Syllabus

SED 478: Student Teaching in the Secondary School
Undergraduate SED Students

Schedule line #: 75019, 87881, 87882
Fall 2015
12 Credit Hours
Instructor Information
University Supervisor Name:
University Supervisor Phone:
University Supervisor email:
Office of Clinical Experiences Office Hours: M-F 8 AM-5 PM
Phone: (602) 543-6311
Course Information
Catalog Description
Supervised teaching for undergraduate students. Synthesized experience in classroom management,
curriculum, instruction and assessment.
Course Description
Student teaching is the occasion for you to become an active member of the teaching profession. This is a
tremendous learning opportunity that requires commitment, reflection, time, and effort. You will be challenged
to develop your subject area knowledge, your ability to collaborate with colleagues and parents, your
understanding of preK-12 students as people with social, emotional, and intellectual needs, your ability to plan
and conduct learning experiences with students, your ability to assess learning and program outcomes, and
your ability to improve, through thoughtful questioning and analysis, your teaching practice.
Course Format
This course is a lecture/discussion course, combining face-to-face meetings and classroom support via school
visits.
Required Course Texts, Materials and Resources

Required Text
Single Semester Teacher Candidate Handbook
Required Materials
Mary Lou Fulton Teachers College Internet resource Tk20 via the web: Tk20 CampusTools is a
comprehensive online data management system that enables you to participate and manage your
SED 478 Fall 2015 Page 1

Division of Teacher Preparation. 7/20/2015
academic activities in this class, throughout your college experience and beyond. There is a one-time
only, non-refundable subscription fee for Tk20. You can purchase the program online at asu.tk20.com.
o You may also purchase a Tk20 Student Access Kit from the ASU Bookstore, which may have a
higher price, although purchasing there will allow you to receive requisite compensation from
financial aid, if eligible.
Provided Materials
ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All ASU students have
FREE access to this web resource)

Student Learning Outcomes:

Outcomes for this course are aligned to the following performance indicators: InTASC Standards: http://intascstandards.net. ISTE
Standards: http://www.iste.org/standards/standards-for-teachers. Council for Exceptional Children (CEC):
http://www.cec.sped.org/Standards/Special-Educator-Professional-Preparation.
Upon completion of this course the student should be able to:
Student Learning Outcomes
InTASC Standard
Teacher Candidates will write, teach, and

reflect on lesson plans in order to:
Reach a score of 3 on each TAP rubric
indicator
Use application and reflection to increase
instructional effectiveness
Teacher Candidates will demonstrate
proficiency in professional responsibilities of
educators as measured by the Mary Lou
Fulton Teachers College Professionalism
Rubric:
Build and maintain collaborative relationships
will colleagues
Uphold the rules, policies, and procedures of
schools, districts, university, and law
Engage in professional development and
apply new skills/knowledge
Seek and actively use feedback
Maintain accurate student records
Communicate program and performance
information with families
1a, 1b, 1d, 1e, 1h, 1i, 2a, 2c, 2e, 2f, 2g, 2l, 3d, 3e, 3j,
3p, 4d, 4f, 4g, 4i, 4l, 4n, 5f, 5r, 6a, 6b, 6c, 6d, 6e, 6g,
6h, 6j, 6k, 6l, 6m, 6n, 6o, 6p, 6q, 6r, 6s, 6t, 6u, 6v, 7a,
7b, 7d, 7e, 7f, 7g, 7j, 7k, 7l, 7m, 7n, 7p, 7q, 8a, 8b, 8d,
8e, 8f, 8g, 8h, 8i, 8l, 8n, 8o, 8p, 8s, 9c, 9g, 9h, 9k, 9l,
10b, 10r, 10t
Part A1:
3q, 3r, 10c, 10f, 10i, 10j, 10k, 10o, 10p, 10r, 10t,
Part A2:
9n 9o, 10c, 10f, 10j, 10p, 10s, 10t
Part B1:
9a, 9b, 9c, 9d, 9k, 9n, 10a, 10b, 10c, 10f, 10i, 10j, 10k,
10p, 10r, 10s, 10t
Part B2:
9a, 9b, 9c, 9d, 9k, 9n, 10a, 10b, 10c, 10f, 10i, 10j, 10k,
10p, 10r, 10s, 10t
Part C1:
6t, 9o

ISTE
Standards
2C
5C
PSA*
Student Learning Outcomes
InTASC Standard
ISTE
Standards
Part C2:
6g, 6t, 9o
Gain awareness of resources to assist

students
Part D1:
1c, 3a, 3n,10c, 10d, 10p, 10q
Part D2:
1c, 3a, 3n,10d, 10p, 10q,
Teacher Candidates will monitor their own

professional development through the
collection of feedback and work products
Opportunities for Observation and Practice of
the Standards: The Teacher Candidate is
required to participate in the assigned classroom
full-time, 5 days per week following their Mentor
Teachers contract hours. Teacher Candidates in
the Secondary Education Certification program
student teach in an assigned 6-12th grade
classroom.
Part D3:
1c, 1k, 2f, 2h, 2i, 4g, 7m, 9d,10e1a, b, 1c, 2a, b, c, d;
3a, 3c, d, I, j, l, k; 4a, b, d, e, g, h; 5b, c, d, f, l; 6a, 6g, 6j
, 6t, 7a, b, c, d, e, f; 8a, b, j;9o 3q, 3r, 9a, 9b, 9c, 9d, 9k,
9n, 9o, 10a, 10b, 10c, 10d, 10f, 10i, 10j, 10k, 10o, 10p,
10q, 10r, 10s,10t
10r, 10t
1a, b; 2a, b, c, d; 3c, d, I, j, l, k; 4a, b, d, e, g, h; 5b, c,

d, f, l; 6a, j; 7a, b, c, d, e, f; 8a, b, j; 9e; 10o

5c
1 a-d
PSA*
Course Calendar: The calendar is tentative and subject to change. Performance Assessment dates listed below are
approximate and will be scheduled by the University Supervisor (US) in collaboration with the Teacher Candidate (TC) and
Mentor Teacher (MT). Dates will also vary due to Fall Break schedules, when applicable. *During week-long Fall Break, a
Progress Report and Reflection are NOT due.
Session: Task Due/ Event to Attend
Topics: Completed By
Due Date
Completion of Online Training

