EDS410 Sec Directed Teaching w/Seminar

for FA 2007

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


EDS 410 Sec Directed Teaching w/Seminar


FA 2007 HO


Greene, Judy Ann


Assistant Professor of Education, Literacy


PCII Reading Specialist

Office Location

rm. 317 Copley Hall

Office Hours

TBD and by appointment

Daytime Phone




Semester Dates

Aug. 20 – Dec. 14 , 2007

Class Days

Aug. 20, 21, 22, 23, and 24 at 9 A.M.- 12:00 and Thursdays:  Aug. 30, Sept. 14, Sept. 27, Oct. 11, Oct. 25, Nov. 8, Nov. 15, Nov. 29,  and Dec. 6 (if needed)

Class Time

9A.M. – 12:00, Aug. 20-24 (first week) at McCoy Meetin' House;   4:00 – 5:20 P.M. starting Aug. 30 at Copley, rm. 322


Admit to School of Education with at least 2.75 grade point

Credit Hours



Required Reading

Park University Teacher Candidate Handbook from:   www.captain.park.edu/education

Additional Resources:

Suggested Reading

Jones & Jones, Comprehensive Classroom Management, Allyn & Bacon, 2000

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:
A ten-week experience in directed teaching in an area school. The student will observe and actually teach in a classroom. Included will be 30 contact hours of seminar, an intensive period before teaching begins, weekly meetings during the experience of directed teaching and immediately at the conclusion. The purpose of the seminar is to allow exploration of issues and experiences in reflective way to enhance the directed teaching experience. Prerequisites: EDS359C (with at least a grade of "B") and 24 hours in discipline to be taught and admission to the School of Education and cumulative GPA of 2.75. 2:10:12.  This course cannot be repeated.

Educational Philosophy:

Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life. Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship. In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.

Learning Outcomes:
  Core Learning Outcomes

  1. Prepare for her/his role and responsibilities as a professional student teacher(1.2.1,1.2.2,1.2.3,1.2.4,1.2.5,1.2.6,1.2.7,1.2.8, the Knowledge, Skills, and Dispositions apply.
  2. Articulate his/her philosophy of education and how this will influence the delivery of instruction.(1.2.7,1.2.9)
  3. Demonstrate the art and science of teaching and write and talk about how this will relate to the student teacher's delivery of instruction(1.2.3,1.2.5,1.2.8,1.2.11)
  4. Write and discuss the art and science of teaching how this will relate to the student teacher's delivery of instruction(1.2.3,1.2.5,
  5. Work with students who have special needs.(1.2.2,1.2.3, 1.2.7,1.2.8,1.2.10,1.2.11)
  6. To demonstrate current research in authentic assessment and demonstrate he/she can effectively implement this knowledge in the classroom(, 1.2.8,1.2.10,1.2.11)
  7. Practice reflective teaching and change one's practice through journaling 1.2.9

Core Assessment:

  • Collect a reflective journal

  • Note changes in lesson plans in the reflective notations

Link to Class Rubric

Class Assessment:

Format: The class will meet daily for three hours during the first week of the semester. During the remainder of the semester, the class will meet for 1 hour and 20 minutes on alternating Thursdays (see Tentative Schedule). A variety of teaching strategies will be employed, including lectures, discussion groups, guest speakers, student presentations, classroom observations, and reflective writing. The student teacher will be required to observe, participate, and teach for 50 days in an assigned classroom.

