Best Practices Observation Instrument for Physical Education



HPE STUDENTTEACHINGHANDBOOK2016-2017THE PENNSYLVANIA STATE UNIVERSITYCollege of Health and Human DevelopmentThe Pennsylvania State University is committed to the policy that all persons shall have equal access to programs, facilities, admission, and employment without regard to personal characteristics not related to ability, performance, or qualification as determined by University policy or by state or federal authorities.The Pennsylvania State University does not discriminate against any person because of age, ancestry, color, disability, or handicap, national origin, race, religious creed, sex, sexual orientation, or veteran status. Direct all affirmative action inquires to the Affirmative Action Office. The Pennsylvania State University, 201 Willard Building, University Park, PA 16802-2801.The Pennsylvania State University does not discriminate against qualified students with documented disabilities in its educational programs. If you have a disability-related need for modification in this course, contact the Office for Disability Services (ODS) in 116 Boucke Building (voices or TDD: 863-1807). The ODS will notify the instructor of reasonable accommodations. STUDENT TEACHING COORDINATOR CONTACT INFORMATION:Dr. Alison Weimer268-A Recreation BuildingDepartment of KinesiologyPenn State UniversityUniversity Park, PA 16802(814) 865-5780axw206@psu.eduStudent Teacher: _________________________________________________________Email: ____________________________ Phone: _______________________________School Name: ____________________________________________________________Address: ________________________________________________________________Phone: _________________________________________________________________Mentor Teacher: __________________________________________________________Email: ____________________________ Phone: _______________________________University Faculty/Supervisor: ______________________________________________Email: _____________________________ Phone: ______________________________PREFACEA Note to Student Teachers:The student teaching semester is one of the most challenging and rewarding components of the teacher education program at Penn State. As the capstone experience of the teacher preparation program, the student teaching practicum provides exceptional opportunities to make a difference in the social, emotional, and intellectual lives of students. The student teaching journey will take student teachers down many paths of joy, stress, anxiety, wonder, and excitement. Each student teacher will be mentored and guided on this journey by a specially selected, experienced health and physical education teachers and a supportive university-based faculty member who serves as supervisor. The journey from college student to professional educator is sometimes bumpy and always enlightening. This HPE Student Teaching Handbook is a guide to help make the most of the student teaching experience. The course syllabus specifying the requirements for each particular practicum is posted on the KINES 495A CANVAS course management system. Student teachers are to read both carefully, share them with the Mentor Teacher, and refer to them often. TABLE OF CONTENTS Student Teaching Contact Information ………………………………………………………………2PART 1STUDENT TEACHING: AN ACT OF TEACHER INQUIRYDefinition of Student Teaching…………………………………………..............................……6HPE Teacher Education Framework………… ………………………… …..…………...6Responsibilities of the Student Teacher……………………………………………..…………...6Responsibilities of the University Supervisor………………………………………..…………..8Responsibilities of the Mentor Teacher………………………………………………..…………9Responsibilities of the Principal and Other School Personnel………………………...….....…..13Policies and Procedures……………………………………………………………….…..……..131.7.1 Courses and Deferred Grades…………………………………………………………131.7.2 Code of Professional Practice and Conduct for Educators……………………………131.7.3 Guest-Host Relationship………………………………………………………………141.7.4 School/Community Norms…………………………………………………………....141.7.5 Academic Integrity………………………………………………………………...….151.7.6 Presentation of Self…………………………………………………………………….151.7.7 Attendance and Participation Obligations……………………………………..……. . 17 1.7.7.1 Calendar......................................................................................................…...17 1.7.7.2 Holiday and Vacations..........................................................................….........17 1.7.7.3 Absence/Tardiness………………………………………………………….......17 1.7.7.4 Substitute Teaching, Coaching, etc………………………………………….....181.7.8 Harassment Reporting and Investigation Protocol……………………………… .........18 1.7.8.1 Confidential and Privileged Information.....................................................…...19 1.7.8.2 Corporal Punishment………………………………………………………......19 1.7.8.3 Suspected Child Abuse………………………………………………………...19 1.7.8.4 Private Interactions…………………………………………………………….191.7.9 Grading……………………………………………...………………………………….19PART 2 THE STUDENT TEACHING EXPERIENCE AND CURRICULUM2.1 Overview of the Experience……………………………………………………………………….202.2 1 Orientation to the Placement…………………………………………………………………….202.2 Inquiry into Community, School, and Classroom……………………………………..................212.3 :Inquiry into Teaching and Learning – Planning, Teaching, and Reflecting………………………222.4 Other Student Teaching Tasks and Assignments………………………………………………….22 2.4.1 Instructional Planning……………………………………………………………..22 2.4.2 Weekly Schedule…………………………………………………………………..23 2.4.3 Student Teacher Notebooks…………………………………………………….....23 2.4.4 Typical Day Observation: “Shadowing” a Student………………………………..23 2.4.5 Observation of Other Educators……………………………………………………24 2.4.6 Lesson Analysis……………………………………………………………………24 2.4.7 Showcase Video Tape Analysis……………………………………………………24 2.4.8 Seminars………………………………………………………….………………...25 PART 3 ASSESSMENT OF THE STUDENT TEACHER3.1 Overview…………………………………………………………………………………………..253.2 Student Teaching E- (electronic) Portfolio………………………………………………….…….253.3 Penn State HPE AIM Assessment Instrument……………………………………………….……27 3.3.1 Assessment………………………………………………………………………..27 3.3.2 Final Assessment………………………………………………………………….273.4 Pennsylvania Statewide Evaluation Form………………………………………………………....283.5 Final Grade………………………………………………………………………………………...28PART 4APPENDICESSee complete Table of Contents on Page 28PART 1Student Teaching DEFINITION OF STUDENT TEACHINGStudent Teaching is a full-semester, full-time, full-day, clinical component of the teacher preparation program for Penn State students seeking initial teacher certification. The primary purpose of the student teaching experience is to provide beginning educators with a carefully mentored experience to develop and enhance knowledge, skills, and dispositions necessary to positively impact student learning and development. As such, Penn State has designed the student teaching experience to be as instructional to the new teacher as possible. Field experiences such as student teaching are quite cooperative endeavors in which host schools work closely with the University to provide quality experiences for teacher certification candidates. Hosting a student teacher is a major professional commitment by teachers, administrators, and school boards. The University Faculty Supervisor and Mentor Teacher provide intense, critical guidance to help the student teacher learn and enhance his or her professional role. Other school personnel, such as principals and department heads, also play a crucial role in mentoring the student teacher. All schools, Mentor Teachers, and supervising faculty from the University are exceptionally well qualified and have been specifically selected to provide the best opportunities in learning to teach. HPE TEACHER EDUCATION FRAMEWORK A framework that specifies the understandings, abilities, and dispositions that should be demonstrated by new teachers guides the HPE teacher preparation programs and the student teaching experience. The HPE student is expected to develop proficiency in the areas of Planning and Preparing for Student Learning, Teaching, Inquiry and Analysis of Teaching and Learning, and Fulfilling Professional Responsibilities. The AIM Assessment Tools in the appendix outline these proficiencies. 1.3 RESPONSIBILITIES OF THE STUDENT TEACHERPrerequisites for Student Teaching The Kinesiology adviser’s signature on the student teaching application indicates that prerequisites for student teaching have been fulfilled to date and that a schedule to complete prerequisites prior to student teaching assignment has been established. Candidates must meet all published course, grade, and cumulative grade point average prerequisites. All prerequisite courses must be completed with an approved grade prior to enrollment in student teaching. Candidates must complete a formal prerequisite student teaching check sheet in person in the Kinesiology Advising Office with their Advisor prior to beginning the student teaching practicum. Proof of the check sheet must be submitted to the Student Teaching Coordinator before permission to begin the practicum will be granted. Current Act 34 (criminal) and Act 151 (child abuse) history clearances, FBI clearance, tuberculosis tests, proof of professional liability insurance, and CPR/First Aid certifications are required. Clearance information and forms are available in the Field Experience Office (170 Chambers Bldg) and 228 Chambers Bldg. Student teaching is part of a lifelong process of inquiry and growth by professional educators. As a beginning professional, the student teacher should expect to strengthen knowledge and skills of teaching by learning from the classroom teacher and supervisor, as well as by capitalizing on opportunities to explore and experiment. Student teaching is a full-semester, full-time, full-day clinical experience. As such, it requires full commitment and dedication from the student teacher. No other coursework is permitted and student teachers are discouraged from holding jobs in order to have sufficient time for full participation as well as planning, preparation, and reflection. It is expected that they will participate in non-instructional duties such as before and after school meetings, bus duty, lunch duty, and other extra curricular activities deemed appropriate by the Mentor Teacher and University Supervisor. Some specific responsibilities include:Be a Good Communicator: The student teacher needs to actively listen and communicate with the Mentor Teacher and the University Supervisor. It is expected that honest discussion and reflection on experiences, accomplishments, and areas for improvement will occur, especially during the midterm and final performance assessment conferences. Be Committed: Student teachers need to show initiative and commitment to both the students in the classroom and to their own work as a learner of teaching. They need to observe carefully to learn procedures. Student teachers should volunteer for duties that can be handled, especially housekeeping duties and routine non-instructional tasks. Be Prepared: The student teacher must always be prepared to fulfill any and all expectations and obligations, with the expectation for prompt arrival at school each day and remaining until the Mentor Teacher is scheduled to leave the school. Be Responsible: There are many tasks, assignments, and types of paperwork associated with student teaching. Student teachers must familiarize themselves with the expectations that they will be held to and complete all tasks to the best of their abilities. Maintaining a highly organized and accessible filing system to keep track of all paperwork and assignments will facilitate successful completion of assignments. By the start of the practicum the student teachers should have established an active eCredentials file with Penn State Career Services. It is the student teacher’s responsibility to activate the file by contacting the Career Services Office (814-865-5131) in 105 MBNA Career Services Center, University Park, PA 16802.