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

ASU, US, TC
TC
US
TC
MT with TC
TC
MT
MT with TC
TC
Prior to August 14
August 14
August 17
August 17-28
August 21
August 28
US, TC and MT
MT with TC
TC
MT with TC
TC
US
September 7-18
September 11
Deadline to apply for graduation, https://students.asu.edu/graduation
TC
October 1
Progress Report
Reflection
TC and MT
TC
US, TC and MT
MT with TC
TC
MT with TC
TC
MT with TC
TC
US
October 2
October 30
Progress Report
Reflection
Reflection
University Supervisor Seminar #2 completed
THANKSGIVING RECESS NOVEMBER 26 and 27
MT with TC
TC
MT with TC
TC
US, TC and MT
MT with TC
TC
TC
MT
MT with TC
TC
MT with TC
TC
US and TC
University Supervisors final visit to the school
US
Progress Report
Reflection
MT with TC
TC
November 30December 4
December 4
Progress Report
Reflection
Progress Report
Reflection
Progress Report
Reflection
Academic Status Report #2 due
Progress Report
Reflection
Progress Report
Reflection
Progress Report
R eflection
TC completes Tk20 evaluations of US and MT
MT completes evaluation of US

September 4
September 25
September 28 Oct 5
October 5-16
October 9
October 16
October 23
October 22-29
November 6
November 9-20
November 13
November 20
November 27
LAST DAY OF STUDENT TEACHING

TIMECARD COMPLETED
TIMECARD DUE TO UNIVERSITY SUPERVISOR
VERIFY ALL TK20 EVALUATIONS ARE COMPLETED
TC EVALUATES US
TC EVALUATES MT
MT EVALUATES US
TK20 BINDER UPDATED AND SUBMITTED
ALL TCS
TC
TC
US
TC
TC
MT
US
December 4
Final grades are due/posted

Commencement for MAC/graduate students and Undergraduate students
Convocation
Office of Clinical Experiences
December 7-14
TC
TC
December 14
TBD
NOTE: Districts may ask Teacher Candidates to begin early and/or stay later, and as a teacher-in-training you are
free to do so. However, this calendar lists the official first and last days of student teaching required for successful
completion of student teaching. Also, if you are student teaching at a school with a two-week Fall Break, your last
day is Dec. 11 (not Dec. 4).

Assignment and Description

Online Training
Indicators
Score/Points
InTASC 9a, 9b, 9e, 10r, 10t
16 points
InTASC 9a, 10r, 10t
16 points
InTASC 9a, 10r, 10t
16 points: 8 points per seminar
InTASC
80 points: 16 reflections at 5 points each
All Teacher Candidates will

complete the online training on
student teaching requirements prior
to attending Student Teaching
Orientation. Submission of
Certificate of Completion for online
training is required.
Student Teaching Orientation
All Teacher Candidates are
required to attend Student
Teaching Orientation to review
course requirements and
Performance Assessment criteria.
Seminars: Two Seminars
All Teacher Candidates are
required to attend two University
Supervisor Seminars to discuss the
scoring process of the rubrics and
the job search process.
Weekly Reflections
Teacher Candidates submit Weekly 3q, 3r, 9a, 9b, 9c, 9d, 9f, 9i, 9k, 9n, 9o, 10a, 10b, 10r,
Reflections to the University
10t
Supervisor. The Reflections should
ISTe 4c
focus on topics outlined in ASUs
Professionalism Rubric and or the
TAP Rubric instructional indicators.
Teacher Candidate Notebook
InTASC 10r, 10
Teacher Candidates organize

Notebooks that are checked during
60 points: 4 checks at 15 points each
Assignment and Description
Indicators
Score/Points
Performance Assessments and at

the final visit.
Clinical Experience Timecard
InTASC
Teacher Candidates and Mentor

Teachers review and initial the
Timecard weekly. Timecards are
checked at each Performance
Assessment and at the final visit.
3q, 3r, 9a, 9b, 9c, 9d, 9f, 9i, 9k, 9n, 9o, 10a, 10b, 10r,
10t
Signature Assignment #1 Final

TAP Assessment
InTASC
480 points (final assessment)
1a, 1b, 1d, 1e, 1h, 1i, 2a, 2c, 2e, 2f, 2g, 2l, 3d, 3e, 3j,
3p, 4d, 4f, 4g, 4l, 4n, 5f, 5r, 6a, 6b, 6c, 6d, 6e, 6g, 6h, 6j,
6k, 6l, 6m, 6n, 6o, 6p, 6q, 6r, 6s, 6t, 6u, 6v, 7a, 7b, 7d,
7e, 7f, 7g, 7j, 7k, 7l, 7m, 7n, 7p, 7q, 8a, 8b, 8d, 8e, 8f,
8g, 8h, 8i, 8l, 8n, 8o, 8p, 8s, 9c, 9g, 9h, 9k, 9l, 10b, 10r,
10t,
To pass this course, students must earn a 3

on each of the eight TAP indicators by the
last Performance Assessment. Successful
completion and passing of the signature
assignment is required to pass this course.
40 points; 4 checks at 10 points each
ISTe 4c
ISTE 2a, 2c, 2d

Signature Assignment #2 Final
Professionalism Assessment
InTASC
225 points (final assessment)
Part A1: 3q, 3r, 10c, 10f, 10i, 10j, 10k, 10o, 10p, 10r,
10t,
Part A2: 9n 9o, 10c, 10f, 10j, 10p, 10s, 10t
Part B1: 9a, 9b, 9c, 9d, 9k, 9n, 10a, 10b, 10c, 10f, 10i,
10j, 10k, 10p, 10r, 10s, 10t
Part B2: 9a, 9b, 9c, 9d, 9k, 9n, 10a, 10b, 10c, 10f, 10i,
10j, 10k, 10p, 10r, 10s, 10t
Part C1:6t, 9o
Part C2: 6g, 6t, 9o
Part D1: 1c, 3a, 3n,10c, 10d, 10p, 10q
Part D2: 1c, 3a, 3n,10d, 10p, 10q,
Part D3: 1c, 1k, 2f, 2h, 2i, 4g, 7m, 9d, 10e
ISTE 5c
To pass this course, students must receive

and maintain proficiency at the Applying (3)
level on Rows A-C and Emerging (2) on Row
D of the Professionalism rubric at the end of
each Performance Assessment.
Total Points Possible:

933
Assignment Directions
Online Training: Teacher Candidates are required to complete an online training on student teaching requirements prior to attending Student
Teaching Orientation. Certificates of Completion are due at Student Teaching Orientation. A late certificate will be accepted for points up to 72
hours after the due date with a 50% point deduction; certificates submitted after 72 hours will receive 0 points. A certificate must be turned into the
University Supervisor before visits are scheduled to the student teaching placement. Registration link: https://sites.google.com/a/asu.edu/sstonline-training-tc-registration/
Rubric for scoring Online Training: 16 points
16 points
8 points
0 points
Certificate presented at Student Teaching

Orientation on August 14
Certificate emailed to University Supervisor or

uploaded in Blackboard by 9 AM, 8/17/15 (72
hours of due date)
Certificate emailed to University Supervisor or

uploaded in Blackboard after 9 AM, 8/17/15
Student Teaching Orientation: Teacher Candidates are required to attend Student Teaching Orientation to discuss student teaching requirements
and review course requirements and Performance Assessment criteria. Students not in attendance will receive 0 points and will attend a make-up
Orientation with the University Supervisor.
Rubric for scoring Student Teaching Orientation attendance: 16 points
16 points
8 points
0 points
Attended the entire Orientation
Arrived late or left early
Did not attend
Seminars: Teacher Candidates are required to attend two University Supervisor Seminars to discuss the scoring process of the rubrics and the job
search process. Students not in attendance will receive 0 points.
Rubric for scoring Seminars: 2 seminars x 8 points each
8 points
4 points
0 points
Attended and actively participated
Arrived late or left early or limited participation
Did not attend

Weekly Reflections: Teacher Candidates submit Weekly Reflections to the University Supervisor. The Reflections should focus on topics outlined
in ASUs Professionalism Rubric and or the TAP Rubric instructional indicators. Reflections should be written in a professional voice and be free of
grammatical errors. All Reflections should be typed, double-spaced in 12 point font. The length of the Reflection will depend on the topic discussed
and the needs of the Teacher Candidate. Weekly Reflections are due Friday by 11:59 PM. Late Reflections will be accepted up to 72 hours with a
50% point deduction. Reflections submitted after 72 hours of the due date will receive 0 points.
Reflections might address:
Thoughts/questions about development of lessons plans, objectives or assessments
Thoughts/questions about providing academic feedback
Thoughts/questions about classroom management
Thoughts/questions about instructional materials and activities that support student learning
Thoughts/questions about differentiating instruction
Thoughts/questions about SEI strategies
Thoughts/questions about using data to inform instruction
Thoughts/questions about school/district policies
Thoughts/questions about organization and time management for teachers
Thoughts/questions about areas of refinement as identified in your evaluations and three-way conferences
Thoughts/questions about interacting with colleagues, families, administrators
Rubric for scoring Reflections: 16 weeks x 5 pts each

5 points
3 points
1 point
0 points
Especially thoughtful, focused response

to topic with specific examples from
your teaching.
Focused response to topic with

specific examples from your teaching.
Response to topic.
Not received by 72
hours after the due
date
1-2 pages double-spaced, in

professional voice, no grammatical/
spelling errors. Received on time
(Friday, 11:59 pm Arizona Time).
1-2 pages double-spaced, in

professional voice, 1-3 minor
grammatical/spelling errors. Received
on time (Friday, 11:59 pm Arizona
Time).
1 page double-spaced, 4 or more

grammatical / spelling errors.
Received on time (Friday, 11:59 pm
Arizona Time).
Note: Late Reflections will be accepted up to 72 hours with a 50% point deduction from the rubric score.

Teacher Candidate Notebook: Notebook checks are completed during Performance Assessments and at the final visit. Lesson plans for each
Performance Assessment must be submitted in Blackboard 72 hours in advance of the Performance Assessment. In the event that the submitted
lesson plan does not meet requirements, faculty may require revisions and resubmission of the lesson plan prior to the Performance Assessment.
TAB 1 District, School, Class Information
School Calendar
Daily teaching schedule following Mentor Teachers contract hours
District policy or procedure statements
Classroom policies or procedures, organization or management plan
Mentor Teacher contact information
Supervisor contact information
TAB 2 Lesson Planning
Curriculum Map or Pacing Charts

Grade-level standards
Weekly/daily lesson plans following ASU lesson plan format Lesson Plans should be routinely submitted to Mentor Teacher 48
hours in advance for review
TAB 3 Rubrics/Weekly Feedback/Evaluations
ASU Professionalism Rubric

TAP Rubric
Dated notes from weekly coaching meetings with Mentor Teacher
Any additional feedback provided by others
Performance Assessment Summary completed by University Supervisor
TAB 4 General Information
Correspondence from ASU advisor, Supervisor, or Office of Clinical Experiences

Timecard with up-to-date MT and TC initials/signatures
Teacher Candidate Handbook and Syllabus

Rubric for Notebook Checks*: 4 checks x 15 points

15 points
Notebook contains all
required documentation
at each visit and is well
organized.
PA Lesson Plan is
submitted in Blackboard
72 hours in advance of
scheduled observation.
10 points
Notebook missing 1-2
required documents
and is well organized.
5 points
required documents and
is somewhat organized.
Take an additional 2
points off if Lesson Plan
is not submitted in
Blackboard 72 hours in
advance.
points off if Lesson Plan
is not submitted in
Blackboard 72 hours in
advance.
3 points
required documents
and is somewhat
organized.
1 point
Notebook missing
more than 4 required
documents and
Lesson Plan was
submitted prior to
Performance
Assessment.
0 Points
Notebook is
not present at
the PA.
points off if Lesson
Plan is not submitted
in Blackboard 72 hours
in advance.
*Note: A Performance Assessment lesson plan not submitted in Blackboard 72 hours in advance of the scheduled supervisor visit will result in an
automatic 2 point deduction in addition to points already deducted from the notebook check due to rubric scoring.
Clinical Experience Timecard: Teacher Candidates and Mentor Teachers review and initial the Timecard weekly. The University Supervisor
reviews the Timecard at each school visit (Performance Assessments and final conference). On the last day of student teaching Teacher
Candidates upload the completed Timecard in Blackboard (see Appendix in Teacher Candidate Handbook for timecard). Missing Timecards will
result in a delay in posting of final grade.
Rubric for Timecard Checks: 4 checks x 10 pts each
10 points
5 points
3 points
All fields completed accurately, up-todate, including MT and TC initials.
All fields completed accurately, upto-date, including MT and TC

initials. 1-2 omissions/errors.
3 or more omissions/ errors. Timecard not in Notebook.