Assignment Requirements

  1. Portfolio: Each teacher candidate is expected to successfully complete a portfolio that meets the standards of the Portfolio Rubric designed by the Park University School of Education. Guidelines and artifacts sources will be presented, and discussedThe first reading will be at the end of the first week of the semester.
  1. Core Assessment: Classroom and Lesson Plan Reflections (Journal) : Each teacher candidate will complete a journal of reflections. Daily entries/reflections need to be made the first two weeks. Weekly reflections are required after the first two weeks. These reflections include: examinations of classroom management procedures, teacher-to-learner interactions, behavior management, new ideas and materials implemented, what went well in classroom, problems encountered, goals for the week, evidence of growth, etc. This assignment is designed to further develop the teacher candidate’s critical and reflective thinking skills and help assess professional growth in this field. The student candidate is to give one reflection to the cooperative teacher for written comments. Every observed lesson must include a reflection. A final, summative reflection will be required that analyzes and evaluates all previous reflections for evidence of student candidate’s growth as an educator. It must typed in a standard font and size (e.g., Times New Roman, 12 pt.), double-spaced, and be no less than 3 full pages or more than 5.
  1. Lesson Plans: Five lesson plans are required. The lesson plan format will be presented in class. A reflection, Missouri Standards (written out), and accommodations/adaptations must be included in every lesson.
  1. Assigned Site Attendance and DressRegular attendance at the school site is extremely important.  Attendance must be kept on the time sheets to fulfill the state requirement of required days at the assigned site. Professional dress is required at the school site. While adhering the dress code of the assigned school, you must remember you are a representative of Park University and a candidate for possible employment. You should dress as if you are on a job interview every day. Therefore, you should dress accordingly. If you have a question about the appropriateness of the attire, it probably isn’t appropriate. For example, there should never be bare midriffs or space between your top and your slacks/skirt, no see-through tops or bottoms, no inappropriately clinging or form-fitting outfits, etc. While this does not require expensive clothes, it does require clothes in good taste.

      You are placed in the classroom of a school site. You are required to follow and adhere to the policies and relations of that site. They have the authority to remove you from their premise if they feel you are disruptive to the learning environment. Disruption to the learning environment can include, but is not limited to, improper dress, behavior/attitude considered by school employees or students to be disrespectful, infractions of or failure to follow school rules, and/or insubordination.

  1. Teacher Work Sample: Each teacher candidate is to complete a Teacher Work Sample during the field experience. The Teacher Work Sample will consist of an agreed upon unit by the cooperating teacher and the teacher candidate. The Teacher Work Sample assignment will be given during the first week of class.


  1. Reflection on a video taping of a lesson. Each teacher candidate will film a lesson presentation. The teacher candidate will view the film to write a reflection on the experience. An assignment sheet with rubric will be available during the first week of class.
  2. Other requirements:
    1. Employer Portfolio
    2. Assigned Class writings (Ex. Letter of Introduction)
    3. Sponge Activity


Directed Teaching Experience

                        Interim Evaluation by University Supervisor                   100 pts.

`                       Interim Evaluation by Cooperating Teacher                     50 pts.

                        Final Evaluation by University Supervisor                      250 pts.

`                       Final Evaluation by Cooperating Teacher                       100 pts.

                        Composite Evaluation by Director of Field Experiences (ten hours)


                        5 Lesson Plans (5 @ 30 pts)                                         150 pts.

                        Reflections/Journal        (15 @ 30 pts)                          150 pts.

                        Final Summative Reflection                                            50 pts.           

                        Teacher Work Sample                                                  150 pts.           


                                                                        Total Points                 1000


A = 100-92%.

B =   91-82%.

C =   81-72%-

D =   71-62%

F =   61% or less

In addition, any teacher candidate who misses three classes, regardless of whether or not the absence is excused, will be administratively withdrawn. 

Late Submission of Course Materials:

Timely completion of assignments is required. Late work will be accepted, but the grade will be reduced. After one week, the instructor has the right to refuse to accept late work at her discretion. Absolutely no work will be accepted after the last date listed in the “Course Topics/Dates/Assignments” below.   Any missing work/assignments will be recorded as a “zero.” This course cannot be repeated for any reason


o       Assignments should be submitted on time even if the student is absent (excepting emergencies). Use fax, email, ask fellow class member and/or friend to deliver to instructor’s mailbox, rm. 309 on the third floor of Copley Hall, or to box on instructor's office door.

o       Late assignments will result in loss of 5 points per day late.  

o       Assignments submitted before or on their due dates (as listed in the Schedule of Sessions below) may be revised for more points until the last scheduled class session before finals week. 