()Keep Focused: Student teaching can be stressful, as well as rewarding. It is important to be well organized, eat well, get enough sleep, and avoid unnecessary outside stress in order to be alert and focused.Act Professionally: Student teachers communicate much about themselves through appearance, language, and behavior. Professional appearance and behavior allows them to establish credibility more easily with students, parents, and teaching colleagues. Inquire Thoughtfully: Student teachers are learning to teach. Learning is an act of inquiry best supported by careful observations and thoughtful analyses. They are encouraged to formulate questions and seek answers in order to improve their understandings and abilities to support the learning and development of all students. The Mentor Teacher and the University Supervisor are available to support and guide them throughout this experience. Student teachers should not hesitate to ask them for assistance. 1.4 RESPONSIBLITIES OF THE UNIVERSITY SUPERVISOR The University Supervisor is a faculty member in Kinesiology at one of the Penn State Campuses or they are a master teacher hired by Penn State for their expertise. Because she or he resides in the general vicinity of student teaching placements, the supervisor is readily available to student teachers and school personnel for consultation and assistance. As a liaison between schools and the University, the supervisor builds and maintains collaborative relationships among University and school district personnel that insure optimal opportunities for learning to teach. The Supervisor is in regular e-mail and phone communication with faculty at University Park. In addition, he or she attends regularly scheduled meetings at the University Park Campus each year.On behalf of the student teacher, the University Supervisor engages in the following practices before, during, and after the practicum. Prior to Student TeachingOnce the student teacher placement has been confirmed by the HPE Student Teacher Coordinator, the student should make an appointment to meet with their University Supervisor. During the Practicum One of the benefits of having full-time supervising faculty is the opportunity for frequent observations and conferences with each student teacher throughout the student teaching experience. The observation-conference-goal setting cycle is critical to progress and ongoing professional development. Supervision events that may take place include:Observing Performance: The University Supervisor observes student teachers in a variety of teaching-learning situations a minimum of four times during the student teaching experience. The observation records are used as a basis for helping to analyze the teaching-learning process. Conferencing: Direct and regular feedback is provided through different types of conferences. Initial Conference: The supervisor holds an initial conference during the first or second week of student teaching to discuss adjustments to the student teaching practicum. Post-Observation Conference: The supervisor conducts a conference as soon as possible after a teaching observation. Three-way conferences, which include the Mentor Teacher, are scheduled when appropriate. Observation data are used to help identify appropriate goals for change and improvement. Self-evaluation is stressed so that student teachers understand the impacts of teaching behaviors upon students’ learning and development. Mid-Semester Conference: The supervisor schedules a three-way conference (student teacher, Mentor Teacher, University Supervisor) near the midpoint of each semester. The purpose of this conference is to review evidence about performance at this stage. The AIM Assessment Tools are used as a basis for assessment and for goal setting for the remainder of the semester.Final Conference: A final three-way assessment conference is scheduled near the end of each semester. The Aim Assessment Tool is used during this time.General Conferences: Two-way and three-way conferences are held as the need arises throughout the semester to ensure development as an effective teacher. Resource for Mentor Teacher: Throughout the practicum, the supervisor acts as a resource for Mentor Teachers to assist them in their role as mentor. After the PracticumPenn State’s HPE program seeks and values feedback from school personnel concerning the effectiveness of our teacher education programs. The University Supervisor is one purveyor of this feedback. The University Supervisor ensures the majority of the practicum grade(s), and final assessments completed by the supervisor and Mentor Teacher are filed appropriately with the University. 1.5 RESPONSIBILITES OF THE MENTOR TEACHERThe Mentor Teacher, a critical person in the student teacher’s practicum experience, exerts a powerful influence over values, attitudes and practices of the student teacher. The mentor begins by setting the stage so that the classroom environment is favorable to her or his success and then provides on-going guidance. Accepting a student teacher as a junior partner in the gym/classroom, the mentor delegates increasing teaching responsibilities as comfort level and expertise increases. The mentoring relationship seeks the delicate balance between modeling one’s own practices, while affording opportunities for development of the novice’s potential. The mentor’s role involves a variety of tasks, including the following:Orientation to the Student Teacher’s RolePrior to and during the first week of student teaching, the Mentor Teacher can help the student teacher adjust to the school setting in some of the following ways: Helping the student teacher become acquainted with the student teaching requirements Informing the student teacher about bathroom breaks, parking, and when and where to have lunchInforming the students that there will be another teacher in the room. This helps both the student teacher and the classroom students adjust to the new situation.Minimizing the notion of “student” teacher and interact as another “teacher” in the classroom.Conversing informally in order to get to know the student teacher as an individual.Making introductions to faculty and other school personnel.Providing the student teacher with a work area and a space for personal belongings; and making available copies of student texts, teacher’s editions, district curriculum guidelines, etc. Acquainting the student teacher with instructional supplies, teaching aids, and available equipment (e.g., audio-visual equipment, computer hardware and software, copying machines).Encouraging the student teacher to learn the names of the students as quickly as possible. Helping the student teacher to become acquainted with people in the community.Sensitizing the student teacher to the community and its educational resources.Providing relevant district policies and procedures.Enhancing Observation and ParticipationBefore assuming full-time teaching responsibilities, the student teacher is both an observer and a participator. The Mentor Teacher can provide assistance with effective observation by doing the following:Encouraging the student teacher to observe with a purpose. Suggested foci include relating implementation to the lesson’s objectives, motivational techniques, ways to maintain pupils’ interest, and management styles. Providing opportunities to observe and study gym/classroom routines, procedures, protocols, and rules.Introducing the student teacher to gym/classroom management styles and teaching procedures, and discussing different ways to handle problems. Encouraging involvement in preparation and discussion of daily and long-term planning, including assessment and record keeping techniques.Inviting the student teacher to participate in activities that will build confidence, generate interaction with pupils, and acquire organizational skills (e.g., taking roll, administering tests, equipment distribution, giving individual help to students, grading papers and recording grades).Including the student teacher in discussion of and planning with students.Listening to ideas and suggestions; utilizing practical ones.Involving the student teacher in school meetings.Discussing issues of concern (e.g., the need for flexibility in planning).Appropriately including the student teacher in conferences with parents.Familiarizing the student teacher with routine classroom duties apart from preparing and implementing lessons.Introducing the student teacher to record-keeping procedures and practices.Making apparent the various roles students assume among themselves (leaders and followers).Discussing possible causes of and ways to handle unacceptable behavior.Discussing how to achieve affective goals, attitudes, habits and appreciation. Utilizing a variety of observation techniques.Inducting the Student Teacher into a Full-time Teaching RoleThe student teacher is expected to experience all aspects of full-time teaching responsibilities. At all phases of the practicum, however, the Mentor Teacher will be available to provide support, suggestions, alternatives, and guidelines. Supervising PerformanceA key component of success in student teaching is the quality of the daily supervision. High quality supervision includes all of the following actions:Observing on a regular basis and in a variety of situations.Providing feedback on the execution of professional responsibilities (lesson planning, implementation and assessment, gym/classroom interaction, maintenance of records).Including both positive and negative perceptions of performance.Helping relate teaching theory to teaching in the gym/classroom (e.g., reasons for selection of certain instructional materials and methods).Identifying the ways in which basic principles of learning are applied.Encouraging good preparation and organization by requiring all lesson plans well in advance of all planned teaching.Discussing each plan and offering suggestions prior to teaching; encouraging independent, creating thinking in planning, use of materials, motivation, and teaching approaches.Withholding criticism during a lesson except in instances where mistakes are made.Helping to develop consistent classroom management techniques which support learning, self-control, and respect for others. Encouraging a working environment in which the student teacher feels poised and confident.Modeling ways to address individual differences so that students develop a sense of affiliation, security and achievement.Supporting the habit of constant self-assessment, including post-lesson analyses. Encouraging and supporting positive rapport between the student teacher and the classroom students; cultivating a collegial, professional working relationship.Mentor Teachers will use observation techniques in the AIM toolConferencingRegularly held conferences promote successful development during the student teaching practicum.Weekly informal collaborative conferences are requiredConferences may involve two or more individuals (e.g., Mentor Teacher, student teacher, University Supervisor, building administrator).Conferences can be scheduled or can be spontaneous; they can be formal or