0 points
Signature Assignment #1 Final TAP Assessment: To pass this course, students must earn a score of 3 on each of the eight TAP indicators by
the last Performance Assessment. Successful completion and passing of the signature assignment is required to pass this course.
Signature Assignment #2 Final Professionalism Assessment: To pass this course, students must receive and maintain proficiency at the
Applying (3) level on Rows A-C and Emerging (2) on Row D of the Professionalism rubric at the end of each Performance Assessment.
Successful completion and passing of the signature assignment is required to pass this course.
Grade Scale:
A 100-93%
933-863
B 92-83%
862-770
C 82-73%
769-677
D 72-63%
676-584
E 62% and below
583 and below
Signature Assignment:
The signature assignment is an assignment that is submitted electronically in Tk20 providing direct evidence of student achievement and progress
towards a specific outcome, or group of outcomes. The electronic submission of the signature assignment in Tk20 serves two purposes; the
signature assignment is intended to assess important skills, abilities, and identifies areas of strength and challenge, which instructors use to
evaluate student progress. It also serves as a college data collection and storage site that is required by the Department of Education. All students
seeking certification are REQUIRED to upload and submit their signature assignment in Tk20 for evaluation. For information, please see
https://education.asu.edu/tk20-user-guides. Note for student teaching: The University Supervisor completes the Performance Assessments in
Tk20 which are the signature assignments.
Assignment Titles and Descriptions:
Final TAP Assessment: To pass this course, students must earn a score of 3 on each of the eight TAP indicators by the last Performance
Assessment. Successful completion and passing of the signature assignment is required to pass this course.
Final Professionalism Assessment: To pass this course, students must receive and maintain proficiency at the Applying (3) level on Rows A-C
and Emerging (2) on Row D of the Professionalism rubric at the end of each Performance Assessment. Successful completion and passing of
the signature assignment is required to pass this course.
Clinical Experience Implementation Description
Refer to the Teacher Candidate Handbook for specific policies and procedures.
Signature Assignment Rubric: Final TAP Assessment

Indicator
(5) Exemplary
(4) Highly
Proficient
(60 points per indicator)
(60 points
per indicator)
Standards
and
Objectives
All learning objectives and

state content standards are
explicitly communicated.
SCORE:
Sub-objectives are aligned

and logically sequenced to
the lessons major objective.
Evidence in
both columns
3 and 5
State standards are

displayed and referenced
throughout the lesson.
There is evidence that most
students demonstrate
mastery of the objective.
SCORE:
visuals that establish the

purpose of the lesson,
preview the organization of
the lesson, and include
internal summaries of the
lesson;
Evidence in
both columns
3 and 5
(1) Unsatisfactory
(0 points)
(0 points)
Instructional plans include:
goals aligned to state content
standards;
Evidence in
both columns
1 and 3

few goals aligned to state
content standards;
activities, materials, and
assessments that:
Expectations for student

performance are clear,
demanding, and high.
Presentation of content
always includes:
(60 points per indicator)
(2)
Approaching
Proficient

assessments that:
Learning objectives are: (a)

consistently connected to
what students have
previously learned, (b) know
from life experiences, and (c)
integrated with other
disciplines.
Presenting
Instruction
al Content
(3) Proficient
are aligned to state

standards.
- are sequenced from basic
to complex.
- build on prior student
knowledge.
- provide appropriate time
for student work, and
lesson and unit closure;
evidence that plan is
appropriate for the age,
knowledge, and interests of
most learners and;
are rarely aligned to state

standards.
- are rarely logically
sequenced.
- rarely build on prior
student knowledge
- inconsistently provide
time for student work, and
little evidence that the plan is
knowledge, or interests of the
learners and;
evidence that the plan

provides some opportunities to
accommodate individual
student needs.
little evidence that the plan

student needs.
Presentation of content most of

the time includes:
purpose of the lesson, preview
the organization of the lesson,
and

Evidence in
both columns
1 and 3
Presentation of content rarely

includes:
purpose
of the lesson, preview the
organization of the lesson, and
examples, illustrations,
analogies, and labels for new
concepts and ideas;
modeling by the teacher to
demonstrate his or her
performance expectations;
include internal summaries of

the lesson;
include internal summaries of

the lesson;
analogies,
analogies, and labels for new
concepts and ideas;
and labels for new concepts

and ideas;
concise communication;
logical sequencing and
segmenting;

all essential information and;
no irrelevant, confusing, or
nonessential information.

segmenting;

segmenting;

Activities
and
Materials
SCORE:
Activities and materials

include all of the following:
support the lesson
objectives;
are challenging;
sustain students attention;
elicit a variety of thinking;
provide time for reflection;
are relevant to students
lives;
provide opportunities for
student-to-student interaction;
induce student curiosity and
suspense;
Evidence in
both columns
3 and 5
Activities and materials include

most of the following:
support the lesson objectives;
Evidence in
both columns
1 and 3
Activities and materials include

few of the following:
support the lesson objectives;
are challenging;
are challenging;
are relevant to students lives;
are relevant to students lives;



suspense;

suspense;
provide students with choices;
provide students with choices;
provide students with

choices;
incorporate multimedia and

technology and;

technology and;

technology and;
incorporate resources
beyond the school curriculum
texts (e.g., teacher-made
materials, manipulatives,
resources from museums,
cultural centers, etc.).
incorporate resources beyond

the school curriculum texts
(e.g., teacher-made materials,
manipulatives, resources from
museums, cultural centers,
etc.).
incorporate resources beyond

the school curriculum texts
(e.g., teacher-made materials,
manipulatives, resources from
museums, etc.)
In addition, sometimes
activities are game-like,
involve simulations, require
creating products, and
demand self-direction and
self-monitoring.
Academic
Feedback
SCORE:
Oral and written feedback is

consistently academically
focused, frequent, and high
quality.
Evidence in
both columns
3 and 5
Oral and written feedback is

mostly academically focused,
frequent, and mostly high
quality.
Feedback is frequently
given during guided practice
and homework review.
Feedback is sometimes given

during guided practice and
homework review.
The teacher circulates to

prompt student thinking,
assess each students
progress, and provide
individual feedback.
The teacher circulates during

instructional activities to
support engagement and
monitor student work.
Feedback from students is

regularly used to monitor and
adjust instruction.

sometimes used to monitor and
adjust instruction.
Teacher engages students

in giving specific and highquality feedback to one
another.