§        Any assignment submitted after the due date will not be eligible for revision unless the reason meets criteria for excused absence, including documentation.

§        Assignments must be submitted in person to qualify for evaluation for points. The instructor will not print, evaluate, or score emailed assignments. The only purpose for emailing assignments is to establish submission date & time.

§        If computer/technology accessibility or problems interfere with meeting a due date, an assignment may be emailed by midnight of the day it is due to establish on-time submission. A hard copy must still be submitted to the instructor to qualify for evaluation for points.

§       Each time an assignment is submitted for re-evaluation, it must include all previous drafts and rubric scoring/written feedback from the instructor. This is to support consistency and fairness in grading. Any revised assignment that does not have previous draft(s) and feedback will be returned to the student until it is accompanied by previous drafts & instructor’s rubric/feedback. 

Classroom Rules of Conduct:

The policy on appropriate conduct as defined in the student handbook will be enforced. Conflicts will be administered as the procedures outlined in the handbook.

o     As computers make writing and revising much easier and more productive, students must also recognize though that technology can also cause problems. Printers run out of ink and hard drive crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.)

o     Email is essential to this course. All students will need to check their PirateMail on a regular basis--at least twice a week. Typically, several days may pass when no email is sent, only to be followed by several emails in one day. Students are to notify the instructor as soon as possible if they have difficulty accessing their PirateMail accounts. Students who do not regularly check email run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.

o     Key moments can be sabotaged by cell phones and text messaging. Making, receiving phone calls, or text messaging during class is rude to fellow class members, and disrespectful to the instructor; therefore, you will be asked to them off.

o     Professional demeanor & dispositions are essential evidence that students are ready to be classroom teachers--passing grades on assignments are not sufficient. The Professional Teaching Dispositions will be presented to students on the first day of class. The instructor will go over the dispositions with students at that time. Students will evaluate themselves, as well as by the instructor, cooperating teachers, and possibly site administrators on the teaching dispositions. The purpose of this is to give feedback to students to help them reflect upon and develop the degree and depth of the attitudes and behaviors expected of outstanding educators.

Course Topic/Dates/Assignments:






Aug. 20

Directed Teaching Handbook- You need to down load this from the Park.edu/education website.

Portfolio Review: Philosophy & Autobiography (bring your portfolio to class each day)

Guests: University  Supervisors

Assignment: Letter of introduction

Aug. 21


The Role of the Student Teacher (Handbook)

Reflective Writing Review

Portfolio 1.1, 1.2.1

Assign: Teacher Work Sample


Assignment: Portfolio Sponge Activity

Aug. 22

The Art & Science of Teaching

Lesson Design/Learning Experiences

Employer Portfolio

Guest: Jody and Mark


Aug. 23

Assignments/Reflective Pieces

Guest: Sherrie Kisker


Aug. 24

Sponge Activity Presentation

Send off

Assignment: Turn in portfolio for first reading


Aug. 30

Lesson Plan/Learning Experience Plan

Teaching to Diversity

School Relationships

Open Discussion

Assignment Due: Journal/Reflective Writing (total of 8)


Sept. 6

No Class


Sept. 13

Classroom Management


Open Discussions

Assignment Due: Journal/Reflection (1)


Sept. 20

No class


Sept. 27

Professional Ethics

Portfolio Check-up

Open Discussion

Assignment Due: Journal/Reflection (1)


Oct. 4

No class


Oct. 11

Guest: Eileen West, Registrar-graduation and certification paper work

Assessment Issues

Open Discussion

Assignment Due: Journal/Reflection (1)


Oct. 15-21

Fall Break


Oct. 25

The Job Market

Preparing for the interview

Guest Speaker on Interviewing

Assignment Due: Journal/Reflection (1)