informal.Each participant should understand the purpose of the conference and should feel free to play an active role in contributing, suggesting, and listening.AssessmentWritten observation feedback and/or updates are necessary for continual student teacher growth throughout the experience.Written narratives (letter of reference) may be requested of both the Mentor Teacher and University Supervisor along with final assessment. These letters go into the student teacher’s credential file and are referenced by prospective employers.The following evaluation forms* will be completed in order to report the student teacher’s performance:FormCompleted by:WeeklyAt Midterm of each placement for feedbackAt Final of each placement for summative evaluationAIM Assessment Tool for Physical EducationMentor TeacherUniversity SupervisorStudent TeacherYESNOYESYESYESYESYESYESYESAIM Assessment Tool for Health Education: when teaching healthMentor TeacherUniversity SupervisorStudent TeacherYESNOYESYESYESYESYESYESYESPDE 430University Supervisor ONLYNONOYESDuration Recording/TimeAnalysisMentor TeacherYES 5 xNONOFeedback AnalysisMentor TeacherYES 5 xNONO*Information regarding assessment forms and guidelines for their use are found in the Course syllabus.1.6 RESPONSIBILITES OF THE PRINCIPAL AND OTHER SCHOOL PERSONNELThe principal or building administrator either coordinates the student teaching practicum in the school or delegates this responsibility. The principal and other school personnel will orient the student teacher to the school culture in various ways, including some of the following:Making introductions to relevant faculty and staff.Discussing school policies, rules, regulations, and general procedures, including use of school resources, attendance at school district in-service, lunch and transportation procedures, etc. Sharing a brief history and description of the school.Providing an orientation to the physical layout of the school.Providing information on the school calendar, including holidays, half-days, parent conference dates and faculty meetings. Establishing a place for receiving mail and school announcements. Acquainting the student teacher with the role of school administration as it applies to teachers, pupils, parents, school board and community. Meeting occasionally to determine how the student teaching experience is progressing. The principal or department chair might wish to observe the student teacher. Inviting participation in school functions. 1.7 POLICIES AND PROCEDURES In order to ensure an optimal student teaching experience and to be in compliance with state and national accreditation expectations, the following policies and procedures guide Penn State student teaching: 1.7.1 Courses and Deferred Grades Student teaching is a full-time activity with all stakeholders holding the expectation that this practicum take precedence for the duration of the student teaching semester. Thus, additional course registrations other than those designated for the student teaching practicum and accompanying seminar are STRONGLY DISCOURAGED. This includes concurrent enrollment in courses described as correspondence, independent learning, distance education, online, continuing education, evening, weekend, and other resident credit courses taken at Penn State or other institutions. Deferred grades must be completed before the start of the student teaching semester. Students enrolled in an Independent Learning course must complete all lessons prior to the beginning of the student teaching practicum. 1.7.2 Code of Professional Practice and Conduct for Educators Professional educators in the Commonwealth of Pennsylvania believe that the quality of their services directly influences the nation and its citizens. Professional educators recognize their primary responsibility to the student and the development of the student’s potential. Central to that development is the professional educator’s valuing the worth and dignity of every person, student and colleague alike; devotion to excellence; development of knowledge; and democratic principles. To those ends, the student teacher engages in continuing inquiry to best serve the interests and needs of students. Professional practices are behaviors and attitudes that are based on a set of values that the professional education community believes and accepts. These values are evidenced by the student teacher’s conduct toward students, colleagues, Mentor Teacher, University Supervisor, and others in the education community. As teacher candidates become professional educators, they are expected to abide by this code. Pennsylvania’s Code of Professional Practice and Conduct for Educators can be found at 22 Pa. Code §§ 235.1 - 235.11 located at the end of this document or . Violation of the Code may constitute basis for reprimand and/or removal from the student teaching practicum1.7.3 Guest-Host RelationshipAcceptance of an invitation to teach within a particular school creates a guest-host relationship. It is important to note that a “host” school district and classroom teacher accept a student teacher as a “guest” who is learning to teach. Thus, acceptance on the part of a student teacher of a placement assignment indicates the following:Understanding of this guest/host relationship;Understanding that the student teacher is expected to act in a professional manner at all times;Understanding that student teachers need to abide by the regulations, procedures, instructional practices, living up to professional and personal expectations of the particular district to which s/he has been assigned; and Understanding that, if personal or professional behavior or ability to work as an effective prospective teacher in the learning environment is not compatible with the expectations of the school district, the student teacher may be asked to leave by either the University or the host school district. In addition, the guest-host relationship requires proof of the following documents which protect the welfare of the practicum participants:Act 34 Criminal History ClearanceAct 151 Child Abuse History ClearanceFBI ClearanceTuberculosis Test ReportProfessional Liability InsuranceCurrent and Valid CPR and First Aid Certifications.1.7.4 School/Community NormsThe prevailing norms for public school personnel sometimes conflict with the current life styles of University students. Be aware that opinions may differ from the host school and/or community value system. Differences of opinion may range from trivia to relevant social issues—including music preference, hairstyles, clothing trends, civil rights, morality, government, topics of discussion and teacher-student relationships. It is the responsibility of the student teacher to graciously adjust to the school culture..Student teachers will be held accountable for a certain standard of care regarding the welfare of their students. The expected standard of care for teachers of school-age children is influenced by several factors including student age, compulsory attendance and the power differential between teacher and student. What might be considered appropriate for the professor in a university classroom might not be appropriate for the teacher in a K-12 classroom. When making decisions, it must be considered who the stakeholders are within a particular school community. Asking the following questions will be helpful in reaching wise conclusions about a reasonable course of action:Who should be involved and how?Who needs to be consulted for input?Who needs to approve?Who needs to be informed?Who is responsible for the outcome?1.7.5 Academic IntegrityPenn State students are expected to act with civility and personal integrity; respect all others’ dignity, rights and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. Penn State believes that an environment of academic integrity is requisite to respect for self and others and a civil community. This perspective on academic integrity also applies to the student teaching semester. Academic integrity includes a commitment not to engage in or tolerate acts of falsification, misrepresentation, or deception of any type. Such acts of dishonesty may include cheating or copying, plagiarizing, submitting another person’s work as one’s own, using Internet sources without citation, fabricating field data or citations, “ghosting” (having another person complete work or assignments), tampering with the work of another student, facilitating other students’ acts of academic dishonesty, etc. Penn State students charged with a breach of academic integrity will receive due process and, if the charge is found valid, academic sanctions may range, depending on the severity of the offense, from F or no credit for the assignment to F for the course. The University’s statement on academic integrity is available at Presentation of SelfPresentation of self, including physical appearance, helps establish a reputation and authority among students and colleagues. Creating and maintaining a professional demeanor should be a full-time goal while working in the school setting. Physical appearance is a concern when it interferes, as a distraction, with student learning. Concerns most frequently involve hairstyles, jewelry, and piercings. Immodesty, casualness, grooming, and hygiene also are causes of concern. The following suggestions as guiding principles should be kept in mind:When in doubt, student teachers should check with the Mentor Teacher and University Supervisor before wearing or doing something one might later regret. Sensitivity to school and community norms is critical. Clarifying these norms with the Mentor Teacher and University Supervisor is strongly suggested.One of the most important things to be worn is a cheerful expression!Whatever you post on Facebook or My Space web sites and similar internet related sites, can be accessed by schools, your students and potential employers. Keep this in mind as you post photos, text, and links. Always present yourself in a professional manner. Internet Personalities and ProfessionalismPrivacy and free speech rights permit teachers to maintain and submit information on the Internet, including postings on , , and other similar websites; however, teachers must consider how the information they post may be interpreted and used by colleagues, parents, administrators and, above all, students. When you decide to post personal and private information on the web, you run the risk that the information will be used publicly, and its use may not be to your benefit.Please consider:Administrators, parents, and mentors browse postings on sites like , forming first impressions and judging the moral character of student teachers and practicing teachers. A teacher can not control how others judge him or her, fairly or unfairly, but s/he can control the information from which others make judgments. Students look to their teachers to model appropriate behaviors and choices. Students may not be able to distinguish between adult choices and appropriate behaviors for children. Further, behaviors and choices which seem appropriate in private contexts may be inappropriate in public and professional situations. Professional Guidelines:Maintain separate sites for professional and personal use. Do not share your username or personal web-addresses with students.If you do have personal web-space, (Facebook, Weebly, etc), arrange for it to be password protected and readable only by friends or chosen members. Do not permit anyone to post on your site without your approval.If you know that a student has accessed your personal site, make it clear to the student that