Evidence in
both columns
1 and 3
The quality and timeliness of

feedback is inconsistent.
Feedback is rarely given
during guided practice and
homework review.
The teacher circulates during
instructional activities, but
monitors mostly behavior.
rarely used to monitor or adjust
instruction.
Instruction
al Plans
SCORE:

measurable and explicit
standards;
Evidence in
both columns
3 and 5

standards;
Evidence in
both columns
1 and 3
few goals aligned to state

content standards;

assessments that:

assessments that:

assessments that:

standards.
- are sequenced from basic
to complex.
knowledge.
for student work, and
most learners and;

standards.
- are sequenced from
basic to complex.
knowledge, are relevant
to students lives, and
integrate other
disciplines.
for student work,
student reflection, and
all learners and;
are rarely aligned to state

standards.
- are rarely logically
sequenced.
- rarely build on prior
student knowledge
- inconsistently provide
time for student work, and
little evidence that the plan is
knowledge, or interests of the
learners and;

student needs.
little evidence that the plan

student needs.

provides regular opportunities
to accommodate individual
student needs.
Managing
Student
Behavior
SCORE:
Students are consistently

well-behaved and on task.
Teacher and students
establish clear rules for
learning and behavior.
The teacher uses several
techniques, such as social
approval, contingent
activities, and consequences
Evidence in
both columns
3 and 5
Students are mostly wellbehaved and on task, some

minor learning disruptions may
occur.
Teacher establishes rules for
learning and behavior.
The teacher uses some
techniques, such as social
approval, contingent activities,

Evidence in
both columns
1 and 3
Students are not wellbehaved and are often off task.

Teacher establishes few rules
for learning and behavior.
The teacher uses few
techniques to maintain
appropriate student behavior.
The teacher cannot
distinguish between
to maintain appropriate
student behavior.
and consequences to maintain

appropriate student behavior.
inconsequential behavior and

inappropriate behavior.
The teacher overlooks

inconsequential behavior.
The teacher overlooks some

inconsequential behavior, but
other times addresses it,
stopping the lesson.
Disruptions frequently
interrupt instruction
The teacher deals with

students who have caused
disruptions rather than the
entire class.
The teacher deals with

students who have caused
disruptions, yet sometimes he
or she addresses the entire
class.
The teacher attends to

disruptions quickly and firmly.
Teacher
Content
Knowledge
Teacher displays extensive

content knowledge of all the
subjects she or he teaches.
SCORE:
Teacher regularly
implements a variety of
subject specific instructional
strategies to enhance student
content knowledge.
Teacher sometimes
implements subject-specific
instructional strategies to
enhance student content
knowledge.
The teacher regularly

highlights key concepts and
ideas and uses them as
bases to connect other
powerful ideas.
The teacher sometimes

highlights key concepts and
ideas and uses them as bases
to connect other powerful
ideas.
Evidence in
both columns
3 and 5
Teacher displays accurate

content knowledge of all the
subjects he or she teaches.
Evidence in
both columns
1 and 3
Teacher displays underdeveloped content knowledge

in several subject areas.
Teacher rarely implements
subject specific instructional
strategies to enhance student
content knowledge.
Teacher does not understand
key concepts and ideas in the
discipline and therefore
presents content in an
unconnected way.
Limited content is taught in

sufficient depth to allow for
the development of
understanding.
Teacher
Knowledge
of Students
SCORE:
Teacher practices display

understanding of each
students anticipated learning
difficulties.
Teacher practices regularly
incorporate student interests
and cultural heritage.
Evidence in
both columns
3 and 5
Teacher practices display

understanding of some
students anticipated learning
difficulties.
Teacher practices sometimes
incorporate student interests
and cultural heritage.

Evidence in
both columns
1 and 3
Teacher practices
demonstrate minimal
knowledge of students
anticipated learning difficulties.
Teacher practices rarely
incorporate student interests or
cultural heritage.
Teacher regularly provides

differentiated instructional
methods and content to
ensure children have the
opportunity to master what is
being taught.
*Total
Points
Possible
480
Teacher sometimes provides

differentiated instructional
methods and content to ensure
children have the opportunity to
master what is being taught.
480
480
Teacher practices
demonstrate little differentiation
of instructional methods or
content.
*Grade
*Note: To pass this course, students must earn a score of 3 on each of the eight TAP indicators by the last Performance Assessment.

Signature Assignment Rubric: Final Professionalism Assessment

Indicator
(5) Exemplary
(4) Highly
Proficient
25 points per indicator
25 points per
indicator
A: Showing
Professionalism
Relationships with Others
in Schools and the
Profession
Fulfilling Professional
Responsibilities
(Dress code, consistent
attendance, punctuality,
ethical standards, social
media)
B: Growing and
Developing
Professionally
Content Knowledge and
Pedagogical Skill
(Skills taught in courses
and/or modeled by Intern
Mentor Teacher)
B: Growing and
Developing
Professionally
(2) Emerging
(1) Unsatisfactory
25 points per
indicator
0 points indicators A-C
0 points
25 points for indicator D
Initiates and facilitates

collaboration to further
school goals and
improve school
climate.
Takes initiative in
assuming
responsibilities
that contribute to
team goals.
Relationships with
colleagues are
characterized by
collaboration and
cooperation.
Presumes positive
intent when
addressing issues of
concern and
demonstrates
willingness to learn
from others.
Maintains cordial
relationship with
colleagues using
appropriate means
and respectful
language when
addressing issues of
concern.
Relationships with
colleagues are
negative, divisive or
self-serving.
Addresses concerns
inappropriately
(person, issues,
format), or uses
disrespectful language,
inappropriate
emotions.
and is proactively
engaged in creating
positive change in
rules, policy, and
procedures through
appropriate
established channels.
Understands the
rationales behind
the rules, policies,
and procedures.
Actively acquires
knowledge of and
adheres to the rules,
policies, and
procedures
established by the
school, the district,
the university and/or
the law.
Requires some
guidance regarding
the rules, policies,
and procedures
established by the
school, the district,
the university and/or
the law.
Violates the rules,

policies, or procedures
established by the
school, the district, the
university and/or the
law.
. . . and provides
leadership in the
professional
development of
colleagues to support
school goals and
improve school
climate.
Seeks out
opportunities for
professional
development,
applies new skills
in the classroom,
and refines skills
using cycles of
inquiry.
Applies new skills in

the classroom
consistently.
Application of new
skills attempted.
Does not apply new

skills in classroom.
Consistently engages
in improvement of
practice and in the
professional
Demonstrates
engagement in
continuous cycles
of inquiry and
Seeks feedback and

actively works to
improve practice by
participating in
Responds to
feedback indicating
the need for
Fails to recognize or
respond to feedback
indicating the need for
(University instructors,
school leaders, colleagues,
etc.)
A: Showing
Professionalism
(3) Applying