Nov. 1

No class


Nov. 8

Portfolio collected for final readings—Elementary, Secondary, Middle School, MAT

Assignment Due: Journal/Reflection (1)


Nov. 15

Portfolio collected for final readings—Early Childhood, Art, Spanish


Assignments Due: Assignment Due: Journal/Reflection (1),

Teacher Work Samples, Video Taping Reflection



Nov. 22



Nov. 29


Final Paper work signed

Assignment Due: Final Summative Journal/Reflection


Dec. 6

All work must be turned in; NO WORK ACCEPTED AFTER THIS DATE

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2007-2008 Undergraduate Catalog Page 87-88
Instructor's attendance policy:
• Students may have no more than two (2) absences.
• A third absence will drop the final course grade by one letter grade.
• A fifth absence will drop the final course grade by two letter grades.
• It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies).  
• In the event of an absence from site attendance, students are required to call and personally notify the cooperating teacher apologizing for the absence.  
• The following will be unconditionally excused:  medical or dental emergency, student's hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.  For working teachers, an excused absence is a mandatory extra-curricular event such as parent-teacher night.  All absences meeting these criteria require acceptable documentation:  
• The following will not be considered for excused status in excess of the two absences allowed:  job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning.  If students are in doubt, ask the instructor first.  The instructor will uphold the policies set out in this syllabus.
• Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:


            Each teacher candidate is expected to successfully complete a portfolio that meets the standards of the Portfolio Rubric designed by the Park University School of Education. This portfolio complies with the requirements established by the Missouri Department of Elementary and Secondary Education. The guidelines and artifact sources will be presented and discussed in the seminar setting. Each portfolio will be scored and approved by two education faculty members. 


General Directions for Assignments:  

o       Students are responsible for reading and understanding this syllabus, rubrics and other course materials in eCompanion to know what assignments are required, when they are due, how to do them, how they are scored, and any other pertinent information. Points have been deducted because failed to follow syllabus directions and/or study the rubrics in eCompanion.


o       Course materials too detailed or lengthy for this syllabus (rubrics, directions, handouts, etc.) will be provided for students to download and print from eCompanion. (NOTE: before printing, adjust the font size to avoid overlarge type and excessive amounts of pages!) 

o       Questions and/or concerns regarding assignments will be handled before or after class, during breaks, during office hours, by appointment, or by phone or email. If a question or concern is raised that the instructor deems important for the entire class, the instructor will inform the class via email. Ideas for improvement are most welcome! A significant portion of this course is the result of previous students' creative and helpful ideas.

Written AssignmentsClear written and spoken communication is absolutely essential and expected for future classroom teachers. We are all models of literacy to our learners. The way learners see us use our literacy skills is what they will believe is correct and right for their own writing and speaking. Therefore, all written and spoken communication will be subject to correction for basic Standard English. (This includes the instructor--to err is human!)  

Students are expected to: 

(1)                          Use correct, standard English technical writing skills (i.e., grammar, usage, and "mechanics"--spelling, punctuation, grammar, capitalization, sentence structure, etc.);

(2)                          Proofread carefully for technical skills errors, missing words, missing letters, making all necessary revisions; and

(3)                          Make certain terms and phrases are used correctly for meaning, and that what is written can be easily understood by a parent, other teacher, and/or administrator.   All assignments receiving rubric points include a score for correct basic writing skills. 

Any student needing help with particularly stubborn errors of basic writing skills will be referred to the Student Assistance Center if the instructor and student are unable to find time to work together. 

Regarding style and formatting—in order to avoid confusion created by differing interpretations of proper APA, MLA, or Chicago/Turabian style, a model for all written assignments is provided in eCompanion. All students are expected to correctly follow the provided model for all typewritten assignments. Failure to proofread and/or use the model correctly will result in loss of points.