this is an inappropriate way to communicate with you. 1.7.7 Attendance and Participation ObligationsSchool Attendance Requirements:The student teacher will follow the public school calendar, including breaks, during the 16-week practicum. They are expected to be in school every day (except for the three seminar days held at University Park). In case of illness or other emergency requiring absences from school, the cooperating teacher and campus supervisor must be notified as much in advance as possible. If it becomes necessary for the student teacher to miss a day for any other reason, permissions must be granted by the cooperating teacher, and the student teacher’s campus supervisor.If the student teacher is absent for more than three days total, each day must be made up following the scheduled conclusion of student teaching. Excused school absences include personal illness/family emergencies, job interviews, university-sponsored events, and conferences. You may be asked to submit documentation of your excused absence to your campus supervisor.Unexcused absences, not approved by your cooperating teacher and university supervisor, will result in a lowering of the student teaching grade by one letter grade for each day missed. You are expected to be on time and even early every day. Plan for weather and traffic accordingly. You are expected to stay after school for all required meetings, contractual days, planning, supervisions, etc. Your teaching responsibilities come first before any other activity ( i.e. athletics, coaching, job) 1.7.7.1 CalendarThe Penn State student teacher generally follows the calendar of the host school district. The HPE Student Teacher Coordinator will specify the starting and ending dates of the student teaching experience. It is possible that these dates will not completely correspond to the Penn State fall or spring semester calendar. In addition to following the school district calendar, student teachers are expected to follow the Mentor Teacher’s daily schedule. Student teachers are not permitted to participate in any job actions such as strikes, walk-outs, or picketing. 1.7.7.2 Holiday and VacationsThe Penn State student teacher generally follows the calendar of the host school district, including holidays and vacations. Student teachers are not permitted to take vacation time during the student teaching practicum unless it is scheduled in the host school district calendar and approved by the University Supervisor. 1.7.7.3 Absence/TardinessThe practicum is a full-time obligation and is designed to meet minimal time expectations designed by state and national accreditation agencies. The student teacher has responsibilities to the Mentor Teacher, the district’s students and the university. Therefore, fulltime, punctual attendance in the school placement is expected and required. Although there are no “sick days” or “personal days” in student teaching, absence from the school placement may be excused for personal illness and/or death(s) in a student teacher’s immediate family. See the course syllabus for details and policies.The student teacher must telephone the Mentor Teacher as soon as an absence is imminent. Also to be notified are the University Supervisor and any additional personnel specified by the Mentor Teacher, University Supervisor, or building principal. Attendance at HPE student teaching seminars is also required. Absence is excused for personal illness and/or death(s) in one’s immediate family. The HPE Student Teacher Coordinator is to be notified in advance of any absence. See the course syllabus for details and policies.Unexcused absences or tardiness in school placement and/or seminars will negatively affect the evaluation of the student teacher’s performance, particularly in the area of “Fulfilling Professional Responsibilities.” Excessive absences and/or tardiness will result in termination of the student teaching experience. If an extenuating circumstance should occur that would impact attendance, the University Supervisor and HPE Student Teacher Coordinator should be contacted immediately. In follow-up, he or she will consult with the Mentor Teacher, building principal, and teacher education program staff at University Park about ramifications. 1.7.7.4 Substitute Teaching, Coaching, etc. Penn State does not permit student teachers to act as paid substitute teachers while the Mentor Teacher is absent. Student teachers are permitted and encouraged to teach and assume leadership for a classroom when the Mentor Teacher is absent, as long as the school district has provided a paid employee as a teacher-in-charge. Student teachers are encouraged to participate in coaching and extra curricular activities to the extent these duties do not interfere with the primary student teaching responsibilities and expectations. At no time during the official student teaching experience may the student teacher receive payment from the school for such duties. 1.7.8 Harassment Reporting and Investigation ProtocolFederal and state laws proscribe harassment. Therefore, harassment in the workplace, in buildings and grounds is unlawful. Harassment on the basis of disability, national origin, race, religion, gender or sexual orientation includes any unwanted physical or verbal action toward another which has the purpose or effect of creating an intimidating, hostile or offensive environment. Sexual harassment includes, but is not limited to, unwelcome sexual advances, requests for sexual favors, and other verbal, visual or physical conduct of a sexual nature. If the student teacher, like other professionals, incur harassment or witness or learn about the harassment of another individual, the principal or other administrator should be informed immediately. Should the student teacher not wish to discuss the issue with the principal, or if he/she does not address the problem, the student teacher must inform the Coordinator of Student Teaching1.7.8.1 Confidential and Privileged InformationStudent teachers are exposed to various sources of confidential and privileged information, including student records, school and classroom problems, and faculty and parent-teacher meetings. Public disclosure of confidential information is a violation of human dignity and rights. In most circumstances, it is considered a breach of professional ethics. Student teachers should seek out the school’s regulations and procedures about the handling of confidential information. For example, parents and students have legal rights that help regulate the type and amount of testing, taping, and interviewing in which students may participate. Students identified with special needs, too, have specific legal rights. It is extremely important that all privileged information be treated with honor and respect. 1.7.8.2 Corporal PunishmentPenn State student teachers may not administer nor participate in the administration of corporal punishment at any time. 1.7.8.3 Suspected Child AbuseStudent teachers are obligated to report suspected child abuse to the Mentor Teacher. It is the Mentor Teacher’s responsibility to report such suspicions following district policy and procedures. Student teachers also should discuss suspicions of child abuse with the University Supervisor. 1.7.8.4 Private InteractionsPenn State student teachers should always meet with students in a visible public location, even for one-on-one tutoring, conferencing, or interviewing. Special care must be taken to ensure that the Mentor Teacher is aware of all interactions between the student teacher and students. In addition, student teachers may not transport students in their own vehicles or visit students at their homes or non-school locations. 1.7.9 GradingThe ultimate responsibility for the grading of the practicum rests with the University Supervisors and HPE Student Teacher Coordinator. Student teaching is graded on a letter basis (e.g., A, A-, etc.), not pass/fail. The full range of grades, including pluses and minuses, are available to the University Supervisor and HPE Student Teacher Coordinator. The final grade is determined by the mentor teachers and the University Supervisor. The final grade is based on the overall assessment of the student teacher’s performance and on other tasks, assignments, and expectations associated with the student teaching practicum experience and seminar. The HPE Student Teacher Coordinator seeks input on performance from the University Supervisor to make an informed decision about the final grade. Final grades less than “C” are considered unacceptable and the student teacher would need to repeat the student teaching semester in its entirety in order to be eligible for initial teacher certification. PART 2The Student Teaching Experience and Curriculum2.1 OVERVIEW OF THE EXPERIENCEHistorically, the typical teaching model introduced student teachers to responsibilities in an incremental fashion. A student teacher gradually assumed more responsibilities until full-time status was reached. After a period of time, the student teacher gradually relinquished responsibilities to the mentor teacher. The mentor teacher’s job was to model teaching strategies and then step back and evaluate the student teacher. In current times, however, the focus is on co-teaching and co-learning. New teachers learn best at the elbows of the experienced classroom teacher while both are planning, teaching, and assessing. Sometimes called mentoring, this model of learning to teach is like an apprenticeship model in which mentor and student teacher work side-by-side, explicitly designing instruction and inquiring into the effectiveness of their teaching. Advantages to the mentor, the student teacher, and the student include:Two professionals are available to work with the learners;The mentor and student teachers support and learn from each other;Two professionals working together can do things that neither could do working alone.While the student teacher is encouraged to participate as a co-planner and co-teacher from the beginning of the placement, in the early part of the placement the Mentor Teacher takes the primary responsibility for planning instruction, managing the learning environment, and assessing student learning. The student teacher assists and supports to the extent he or she is able. By the second or third week, the two teachers jointly plan, teach, and assess. Sometimes the student teacher takes the lead. At other times, the Mentor Teacher takes the lead. The exact pattern of the experience and the timeline for specific tasks and assignments is unique to each student teacher. In the beginning of the placement, the student teacher, the Mentor Teacher, and the University Supervisor will develop a pattern which is appropriate for the specific placement setting. The pattern will be designed to accommodate needs and abilities of the student teacher, and will meet school and university requirements. It is the responsibility of all three members of this student teaching team to review and update the plan as needed. 