Continued Professional
Growth
development of
colleagues to support
school goals and
improve school
climate.
incorporates
practices based
on research and
theory.
professional
development.
continued
professional growth.
continued professional
growth.
C: Maintaining Accurate
Records
and assists
colleagues to improve
record keeping
systems to further
school goals and
improve school
climate
Keeps
comprehensive,
accurate records
in an organized
system that
supports timely
reporting
Keeps records/
lesson plans in an
organized manner
and meets deadlines
appropriately.
Keeps records/lesson
plans with adequate
organization but
requires frequent
monitoring to avoid
errors and
sometimes misses
deadlines.
Has no system for

maintaining
records/lesson plans,
keeps records/lesson
plans in disarray and/or
does not meet
deadlines, resulting in
errors and confusion.
Supports colleagues
in developing efficient,
effective systems for
reporting student
progress to further
school goals and
improve school
climate.
System for
maintaining
information about
student progress
on the AZ
Standards is
efficient and
effectively
organized for
recording and
reporting timely
information on
student progress.
System for
maintaining
information about
student progress on
the AZ Standards is
efficient and
effective.
System for
maintaining
information on
student progress on
the AZ Standards is
rudimentary and
partially effective.
Has no system for

maintaining information
on student progress on
the AZ Standards, or
the system is in
disarray, or is
inaccurate.
Supports colleagues
in facilitating
comprehensive,
frequent, two-way
communication with
parents about the
instructional program
to further school goals
and improve school
climate.
Provides
accurate,
comprehensive
and frequent
instructional
program
information to
parents.
Provides accurate
and complete
instructional
program information
as required.
Under direction of
mentor or ASU Lead
Teacher provides
accurate but limited
information to
parents.
Fails to communicate,
provides inaccurate
information to parent,
or communicates
without knowledge and
approval of mentor or
ASU Lead Teacher.
Supports colleagues
in facilitating
Provides
accurate,
Provides accurate
and complete
Under direction of
mentor or ASU Lead
Fails to communicate,
provides inaccurate
General Record Keeping

(Maintains lesson plans
and materials for
Instructional Activities,
communicates deadlines
and course requirements
with Mentor Teacher)
C: Maintaining Accurate
Records
Student Progress in
Learning
D: Home-School
Communication
Communicates
Instructional Program
Information to Parents
(i.e. academic standards,
grade level expectations,
curriculum)
D: Home-School
Communication

Communicates Individual
Student Performance to
Parents
comprehensive,
frequent, two-way
communication with
parents about the
to further school goals
and improve school
climate.
comprehensive
and frequent
instructional
program
information to
parents.
instructional
program information
as required.
Teacher provides
accurate but limited
information to
parents.
information to parent,
or communicates
without knowledge and
approval of mentor or
ASU Lead Teacher.
D: Home-School
Communication
Advocacy/ Resources for
Students
Is unaware of or
demonstrates
disregard for
resources available to
assist students.
Displays some
awareness or use
of resources
available to assist
students.
Is fully aware of
resources available
through the school
or district and works
to gain access for
students.
. . . and is aware of
additional resources
available through the
community and
assists students in
gaining access.
. . . and initiates and

facilitates development
of resources to further
school goals and
improve school climate.
Total Points Possible
225
225
225
225 points if the

score of 3 is earned
on A-C and a score
of 2 is earned on D.
0 points if the score

of 2 is earned on A-C
and/or a score of 1 is
earned in D.
Grade
*Note: To pass this course, students must receive and maintain proficiency at the Applying (3) level on Rows A-C and Emerging (2) on Row D of
the Professionalism rubric at the end of each Performance Assessment.

Course/Instructor Evaluation:
The course/instructor evaluation for this course will be conducted online 7-10 days before the last official day of
classes of each semester or summer session. Response(s) to the course/instructor are anonymous and will
not be returned to your instructor until after grades have been submitted. The use of a course/instructor
evaluation is an important process that allows our college to (1) help faculty improve their instruction, (2) help
administrators evaluate instructional quality, (3) ensure high standards of teaching, and (4) ultimately improve
instruction and student learning over time. Completion of the evaluation is not required for you to pass this
class and will not affect your grade, but your cooperation and participation in this process is critical. About two
weeks before the class finishes, watch for an e-mail with "ASU Course/Instructor Evaluation" in the subject
heading. The email will be sent to your official ASU e-mail address, so make sure ASU has your current email
address on file. You can check this online at the following URL: http://www.asu.edu/emailsignup.
University/Mary Lou Fulton Teachers College Policies