Buehl, Doug. Classroom Strategies for Interactive Learning, 2nd ed. Newark, Delware:           International Reading Association, 2001.

Cipani, Ennio. Classroom Management for All Teachers: 11 Effective Plans. Upper Saddle     River, New Jersey: Merrill, 1998.

Cooper, James M. (Ed.). Classroom Teaching Skills, 7th ed. Boston: Houghton Mifflin, 2003.

Fay, Jim and Cline, M.D., Foster W. Discipline with Love and Logic. Golden, CO: The Love            and Logic Press, Inc. 1994.

Glasser, M.D., William. Choice Theory. New York: First HarperCollins Publishers, 1998.

Goethals, M. Serra, and Howard, Rose A. Student Teaching: A Process Approach to Reflective         Practice. Upper Saddle River, New Jersey: Merrill, 2000.

Kane, Pearl Rock. (Ed.). The First Year of Teaching. New York: Walker and Company, 1991.

Kohn, Alfie. (1999). Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A's,     Praise, and Other Bribes. Mariner Books; New Ed edition. ISBN: 0618001816

Kohn, Alfie. (2000). The Schools Our Children Deserve: Moving Beyond Traditional        Classrooms and "Tougher Standards." Mariner Books. ISBN: 0618083456

Kronowitz, Ellen L. Your First Year of Teaching and Beyond. 4th ed. Boston: Pearson, 2004,

Pelletier, Carol Marra. A Handbook of Techniques and Strategies for Coaching Student `         Teachers, 2nd ed. Needham Heights, Maryland: Allyn and Bacon, 2000. 

Pelletier, Carol Marra. Strategies for Successful Student Teaching, 2nd ed. Boston: Pearson    Allyn and Bacon, 2004.

Reed, Arthea J. and Bergemann, Verna E. A Guide to Observation, Participation, and Reflection          in the Classroom, 5th ed. Boston: McGrawHill, 2005. 

Roe, Betty D. and Ross, Elinor P. Student Teachng and Field Experiences Handbook. 5th ed.             Upper Saddle River, New Jersey: Merrill Prentice Hall, 2002.

Sullo, Bob. Activating the Desire to Learn. Alexandria, Virginia: Association for Supervision  and Curriculum Development. 2007.

Stronge, James, H. Qualities of Effective Teachers. Alexandria, Virginia: Association for         Supervision and Curriculum Development, 2002.

Wong, Harry K. and Wong, Rosemary T. How to be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong Publications, Inc. 1998.


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
___ In addition to personal interpretation , the writer offers other plausible view points. ___ Contains personal interpretation about quality of instruction and non-teaching responsibilities ____ Weak references to quality of instruction: a factual recounting ___Entry is lacking attention to classroom events. 
___Writing includes metaphors, images, or captures the dialogue of the teacher as they create a learning culture