2.2.1 ORIENTATION TO THE PLACEMENTAfter the placement is secured and conveyed to the student teacher, it is important to get to know more about the community, district, school Mentor Teacher, and students. Building a strong relationship with the Mentor Teacher should be among the first goals of the student teacher. A positive first impression makes a difference! After receiving the go-ahead from the HPE Student Teacher Coordinator, the student teacher should initiate communication with the Mentor Teacher by phoning or emailing the teacher at the school. If possible, the student teacher should visit the teacher at the school prior to beginning student teaching.In addition to building a relationship, initial contact with the Mentor Teacher is an important opportunity to gather and exchange some critical information. Student teachers are required to provide Mentor Teachers with a copy of the HPE Student Teaching Handbook. Some additional items to consider are:Exchanging phone numbers, email addresses, and mailing addresses;Confirming the expected date, time, and location of the first day of student teaching;Becoming familiar with the Mentor Teacher’s daily and weekly schedule;Discussing what courses, subjects, units, topics, etc., will likely be taught;Determining whether curriculum materials such as texts, software, district curriculum guides should be picked up prior to the start of student teaching;Asking for a copy of any school or classroom rules, guidelines for classroom management, and other policies, relevant to managing the learning-teaching environment;Other items as suggested by the University Supervisor.The HPE Student Teacher Coordinator often require student teachers to send a written communication, thanking the Mentor Teacher for his or her willingness to host a student teacher. A copy of the letter is to be sent to the HPE Coordinator of Student Teaching as well.2.2 INQUIRY INTO COMMUNITY, SCHOOL, AND CLASSROOMStudent teachers should locate and review documentation and Internet resources about the community and school. Some good resources include local newspapers and the following websites: Pennsylvania Department of Education website: pde.state.pa.us/k12/site/default.asp Your school district’s website Standard and Poor’s School Evaluation Services site for Pennsylvania: ses.Good Schools Pennsylvania website: In addition, data about the community and school can be obtained by unobtrusive observations and brief, informal interviews with key community and/or school personnel. While most of this information can be collected prior to the start of student teaching, some information can only be collected after the student teaching practicum has begun. The “School and Teacher Survey” assignment due at the first seminar of each placement helps the student teacher become acquainted with school personnel and operational procedures. The data collected will be useful in understanding the school and its resources, opportunities, and challenges. 2.3 INQUIRY INTO TEACHING AND LEARNING: PLANNING, TEACHING AND REFLECTINGOnce oriented to the community, school, and classroom, the focus shifts to greater collaboration with the Mentor Teacher for planning, teaching, and assessment. The student teacher might engage in activities ranging from assessing or tutoring individual students to working with small groups to co-teaching the whole class. The student teacher also typically participates in tasks such as preparing new instructional materials, grading, etc. As the core of the student teaching experience, this phase provides teachers with the opportunities to inquire carefully into the many factors that influence learning and teaching while learning and refining instructional and assessment skills. Specifically, student teachers will demonstrate their performance as a new teacher by linking instructional planning and the act of teaching with its impact on learners. 2.4 OTHER STUDENT TEACHING TASKS AND ASSIGNMENTSThe practicum is designed to facilitate growth in each of the performance-based standards expected of a new, autonomous teacher. All of the assignments in student teaching are designed to provide student teachers with the opportunity to reflect upon their work and promote personal and professional development. What follows is a list of possible activities to supplement the core student teaching curriculum. The course syllabus includes the responsibility and requirements regarding these and other supplemental activities. 2.4.1 Instructional PlanningOne of the competencies Penn State HPE student teachers are required to demonstrate is the ability to effectively plan and implement learning activities and assessments in the gym/classroom. Lesson plans assist in the identification of specific learning outcomes, materials, procedures, and assessment techniques to be used in planning effective lessons. Lesson planning is a mental process composed of many decisions. All teachers spend time thinking about a series of important instructional decisions before their lessons begin. The written plans are evidence that this thinking process has occurred. Experienced teachers plan lessons in many different ways and at many different times. Sometimes, they sit down as they are performing another task. Often experienced teachers do not produce a formal written plan for the lessons they will teach, although most would admit that producing one does in fact improve their planning and, subsequently, their teaching. As experienced teachers, they understand the process of lesson planning thoroughly and they are thereby able to plan lessons in more informal ways. Beginning teachers and prospective teachers, however, are still in the process of developing an understanding of lesson planning and learning about the multitude of factors that must be considered in planning for assessment through high quality learning activities. Therefore, Penn State expects all student teachers to engage in the mental process of planning by showing evidence of planning via formal written plans. The development of the written lesson plan serves two purposes. First, it serves to instruct student teachers as its development stimulates and strengthens the mental process of planning a lesson and provides concrete evidence that they have considered important decisions and factors in planning. This then fulfills the second purpose: detailed planning makes the student teacher’s thought process explicit so that the Mentor Teacher and University Supervisor can help the student teacher improve. Written plans are required for all lessons and learning activities that the student teacher expects to implement. The Mentor Teacher should approve plans in advance of teaching. Advanced planning provides a point of discussion with the Mentor Teacher that can facilitate cooperative planning, clarification and trouble-shooting. If written plans are not submitted in advance, the University recommends that student teachers not be permitted to implement the lesson or learning activity. As previously noted, student teachers are encouraged to refer to the planning information and forms used in KINES 366, KINES 464, and KINES 468W. 2.4.2 Weekly ScheduleEach week, student teachers will submit a weekly teaching and activity schedule time sheet to the Mentor Teacher. The schedule should accurately reflect the general daily schedule and specify activities for which the student teacher is personally responsible. The schedule helps in the organization of the student teacher’s work and assists the supervisor in planning an efficient observation schedule. 2.4.3 Student Teacher NotebooksThere are many assignments, tasks, forms, and assorted other paperwork associated with the student teaching experience. Student teachers are required to keep all of this paperwork organized and accessible. The student teacher, the Mentor Teacher, or the University Supervisor may use the paperwork at many different points during the experience, especially during the conferences about performance and for grading. Student teachers will keep both an Assignment Notebook and a Lesson Plan Notebook. The purpose of the Lesson Plan Notebook is to help organize lessons, provide a future resource, and to aid the mentor teacher and university supervisor in providing feedback as well as a grade. Student teachers will select one lesson plan each week (the best) to include in the Assignment Notebook as a showcase lesson plan. The Assignment Notebook is a separate notebook from your Lesson Plan Notebook. Organize the Assignment Notebook (3 inch 3 ring binder) by weeks. The assignment notebook will house all required assignments and be assessed by both the Mentor Teacher and University Supervisor. 2.4.4 Typical Day Observation: “Shadowing” a Student Student teachers can experience the school day from the student’s perspective by following the schedule of a specific student or class throughout the day. It is important for the student teacher to become acquainted with a cross section of the school. Data gathered during the shadowing and subsequent reflections will inform the student teacher’s understanding about the school’s culture. 2.4.5 Observation of Other EducatorsObservations of other teachers in and out of the assigned grade level or subject area can provide useful insights. Sometimes student teachers placed in a middle school setting wonder what it is like to teach high school seniors. Student teachers who primarily teach high performing students might like to visit a classroom with predominantly lower performers. It also can be useful to observe other professionals in the school to gain insight into how the whole school functions. The guidance counselor’s office, special education classrooms, ESL classrooms, and athletic facilities are just some of the places to find other educational professionals to observe. Both the Mentor Teacher and principal should approve all observations of other educators before the observation takes place. Student teachers will write a brief report based on observations of other educators. It is recommended that student teachers complete most observations early in the semester before assuming a full-time teaching load. Observations should be arranged in advance and professional courtesies and protocol be observed, including thanking the person who provides the observation setting and, as always, maintaining confidentiality regarding what may be seen and heard in these additional observations.2.4.6 Lesson AnalysisAnalysis of lessons taught is critical to the development of student teachers; subsequently, they may be asked to prepare a written analysis of some or all of the lessons taught. As they reflect on the most and least effective aspects of the lesson and identify alternatives, they develop abilities to inquire into their own practices that will foster continued professional growth and improvement. The analysis is conducted as follow-up to a lesson. The following questions can be used to guide a lesson analysis. In an effort to analyze the effectiveness of the lesson, student teachers should ask themselves:What did I learn through the process of planning and implementing this lesson?What did my students learn? How do I know what they learned?To what extent did I meet the needs of all of my learners? How do I know whether I have?What did I learn about teaching and learning this concept?What did I learn about managing the learning environment during this lesson?What did I really like about this lesson?What disappointed me about this lesson?What alternative instructional and assessment strategies could I have used?What will I do next?2.4.7 Showcase Video Tape AnalysisAnalysis of a video tape of a either a health or physical education lesson taught provides an opportunity (a) to reflect more intensively on teaching and learning, and (b) to use systematic observation skills independently to assess teacher-learner behaviors. Student teachers must make themselves aware of any district policies regarding videotaping prior to taping a lesson. Student teachers will analyze the video and complete a self-assessment using the AIM Assessment Tool. Student teachers will review the video with the University Supervisor and assess