It is expected that students exhibit professional behavior inside the classroom, during clinical experiences,
working with other students outside of the class on assignments related to this class, in addition to behavior in
the classroom on ASUs campus. If at any time a students behavior does not meet the standards of the
program as delineated in the Professionalism Rubric, the instructor may refer the student to higher
administration with a Notice of Concern. https://education.asu.edu/student-forms-policies
Attendance and Participation:
Teacher Candidates are allowed no more than 3 absences per semester during student teaching. Excessive
absenteeism will result in an assignment of a grade of E for student teaching. Students with excessive
absences due to illness or other extreme circumstances may be eligible for a medical or compassionate
withdrawal from student teaching. In these cases, the student should contact his/her academic advisor within
the Office of Student Services to develop an appropriate course of action. The Office of Student Services and
the Office of Clinical Experiences will work cooperatively with the student to determine eligibility for a medical
withdrawal. If the student is granted a medical withdrawal, he/she must complete a new Student Teaching
Application/ Placement Request in Tk20 upon return to the program.
Prioritizing student learning: When Teacher Candidates are absent for any reason, they are
expected to take whatever steps are possible to ensure that student learning is not interrupted. This
includes sending the Mentor Teacher lesson plans and preparing materials in advance when possible.
Documentation of absences: Teacher Candidates must complete the Absence Request/Verification
Form when they are absent for a day or any part of a day. Once completed, this form should be signed
by the Mentor Teacher and submitted to the Site Coordinator/University Supervisor. The expected
timeline is 5 days in advance of a planned absence or within 24 hours of return from an unplanned
absence. Absences should be documented when Mentors complete the Progress Reports and when
Teacher Candidates update their Timecards.
Planned absences: Teacher Candidates are expected to notify their Mentor Teacher and Site
Coordinator/University Supervisor five school days prior to a planned absence. University Supervisors
may excuse absences for the following events given that the Teacher Candidate is in good academic
standing and provides verification of attendance at the event: Taking the AEPA/NES exam or attending
an employment interview and/or ASUs Career Fair/Interview Day. These excused absences do not
count towards the three allowed absences per semester. The Teacher Candidate must complete the
Absence Request/Verification Form and notify the Mentor and Site Coordinator/University Supervisor
according to the absence policy.
Unplanned absences: Teacher Candidates should call their Mentor Teacher at school prior to the start
of the contract day and call the Site Coordinator/University Supervisor as early as possible in the case
of an unplanned absence (ex: illness, emergency). If Teacher Candidates are paired, they should also
call their partner Teacher Candidate. The Teacher Candidate must complete the Absence
Request/Verification Form within 24 hours of return to school.
Arriving late/Leaving early: Arriving late or leaving early will count as a half-day absence. Teacher
Candidates should provide advance notification and document partial day absences using the Absence
Request/Verification Form.
Pregnancy Leave Policy for the Mary Lou Fulton Teachers College: Please refer to
https://education.asu.edu/student-forms-policies.
Children attending ASU Classes: As per the Mary Lou Fulton Teachers College policy, no individuals under
the age of 12 are permitted to attend ASU classes.
Required meetings and seminars: Report all absences to your instructor prior to the start of class. Please
arrange to have a classmate take notes and collect any handouts provided during the class meeting.

UNIVERSITY/MARY LOU FULTON TEACHERS COLLEGE POLICIES

Use of Recording Devices in clinical experiences (internship and student teaching): ASU students are
prohibited from using any recording device to capture any activity in the classroom without the prior written
permission of the Mentor Teacher which describes the pedagogical reason for making the recording. The use
of any such recording must be in conformance with the pedagogical reason and with the provisions of the
Family Educational Rights and Privacy Act (FERPA). Any failure to adhere to this standard constitutes
unprofessional conduct.
Fall and Spring Breaks: Teacher Candidates follow the Fall and Spring Breaks of the district to which they
are assigned. It is the Teacher Candidates responsibility to pay attention to district Fall and Spring Breaks and
holidays to make sure he/she completes the required weeks of student teaching before the end of the ASU
semester.
Dismissal from Clinical Experiences: Student Teaching and/or internship:
In the event a school district requests that a student be dismissed from an internship or student teaching
placement for unprofessional or inappropriate behavior, the intern or Teacher Candidate will be required to
attend a meeting with the Division Director or designee, the Sr. Director of Student Services and other college
representatives as determined by the Division Director to discuss the reasons for request for dismissal from the
internship or student teaching placement.
If it is determined that the allegations of a violation of unprofessional behavior resulting in the request for
dismissal from the school/district are warranted, one or all of the following actions may result. The intern or
Teacher Candidate:
will be dismissed from the internship or student teaching placement.

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

A late Weekly Reflection and/or Certificate of Completion for the online training will lose 50% of the
rubric score if it is received within 72 hours of the due date. Weekly Reflections and/or a Certificate of
Completion for the online training will receive 0 points if received after 72 hours of the due date. All
other assignments submitted after the due date will receive 0 points (See Student Teaching Orientation,
Seminar, Notebook Check, and Timecard Check rubrics). Failure to complete assignments may result
in a score of 1 or 2 on the Professionalism Rubric (C: Maintaining Accurate Records).
Academic Integrity/Plagiarism
The ASU Student Handbook contains the following information: The highest standards of academic
integrity are expected of all students. The failure of any student to meet these standards may result in
suspension or expulsion from the university and/or other sanctions as specified in the academic
integrity policies of the individual academic unit. Violations of academic integrity include, but are not
limited to, cheating, fabricating, tampering, plagiarizing, or facilitating such activities. The university and
unit academic integrity policies are available from the Office of the Executive Vice President and
Provost of the University and from the Deans of the individual academic units.
The rest of the code, which consists of several pages, is available at the following URL:
http://students.asu.edu/srr/code.
Dependent upon instructors discretion, penalties for plagiarism range from loss of points on plagiarized
assignment to student receiving an E for the course.
Disability Accommodations for Students
Students who feel they may need a disability accommodation(s) in class must provide documentation
from the Disability Resource Center (Downtown campus UCB 160, Polytechnic campus Sutton Hall
240, Tempe campus Matthews Center, or West campus UCB 130) to the class instructor verifying the
need for an accommodation and the type of accommodation that is appropriate. Students who need
accommodations for a disability should contact DRC as early as possible (i.e. before the beginning of
the semester) to assure appropriate accommodations can be provided. It is the students responsibility
to make the first contact with the DRC. https://eoss.asu.edu/drc
Religious Accommodations for Students
Students who need to be absent from class due to the observance of a religious holiday or participate
in required religious functions must notify the faculty member in writing as far in advance of the
holiday/obligation as possible. Students will need to identify the specific holiday or obligatory function to
the faculty member. Students will not be penalized for missing class due to religious obligations/holiday
observance. The student should contact the class instructor to make arrangements for making up
tests/assignments within a reasonable time. http://www.asu.edu/aad/manuals/acd/acd304-04.html
Military Personnel Statement
A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is
unable to complete classes because of military activation may request a complete or partial
administrative unrestricted withdrawal or incomplete depending on the timing of the activation. For
information, please see http://www.asu.edu/aad/manuals/usi/usi201-18.html.
Harassment Prohibited
ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin,
disability, sexual orientation, Vietnam era veteran status and other protected veteran status. Violations
of this policy may result in disciplinary action, including termination of employees or expulsion of
students. Contact Student Life (Downtown campus- 522 N. Central Ave., Post Office Room 247, 480496-4111; Polytechnic campus- Administration building suite 102, 480-727-1060; Tempe campusStudent Services Building room 263, 480-965-6547; or the West campus- UCB 301, 602-543-8152) if
you feel another student is harassing you based on any of the factors above. Contact Equal
Opportunity/Affirmative Action (EO/AA) at 480-965-5057 if you feel an ASU employee is harassing you
based on any of the factors above. http://www.asu.edu/aad/manuals/acd/acd401.html.
Grade Appeals
The professional responsibility for assigning grades is vested in the instructor of the course, and
requires the careful application of professional judgment. A student wishing to appeal a grade must first
meet with the instructor who assigned the grade to try to resolve the dispute. The process for grade
appeals is set forth for the undergraduate and graduate programs are available at
https://education.asu.edu/student-forms-policies
Cell Phone Policy
Turn off cell phones during class and clinical placement. Use or presence of cell phones during clinical
experiences may result in a deficiency and/or Professional Improvement Plan.
Electronic Communication
Acceptable use of university computers, internet and electronic communications can be found in the
Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi104-01.html ) and in the Universitys
Computer, Internet, and Electronic Communications Policy
(http://www.asu.edu/aad/manuals/acd/acd125.html).
Technological Services and Support
The Mary Lou Fulton Teachers College encourages students to make use of technological services
available through ASU to make their learning experience more efficient. Students with personal laptop
computers or netbooks can connect wirelessly to the Internet and to printing services on all four
campuses and some school sites. The following support services are available to support student
computing needs.
Student Purchases:
o Discounted pricing for students purchasing laptop or desktop computers is available at
through the ASU bookstore or online.
(http://www.bkstr.com/arizonastatestore/shop/technology)
ASU Campus Classroom Connectivity:
o In-class use of laptops is encouraged by the Mary Lou Fulton Teachers College. In
cases where students need to make presentations during class, most classrooms have
the capability of allowing laptops to connect to classroom projectors. Mac laptops may
require an adaptor. For collaborative work, social networking tools are provided to ASU
students through a Google partnership, including Google docs, spreadsheets,
presentations, forms, and sites. (https://docs.google.com/a/asu.edu/#all)
Hardware and Software Support:
o ASU 1:1 Technology Studios provide support to students on all four campuses for
hardware, software, operating systems, security, networking, etc.
(https://ucc.asu.edu/techstudio/)
o MyApps provides free software tools including free virus scan software, online
applications, and information about discounted software for purchase.
(https://webapp3.asu.edu/myapps/)