__ Writes about how the separate areas in the context contribute to a whole experience. ___ Little evidence of a sense of whole experience of the learning process __ Unable to effectively write about the parts as a whole contextual unit. 
____ Data rich with DESE sources for the school site
ie.,  specifics for student needs, IEP, etc.
___ Writing to specific contextual areas:
(teacher sample)
___ Writing reflects little demonstrated knowledge of contextual factor, myopic view ___No separate identification of contextual factors 
____Complete evaluation of each learning activity component, set, Mo STEP, materials, procedures, closure, evaluation, accommodations, attached to the lesson plan. ____Learning Activity includes reflection at the end of  especially evaluation of students' learning and modifications to the lesson plan written on the plan. _____ Learning Activities taught in EDC410 include reflections at the end of the  “Lesson Plan Format” ___Reflections do not demonstrate  application of the “Learning Activity  Format” 
Content of Communication                                                                                                                                                                                                                                   
____ Uses citation to theorist or researchers with correct specific terminology ____ Able to use education terms correctly  ie., lesson components, behavior, management ___Generalized terms in writing but not specific references or terms ___ Casual language in writing that does not integrate  professional  training 
Technical Skill in Communicating                                                                                                                                                                                                                           
___ Highly refined organization and writing skills; including voice, audience, more than 3 pages, and more than 14 entries. Written in 1st person, dated, organized into begin, middle, and end with no errors of grammar or punctuation ___ Attentive to clarity and organization, two written pages, 14 entries that are written in 1st person and legible with  one missing d c6ate and grammatical errors are not a distraction ____ Organization difficult to discern;
less than 2 pages, and l2-13 entries that are legible, missing  two dates, grammatical errors do not detract from meaning.
___ No organization, one page written,  11 entries or less that are not legible, no dates, errors detract from the content 
Disciplinary Competency                                                                                                                                                                                                                                    
MoSTEP 1.2.9 The preservice teacher is a reflective practitioner who continually assesses the effects of choices on others.  The reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.                                                                                                                                                                                                    
___documents the application a variety of self-assessment and problem-solving strategies for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them;
___ documents the uses of several resources for professional development;
___ documents professional ethical standards that goes beyond the expectations of the class, i.e. attends night events, perfect attendance; evidence that pre-service teacher became an integral part of the learning environment.
___documents the application of a self-assessment and problem-solving strategy for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them;
___ documents the use of a resource at the school site  for professional development;
___ documents professional ethical standards that meets the expectations as listed in the handbook  i.e. excellent attendance, appropriate dress, committed classroom involvement.
___documents the application of either a self-assessment or problem-solving strategy for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them;
___ documents an awareness of  a resource at the school site  for professional development;
___ documents  professional ethical standards that demonstrate  a minimum of the expectations as listed in the handbook, i.e. missed two days, had problems with accepting criticism
___ No evidence of self-assessment or problem-solving strategies;

___ No evidence of using a school site resource for professional development;

___No evidence of practicing professional ethical standards that are listed in the handbook, i.e. missed at least three days, did not stay the entire day, dress not professional or appropriate, did not accept responsibility for assignments or preparation for class..
Disciplinary Competency                                                                                                                                                                                                                                    
MoSTEP 1.2.10 The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.                                                                                                                                                                                                                                                                                                                             
___ documents participation in several collegial activities designed to make the entire school productive learning environment, field trips, displays,
___ documents talking with and listening to students, sensitivity and response to signs of distress, and seeks appropriate help as needed to solve students' problems;
___ documents opportunities to develop relationships with parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being;
___ documents the identification and use appropriate school personnel and community resources to help students reach their full potential
___ documents a participation in collegial activities designed to make the entire school productive learning environment, i.e. field trip, hallway displays
___ documents talking with and listening to students, sensitivity and response to signs of distress, or sought appropriate help as needed to solve students' problems;
___ documents opportunities to develop relationships with parents and guardians of students, or seek to develop cooperative partnerships in support of student learning and well-being;
___ documents the identification or use appropriate school personnel and community resources to help students reach their full potential
___ documents an awareness of collegial activities designed to make the entire school productive learning environment,
___ documents an awareness of the skill needed to talk with and listen to students,  sensitivity and response to signs of distress, or seek appropriate help as needed to solve students' problems;
___ documents an awareness of the need to seek opportunities to develop relationships with parents and guardians of students, and seek to develop cooperative partnerships in support of student learning and well-being;
___ documents an awareness of the need to identify and use appropriate school personnel and community resources to help students reach their full potential
___  No evidence of participation in collegial activities designed to make the entire school productive learning environment,
___ No evidence of talking  with or listening to students, being sensitive and responsive to signs of distress, and seeking appropriate help as needed to solve students' problems;
___ No evidence of seeking opportunities to develop relationships with parents and guardians of students, or seeking to develop cooperative partnerships in support of student learning and well-being;
___ No evidence of identifying and using appropriate school personnel and community resources to help students reach their full potential


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Last Updated:8/11/2007 7:09:57 PM