collaboratively using AIM2.4.8 Seminars: Student teachers will attend three, all day seminars during the student teaching experience. Student teachers are excused from their placement site on seminar days. These mandatory seminars will be held at the University Park campus from 9AM-3PM. Seminars will address topics related to certification, job interviews, e-portfolios, and sharing best practices. Seminar assignments will be required and details will be shared on the CANVAS course management system. PART 3Assessment of the Student Teacher3.1 OVERVIEW The student teaching experience is a culmination of years of preparation. Yet, at the same time, it is just a beginning. Student teachers are not expected to be master teachers. Student teachers are at the very early stages of a teaching career and are just beginning to formulate understandings and practices that help all students learn. Consequently, the student teaching assessment and evaluation processes have been designed to support reflection and growth while simultaneously providing evidence about the candidate’s accomplishments. The AIM Assessment tools describe the expected performances of the student teacher in four major domains of practice: Planning and Preparing for Student Learning, Teaching, Inquiry and Analysis of Teaching and Learning, and Fulfilling Professional Responsibilities. Each domain identifies critical understandings, abilities, and dispositions that Penn State teacher candidates should know, understand, be able to do, and exemplify in their work as teachers. The Student Teaching E-portfolio, mid-semester assessment, and final assessment processes contribute to the candidate’s overall assessment, as required by Chapter 49 of the Pennsylvania School Code, in the areas of basic skills and general knowledge, professional knowledge and practice, and subject matter knowledge.During the student teaching semester, there will be many opportunities for the student teacher to conference with the Mentor Teacher and/or the University Supervisor about performance as a new professional. Formative assessments will clarify where a student teacher is at a given point and where she or he needs to go in terms of professional growth. Verbal and written feedback will be given throughout the practicum. 3.2STUDENT TEACHING E- (electronic) PORTFOLIOThe Student Teaching E-Portfolio is a purposeful and organized selection of evidence that demonstrates how the student teacher has accomplished the performance expectations set forth by the HPE program. The Student Teaching E-Portfolio contains works carefully selected and extracted from the files in order that the student teacher can demonstrate what has been accomplished as a student teacher. The E-portfolio is the natural complement to the AIM Assessment tool form; it is the place to assemble and reflect on evidence used to derive ratings of performance. The portfolio allows student teachers to:Experience a professional portfolio process such as the one used in statewide beginning teacher programs in several states, including Connecticut and Indiana, and used by experienced teachers seeking National Board for Professional Teaching Standards Certification.Provide specific examples of work related to all national performance standards to the Mentor Teacher and University Supervisor for discussion and reflection throughout the experience, especially during the performance assessment conferences.Have an organized collection of evidence of performance to use during job interviews.Share evidence of accomplishments with Penn State faculty so they can assess the quality of the teacher preparation program. In his book, Educative Assessment (1998), Grant Wiggins presents the concept of “the portfolio as sound evidence” based on the assumption that “good evidence—as opposed to interesting documentation—requires valid and reliable sample of work, and if we further assume that this is to be a formal assessment of performance against program standards, then it follows that the guidelines for what goes into the portfolio must be dictated by the demands of sound evidence, not be the desires, standards, and interests of students” (Wiggins, 1998, p. 192). He asserts that the professional, then must determine the categories and criteria of evidence to be included in a portfolio that is designed as an assessment.Wiggins differentiates between various kinds of portfolios, as do other assessment experts. The teaching portfolio required of Penn State preservice and student teachers is, as he has defined, an “assessment portfolio,” as opposed to what he calls an “instructional or personal portfolio.” Rather than artifacts being pieces of evidence that address performance standards, the artifacts in instructional or personal portfolios are based on interest and abilities of students and/or provide opportunity for reflective growth. For this type of portfolio, students typically are permitted to include what they see as their “best work” which may be a favorite piece, but not the best piece to capture student learning.The portfolio is best organized around each of the performance domains in the AIM Assessment Tools: Planning and Preparing for Student Learning, Teaching, Inquiry and Analysis of Teaching and Learning, and Fulfilling Professional ResponsibilitiesThe real value of a portfolio lies in the reflection done during the student teacher’s selection of evidence to be included. A written justification must accompany each piece of evidence, providing the rationale for its inclusion. Portfolios are most useful when they support the student teacher’s process of learning to teach, rather than being viewed only as a product of the student teacher’s learning.PENN STATE HPE AIM Assessment Instrument (Appendix A & B)ASSESSMENTAssessment is a time for a formal, data-based discussion about the student teacher’s progress. The discussion takes place with the student teacher, the Mentor Teacher, and the University Supervisor. The assessment process is organized by the University Supervisor and generally follows this pattern:The student teacher, the Mentor Teacher, and the University Supervisor complete the AIM Assessment Tool twice per placement. The supervisor will specify whether each person should complete the form independently or together as a group. In either case, each person should attempt to indicate an honest appraisal of performance in each of the major domains of practice listed on the form. Ratings should be made relative to the indicators on the assessment form. The conference may result in a determination that the student teacher is not making adequate progress based on the expectations stated for student teaching in this Handbook. If the supervisor determines that an overall satisfactory rating will not be possible by the end of the experience, the student teacher will be referred to the HPE Student Teacher Coordinator, who determines next steps. The PDE 430 Form ( a state-mandated assessment) should be completed once by the University Supervisor at the Mid-Semester point of the entire student teaching practicum and once at the end of the practicum. PDE 430 is not used for grading (see Appendices C & D).3.3.2 FINAL ASSESSMENT A final, summative assessment will describe the standards that have been achieved by the conclusion of the practicum. It is the official appraisal of performance with respect to the standards and indicators of performance specified on the AIM Assessment Tool. Although input is provided by each the student teacher and the Mentor Teacher, the final judgment and subsequent reporting of a grade is the responsibility of the University Supervisor. In addition to serving as a summary of performance, this assessment should provide student teachers with useful constructive feedback for beginning a professional career. The PDE 430 will be completed by the University Supervisor and will serve as a significant piece of the total evaluation, upon which the University Certification Officer will recommend certification. PDE 430 is not used for grading.The process for conducting the final assessment is similar to the formative assessment process. The student teacher, the Mentor Teacher, and the University Supervisor complete the AIM Assessment Tool. Once again, a three-way conference is held to review performance and discuss ratings on the assessment form. After the conference, the University Supervisor forwards all necessary documentation of performance to the HPE Student Teacher Coordinator. 3.4 PENNSYLVANIA STATEWIDE EVALUATION FORM (Appendix C & D)The Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice (PDE 430), as previously noted, is mandated by the Pennsylvania State Legislature and must be administered by all Pennsylvania institutions offering teacher certification programs. There are approximately 90 institutions offering such programs. The statewide Evaluation Form—a performance-based assessment, replaces the required PRAXIS II Test, Principles of Teaching and Learning. The assessment form will be utilized twice—at mid-semester and at the end of the semester (final) and is completed by the University Supervisor only. Student teachers can access this form at FINAL GRADEA final grade will denote the University Supervisor’s professional judgment of the quality of overall performance during the student teaching semester. The University Supervisor, in consultation with the Mentor Teacher, will determine the student teacher’s performance in the gym/classroom. Overall performance, however, includes participation and accomplishment in non-classroom components as well, such as the student teaching seminar. The grade, therefore, will be based upon the quality of (1) achievement of the standards specific to the individual’s certification program and (2) other practicum and seminar requirements. The grade will reflect both the level of performance and the amount of support needed as a beginning teacher. Criteria for an “A” Grade: A student teacher may be awarded an “A” grade when it can be stated unequivocally that she or he is fully capable of beginning the first years of teaching demonstrating true excellence. The student teacher must have met all the provisions of the “B” grade in an exceptional manner and demonstrated a high degree of effectiveness in working cooperatively with peers and other educational professionals in the setting of the student teaching assignment. He or she will have demonstrated exceptional achievement in attaining competency as judged by qualified professionals charged with supervision and will require minimal support as a beginning teacher. Criteria for a “B” Grade: A “B” grade in student teaching is indicative of extensive achievement in student teaching as judged by qualified professionals charged with the supervision of student teachers. It is above the level of acceptable achievement but within the reach of any student teacher who does a thorough, competent, and imaginative job in the classroom and in related areas of student teaching. It means that the student teacher can be expected to solve problems in classroom management and curriculum organization should they arise. Oral speech and written reports are without commonplace grammatical errors. Work is completed with promptness, efficiency, and accuracy. Student teachers avoid allowing personal considerations to interfere with accepted responsibilities during the student teaching semester. The student teacher may require some support at the beginning of the first teaching assignment.Criteria for a “C” Grade: A “C” in student teaching means that the student teacher has demonstrated acceptable achievement. All competencies must have been achieved. A “C” grade indicates that she or he will need considerable support when entering the teaching profession.Performance below a “C” level, because of its impact on school children in the field setting, is not acceptable for certification and could result in dismissal from the practicum.THE PENNSYLVANIA STATE UNIVERSITYCollege of Health and Human DevelopmentPHETE STUDENT TEACHING HANDBOOKAPPENDICESCONTENTS (rev. 08/2006)A. AIM Assessment Tool for Physical EducationB. AIM Assessment Tool for Health EducationC. Guidelines for Using the Pennsylvania Statewide Evaluation Form (PDE 430)D. Instructions for Accessing the Pennsylvania Statewide Evaluation Form (PDE 430)E. PA Code of ConductAPPENDIX A: AIM Assessment Tool For Physical EducationAIM 4Best Practices Observation Instrument for Physical EducationAIM High for a Quality Physical Education Program During both of your student teaching placements the mentor teacher is requested to use this instrument on a weekly basis as a formative assessment. It is understood that for some lessons all of the categories will not apply however, the mentor teacher and the university supervisor will complete the entire instrument as a summative assessment that will comprise 20% of your grade for the elementary placement and 20% for the secondary placement in physical education. The goal is to identify what would be outstanding (Admirable),what we definitely want to be in evidence (Included) and what we would not want to be true (Missing). This instrument was created by D. Lambdin & T. Ramirez University of Texas at Austin ? 