ASU Writing Centers

One Center, Many Places: The Writing Center, located on all four ASU campuses and online, offers
free tutoring for all enrolled students.
All writersall ASU undergraduate or graduate studentscan benefit from visiting the Writing Center
to:
explore, plan, and develop ideas;

organize and structure a paper;
integrate and cite sources; and
write, revise, edit, and proofread.
For more information about ASUs Writing Centers, including how to make an appointment, please visit
our website at https://tutoring.asu.edu/writing-centers.
SI (Supplemental Instruction)
SI seeks to help students process material presented in class through group facilitated discussion led
by a trained peer (SI Leader) who has already successfully completed the course. More information will
be available on Blackboard under the SI Study Group. Students can receive tutoring for various
courses through University Academic Success Programs (UASP). Refer to our website:
https://tutoring.asu.edu.
Tutoring
Tutoring is available on all ASU campuses and Online for a variety of courses in small groups on a
walk-in/drop-in basis. Appointments are not taken. For a full list of sites and courses, visit
https://tutoring.asu.edu.
Title IX
Title IX is a federal law that provides that no person be excluded on the basis of sex from participation
in, be denied benefits of, or be subjected to discrimination under any education program or
activity. Both Title IX and university policy make clear that sexual violence and harassment based on
sex is prohibited. An individual who believes they have been subjected to sexual violence or harassed
on the basis of sex can seek support, including counseling and academic support, from the
university. If you or someone you know has been harassed on the basis of sex or sexually assaulted,
you can find information and resources at http://sexualviolenceprevention.asu.edu/faqs/students.


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SED 478: Student Teaching in the Secondary School

Undergraduate SED Students

Required Course Texts, Materials and Resources

SED 478 Fall 2015 Page 1

SED 478 Fall 2015 Page 2

Student Learning Outcomes:

Student Learning Outcomes

Teacher Candidates will write, teach, and

SED 478 Fall 2015 Page 3

Student Learning Outcomes

Gain awareness of resources to assist

Teacher Candidates will monitor their own

1a, b; 2a, b, c, d; 3c, d, I, j, l, k; 4a, b, d, e, g, h; 5b, c,

SED 478 Fall 2015 Page 4

Session: Task Due/ Event to Attend

Completion of Online Training

TC and Mentor Teacher

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

University Supervisors final visit to the school

SED 478 Fall 2015 Page 5

LAST DAY OF STUDENT TEACHING

Final grades are due/posted

Office of Clinical Experiences

SED 478 Fall 2015 Page 6

Assignment and Description

InTASC 9a, 9b, 9e, 10r, 10t

InTASC 9a, 10r, 10t

InTASC 9a, 10r, 10t

16 points: 8 points per seminar

80 points: 16 reflections at 5 points each

All Teacher Candidates will

Teacher Candidates organize

60 points: 4 checks at 15 points each

Assignment and Description

Performance Assessments and at

Teacher Candidates and Mentor

Signature Assignment #1 Final

480 points (final assessment)

To pass this course, students must earn a 3

40 points; 4 checks at 10 points each

ISTE 2a, 2c, 2d

225 points (final assessment)

To pass this course, students must receive

Total Points Possible:

Certificate presented at Student Teaching

Certificate emailed to University Supervisor or

Certificate emailed to University Supervisor or

Attended the entire Orientation

Arrived late or left early

Did not attend

Attended and actively participated

Arrived late or left early or limited participation

Did not attend

SED 478 Fall 2015 Page 9

Thoughts/questions about development of lessons plans, objectives or assessments

Thoughts/questions about providing academic feedback

Thoughts/questions about classroom management

Thoughts/questions about differentiating instruction

Thoughts/questions about SEI strategies

Thoughts/questions about using data to inform instruction

Thoughts/questions about school/district policies

Thoughts/questions about organization and time management for teachers