacher candidate occasionally recognizes and values individual student differences.
The teacher candidate’s behaviors sometimes demonstrate a lack of recognition that all students come to school with different abilities, opportunities, and access. |
The teacher candidate recognizes the assets that all students bring to the classroom. The teacher candidate looks for a variety of strategies to engage all levels of student abilities and interests. The teacher candidate interacts with and responds to all students equitably, understanding that all students come to school with different abilities, opportunities, and access. |
The teacher candidate consistently recognizes and builds on the assets that all students bring to the classroom. The teacher candidate looks for, inquiries about, and implements a variety of strategies to engage all levels of student abilities and interests. The teacher candidate consistently and expertly interacts with and responds to all students equitably, understanding that all students come to school with different abilities, opportunities, and access. |
Understanding & Valuing of Diversity |
The teacher candidate is unresponsive to students’ individual and cultural/linguistic assets. The teacher candidate misses opportunities to encourage cultural sensitivities and perspectives. The teacher candidate is unaware of culturally responsive pedagogical practices. |
The teacher candidate attempts to respond to opportunities to enhance cross-cultural understandings. The teacher candidate sometimes recognizes individual and cultural/linguistic assets. The teacher candidate attempts to encourage cultural sensitivities and include diverse perspectives. The teacher candidate sometimes implements culturally responsive pedagogical practices. |
The teacher candidate looks for and responds to opportunities to enhance cross-cultural understandings. The teacher candidate integrates students’ individual and cultural/linguistic assets into the classroom environment. The teacher candidate encourages cultural sensitivity and shows inclusivity to diverse perspectives. Teacher candidate implements culturally responsive pedagogical practices and attempts to model them. |
The teacher candidate consistently looks for and creates opportunities to respond to and enhance cross-cultural understandings. The teacher candidate invites and integrates students’ individual differences into the classroom environment. The teacher candidate consistently encourages cultural sensitivity and shows inclusivity to diverse perspectives. Teacher candidate models culturally responsive pedagogical practices. |
4.5 Ethical and Responsible Conduct |
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Element |
IMPROVEMENT NEEDED |
DEVELOPING |
PROFICIENT |
ACCOMPLISHED |
5.1 Knowledge and Practice of the Texas Educators’ Code of Ethics |
The Teacher Candidate’s practices embody all three standards within the Texas Educators’ Code of Ethics: Professional Ethical Conduct, Practices, and Performance; Ethical Conduct toward Professional Colleagues; or Ethical Conduct toward Students. The Teacher Candidate demonstrates the highest level of integrity and ethical conduct in their own practice and in their interactions with students and colleagues, serving as a model for others. |
The Teacher Candidate’s actions show familiarity with all three standards within the Texas Educators’ Code of Ethics: Professional Ethical Conduct, Practices, and Performance; Ethical Conduct toward Professional Colleagues; or Ethical Conduct toward Students. The Teacher Candidate demonstrates ethical conduct in their own practice and in their interactions with students and colleagues. |
The Teacher Candidate’s actions show familiarity with at least two standards within the Texas Educators’ Code of Ethics: Professional Ethical Conduct, Practices, and Performance; Ethical Conduct toward Professional Colleagues; or Ethical Conduct toward Students. The Teacher Candidate demonstrates actions that might be perceived as violating ethical conduct, as outlined in the Texas Code of Ethics. |
The Teacher Candidate’s actions show little or no familiarity with the Texas Educator Code of Ethics. The Teacher Candidate demonstrates actions that violate ethical conduct, as outlined in the Texas Code of Ethics. |
|
Evidence |
Explicit, Actionable Next Steps |
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Reinforcement |
|
|
||
Refinement |
|
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Source Note: The provisions of this §247.2 adopted to be effective March 1, 1998, 23 TexReg 1022; amended to be effective August 22, 2002, 27 TexReg 7530; amended to be effective December 26, 2010, 35 TexReg 11242; amended to be effective December 27, 2016, 41 TexReg 10329
Please See: Texas Administrative Code Website
Associate Dean for Undergraduate Studies and Educator Preparation
Education Building, Room 413
elmein2@utep.edu
915-747-6378
Assistant Dean
Student Teaching Coordinator
Education Building, Room 413
gasingcashman2@utep.edu
915-747-8420
Field Experience Specialist
Education Building, Room 413
psegura@utep.edu
915-747-7596
Webmaster
Education Building, Room 406B
raveloz@utep.edu
915-747-5991
Administrative Services Coordinator
Education Building, Room 801A
mnavarro2@utep.edu
915-747-7669
Administrative Assistant II
Education Building, Room 601B
kjsurratt@utep.edu
915-747-5144
Certification Officer
Education Building, Room 413
laramirez3@utep.edu
915-747-8703
Program Coordinator (Clinical Experience/Assessment)
Education Building, Room 413
hrichardson2@utep.edu
915-747-8086
915-747-7663