11/1998 Revised by PHETE faculty for use in Kines 495A practicum, The Pennsylvania State University, University Park, PA 1/16/2010.AIM 4Best Practices Observation Instrument for Physical EducationAIM High for a Quality Physical Education ProgramWhat a visitor should experience walking through a quality physical education class.A=Admirable, I=Included, M=Missed TodayPhysical Environment 1. ___Visually inviting displays (NASPE 4.1)A. Multiple, colorful, attractive, appropriate posters/bulletin boards; excellent instructional/visual aids; clean, neat and organized environmentI. Organization is evident; appropriate bulletin boards and visual aids M. Visual aids not found in environment; cluttered, dirty, not organized for the day’s activities2. ___TC is ready for classMaterials out & efficiently organized for students, management devices used (labels, etc.)I.Most materials ready and available; minimal class time used to organize class materials M.Not readyClimate: Rapport/Respect/Culture for Learning3. ___TC greets the studentsIndividual greetings, smiles, enthusiasm, sincereGeneral greetingNo greeting given4. ___TC demonstrates/models respect when speaking with students; uses proper dictation/grammar, and verbal pace (NASPE 4.1)Tone of voice and expressions used are mostly courteous, genuine, and varied; proper grammar and diction consistently used; verbal pace is age appropriate.Tone of voice and expressions are mostly varied, courteous, and genuine; proper grammar and diction is used for most of the lesson; verbal pace is age appropriate.Verbal and facial expressions are not varied; a few sarcastic or inappropriate statements made; speaks too fast or too slow for age group.5.___TC teaches, reinforces and encourages positive social skills & appropriate behavior (NASPE 4.5) Specifically teaches and posts expected behaviors, consistently reinforces /celebrates appropriate behavior; uses a variety of ways to demonstrate approval and encouragement that impact student behavior and self-managementTeaches expected behaviors but they are not posted; reinforces/celebrates appropriate behavior; demonstrates approval and encouragement to students, but impact on student behavior is moderate.Techniques have little or no impact on student behaviors; or not evident6.___Students are engaged, challenged/high expectations, successful, and enjoy activity (NASPE 6.1)A Students appear to enjoy practicing activities; activities provide challenge/high expectations experience enjoyment in physical activity; express personal satisfaction in their accomplishments and have multiple opportunities to succeedStudents practice/participate with a couple of prompts from TC; activity facilitates challenged/high expectations Students are off-task; not successful; not challenged7.___Student’s positive self-esteem/self-efficacy is fostered (NASPE 4.4) Demonstrates flexibility and creativity based on student responses; responds appropriately to teachable moments Demonstrates flexibility in lesson OR with students by adjusting lessons based on responses Does not make adjustments to lessons OR responds inappropriately to teachable moments and student responses.8.___Safety standards, rules/protocols are evident in environment & activity (NASPE 4.5)A. Rules/protocols that reinforce safety are evident (posted) and stated; students take responsibility/self-manage for their own safety; activity is appropriate for the space available and student abilityI. Safety procedures are stated, not posted; TC addresses problems; activity is matched for space available or adapted to student ability; TC has to make a few adjustmentsProtocols are not clear or not evident; activity does not promote the welfare of the student; no safety standards posted or are inappropriate for physical educationClass is efficiently managed9.___Obvious routines make group organization efficient (NASPE 4.5)Routines/protocols for organizing students are efficient and evident from beginning to end of lessonRoutines/protocols are evident for majority of class time; some instructional time is used for organizing studentsProtocols are not efficient or not in place10.___Obvious protocols/routines make equipment distribution & collection efficient (NASPE 4.5)Protocols/routines for distributing and collecting equipment are efficient and evident from beginning to end of lessonProtocols/routines are evident for majority of class time; some unnecessary instructional time is used for distributing and collecting equipment Protocols are not efficient, disorganized, disruptive to the class, or not in place11.___Transitions are organized and efficient TC instructions are concise and effective; transitions are smooth and quickly achieved from one activity to anotherOrganizational planning is evident but not all transitions are smooth or quickly achieved; time wasted because changing from one activity to another has not been carefully thought outObvious lack of organizational planning creating disorganization; loss of instructional time12.___TC monitors students during activity A.Scans; back to the wall; adjusts position often; makes adjustments when necessaryI.Observes and makes some adjustments (i.e. changing tasks); misses 1 or 2 important off-task behavior or discipline problemsM.Not actively attending to class13.___Students unable to actively participate that day are engaged in productive activities (NASPE 3.4)TC provides multiple choices suitable for the activity planned and implemented, students individual differences are attended/adapted to the activityTC offers multiple choices, students are involved in an alternative activityStudents sit out and are not engaged in productive activitiesInstruction14.___TC voice projects across the learning space with energy and enthusiasm (NASPE 4.1)Can be heard by all students; enunciates clearly and uses proper grammar; voice reflects energy and enthusiasmLoud at times, speaks clearly and uses proper grammar, voice is positiveHard to hear in the back of the room/gym; cannot understand; sounds tired or timid15.___TC clearly states lesson objective; short- and long-term goals stated with reasons provided (NASPE 3.1, 3.3)Stated, repeated, written and in view of all; long- and short-term goals are clearly stated and linked directly to student learning activities and allows for differentiated instruction.Stated but not posted; goals stated and linked directly to student needs; allows for differentiated instructionNot stated and/or not linked to student needs and/or does not allow for differentiated instruction16.___TC instruction is clear and concise; appropriate for all students Clear, short, simple; promotes student success; appropriate to meet varied characteristics of students; promotes engagement; appropriate to lesson objectiveClear, short, simple; appropriate to meet the majority of students; appropriate to lesson objectiveLengthy instruction delivery or instructions are insufficient for the activity; is not appropriate to meet the majority of students; not appropriate to lesson objectives17.___TC provides information that is correct and important and is linked to other learning concepts, if applicable (scaffolding) (NASPE 4.2)Correct and timely information about skill development and activity; connections to learning consistently providedMost of the information given is correct for activity; some opportunities missed for linking activity to other learningIncorrect, inappropriate, and/or unnecessary information given; no evidence of learning connections18. ___ TC provides feedback that is specific and corrective, applies to group/individual (NASPE 4.3)A. Feedback is specific and corrective based on the task cues/demonstrations, is specific to group and individual. Appropriate use of general feedback to group/individualI. Majority of feedback is specific and corrective, occasional use of general feedback to group/individualsM. Feedback is general; not corrective or individualized; feedback not given19. ___ TC provides feedback that is positive, well-timed and congruent (related to specific cues linked to the motor skills and tasks) (NASPE 4.3)A. Feedback is positive, well-timed and congruent, using specific cues given during instructions and/or demonstrationsI. Majority of feedback is specific, positive, and congruent, occasional use of general feedback to group/individualsM. Feedback is general and/or not given; not congruent or individualize20. ___ TC provides Feedback to both individual and group responses and is linked to key elements of the motor skills and tasks (NASPE 4.3)A. Feedback is delivered to individuals and groups for skills and tasks, linked to motor skill based on specific cues given during instructions and/or demonstrations.I. Majority of feedback is given to individuals for skills and tasks, occasional use of feedback to groupM. Feedback is general; not directed towards group or individual21.___TC language is inclusive; stereotyping remarks/sarcasm avoided (NASPE 6.4)Inclusion is obvious in all written and spoken information; classroom atmosphere is inclusive in nature; stereotypical language is avoidedInclusion is addressed in all written and spoken information; TC behavior is inclusive in nature; stereotypical language is avoidedLanguage identifying gender, skill level, etc. is used and/or sarcasm is evident22.___Lessons are sequential; facilitate development of strategies and backward mapping with multiple means of teaching sequences (NASPE 3.1) A. Obvious sequencing in lesson, lesson appears part of a larger progression, with student achievement mapped to past, present and future learning and/or performance goalsMost progressions are sequentially and developmentally appropriate; forward and backward mapping is evident across many sequencesLittle or no evidence of progression or prior learning 23. ___TC Demonstrates/models/cues of skills/activities are clearly stated throughout class in a timely manner, they are skill-related, innovative, and corrective (NASPE 4.2)A. TC demonstrates/models/cues for skill performance are stated and repeated frequently to students; appropriate for age and skill levels and are accompanied by a verbal focusI.TC demonstrates/models/cues of performance are stated often but needs to be given more frequently during practice and game-like activities to facilitate student learningM. Majority of demonstration/cues are not stated, appropriate, and/or are incorrect24.___Safety in the environment (emotional & physical) is consistently encouraged; protocols/rules are developmentally appropriate (NASPE 4.5)Critical elements for safe behavior in the environment is present are communicated consistently and are developmentally appropriate for the studentsCritical elements for safe behavior is present, communication is frequent but general (not age/development specific)Critical elements for safe performance are not stated or encouraged25.___Set induction is stated and motivating for students and makes lesson purpose understoodA. Set induction is interesting, provoking student enthusiasm and willingnessI. Set induction is stated, some interest and willingness is promptedM. Set induction is not stated or set induction is not motivating26.___TC checks for understanding and closure (NASPE 5.2)Checking for understanding occurs informally throughout the lesson; feedback provided based on the observations, closure is efficient using critical elements from demonstrationsChecking for understanding occurs occasionally with some general feedback provided based on observations, closure is efficient but maybe lacking some critical elements from demonstrationsLittle or no evidence of closure and/or checking for understanding27.___TC shows consistent behavior in and outside of class (NASPE 6.3)TC encourages physical activity and shows consistent behavior in the class/community Students encouraged to engage in physical activity outside of class and schoolLittle or no display of consistent behavior or encouragement for physical activity outside of the class 28.___Evidence that learning is taking place (measurable objectives) assessment systems evident (NASPE 3.2, 3.3, 5.1)Student successful performance of critical objectives is measured in a variety of waysStudent’s successful performance of critical objectives are demonstrated but not always measuredNo accountability system in place to determine individual student achievementActivity Time29.___Warmup (instant activity) is appropriate and worthwhile Warm-ups (instant activities) is designed to review past skills or is related to the day’s lesson objectives and activity, instant activity is completed within 5 minutes and allows for appropriate activityWarm-ups (instant activity) are effective and appropriate but is not related to past or present day’s lesson, completed within 5 minutes Warm-ups (instant activity) lasts beyond 5 minutes or was not appropriate30.___Teaching by invitation is used appropriately for the entire class, with a variety of equipment/tasks to choose from, allowing the class to make adjustments to tasks based on their diverse needs and performance (NASPE 3.3, 3.6)A. Variety of equipment and tasks are provided to the entire class allowing for all the diverse needs of students to achieve success and enables individual students to increase or decrease task complexity based on their own readiness I. Equipment and tasks are provided for the entire class allowing students to increase or decrease difficulty of task. M. Limited equipment and tasks do not accommodate majority of students’ ability to increase or decrease task complexity31.___ Intra-task variation: TC makes adjustments to task/equipment based on student performance (increasing or decreasing task complexity) (NASPE 3.6)TC makes adjustments to task(s) and equipment consistently based on individual/small group performance, providing both increases and decreases of task complexityTC makes adjustments to task and equipment consistently based on individual/small group performance providing decreases or increases in task complexityFails to make adjustments based on individual/group performance32.___ Teaching by invitation is used specifically to meet the needs of students with disabilities in collaboration with their IEP (NASPE 3.5)A. Variety of equipment and tasks are provided to meet the needs of students with disabilities enabling them to achieve success by increasing or decreasing task complexity, accommodations made specific to IEPI. Equipment and tasks are provided for students with special needs allowing student to increase or decrease tasks complexity; accommodations made based on IEP M. Limited equipment and tasks do not accommodate special need or collaborate with IEP33.___ Intra-task variation: TC makes adjustments to task/equipment based on performance of students with special needs and specific recommendations in their IEP (NASPE 3.5)A. TC makes adjustment to tasks and equipment consistently based on student(s) with special needs performance, provides increases and decreases in task complexity implementing recommendations from the IEPI. TC makes adjustments to task and equipment based on students with special needs performance, provides only increase/decrease in task complexity based on recommendations of IEPM. TC makes little or no adjustments to task and equipment and/or not based on IEP34.___Each student gets many successful/appropriate practice trials/opportunities to participate (NASPE 3.3, 3.4, 6.1)Students have opportunity for many successful practice trials/participation at an appropriate level Students have opportunity for successful practice trials/participation at an appropriate level, more opportunities could have been provided but success was still evidentStudents have fewer than 10 practice trials; are not successful because task is not at appropriate level of difficulty35.___75% or more of the class time is made up of Moderately to Vigorously Active for…75% or more50-74%Less than 50%36.___Each student is physically active at least 75% of total class timeInvolves all students in activities that allow them to remain continuously active for more than 75% of total class timeStudents are active between 50% - 74% of total class timeActivity time limited by having students wait in line for a turn (i.e. in relay races), limited equipment, or inappropriate games of elimination; activity time is less than 50%37.___Small sided group games are used rather than whole class games (does not apply to all lessons) Team size is limited to 2 or 3 students per teamTeam size is limited to 4 to 5 students per teamChildren participate in full sided games (class divided in half or into 4 teams)Professional Role and Responsibilities38.___TC establishes and maintains productive, collaborative relationships with colleagues and families (NASPE 6.2, 6.3)A. Initiates sharing and working with colleagues and families; promotes class/community collaboration I. Collaborates well with colleague and families; sometimes waits to be asked/invited to collaborate with communityM. Gets involved only after being asked; does not appear to see the value of family/community involvement39.___ TC seeks professional growth with integrity, ethical behavior, and appropriate conduct (NASPE 6.2)A. Consistently ask questions to improve performance, researches materials from the professional literature/conferences, and exceeds policies with tact, manners, and class; I. Asks questions when confused, explores new materials, and follows policyM. Must be prompted to ask questions, uses what s/he knows, needs to be reminded about policy40.___TC meets expectations and fulfills professional responsibilities (NASPE 6.2)A. Lessons are completed and reviewed at least 1-2 days prior to teaching; early for class/duties; goes above and beyond daily requirements.I. Lessons are completed and reviewed on time, ready for class/duties in time for students; does what is asked/expected.M. Lessons are handed in at the last minute or late; late for class/duties; does not appear to strive to meet minimal expectationsStudent Teacher:____________________________ School Grade Level:_____________________ Date:_______AIM High for a Quality Physical Education ProgramObservation Instrument for Physical EducationRecording SheetA = Admirable (2 pts), I = Included (1 pt), M = Missed today (0 pt)Physical Environment____1. Visually inviting____2. Ready for classClimate____3. TC greets the students____4. TC models/demonstrates respect when speaking with students____5. TC teaches, reinforces and encourages positive social skills & appropriate behavior____6. Students are engaged, challenged successful, and enjoy activities____7. Student’s self-esteem is fostered____8. Safety standards are evident in environment & activityClassis efficiently managed____9. Obvious routines make group organization efficient____10.Obvious routines make equipment distribution & collection efficient____11. Transitions are organized and efficient____12. TC monitors students during activity____13. Students unable to actively participate are engaged in productive activitiesInstruction____14. TC’s voice projects across the learning space with energy and enthusiasm____15. TC clearly states lesson objectives with reasons provided____16. Instruction is clear and concise, appropriate for all students____17. TC provides information that is correct, important, and is linked to other learning____18. TC provides feedback that is specific and corrective, applies to group/individual____19. TC provides feedback that is positive, well-timed and congruent____20. TC provides feedback to both individual & group responses and is linked to key elements____21. TC language is inclusive; Stereotyping remarks/sarcasm avoided____22. Lessons are sequential; facilitate development of strategies and backward mapping____23. Demonstrates/models/cues of skills/activities; clearly stated throughout class; in a timely manner____24. Safety in the environment (emotional & physical) is consistently encouraged____25. Set induction is stated and motivating for students and makes lesson purpose understood____26. TC checks for understanding and closure____27. TC shows consistent behavior in and outside of class____28. Evidence that learning is taking place (measurable objectives) assessment systems evidentActivity Time____29. Warm-up (instant activity) is appropriate and worthwhile____30. Teaching by invitation appropriate for entire class, variety of equipment/tasks to choose from, allowing the class to make adjustments to tasks based on diverse needs and performance____31. Intra-task variation: TC makes adjustments to task/equipment based on student performance ____32. Teaching by invitation used specifically to meet the needs of students with disabilities in collaboration with their IEP____33. Intra-task variation: TC makes adjustments to task/equipment based on performance of students with special needs and specific recommendations in their IEP____34. Each student gets many successful/appropriate practice trials/opportunities to participate____35. 75% or more of the class time is made up of moderately to vigorously active____36. Each student is physically active at least 75% of total class time____37. Small sided group games are used rather than whole class gamesProfessional Role and Responsibilities____38. TC establishes and maintains productive, collaborative relationships with colleagues and families____39. TC seeks professional growth with integrity, ethical behavior, and appropriate conduct____40. TC meets expectations and fulfills professional responsibilities_____Total PointsStudent Teacher:___________________ School/Grade Level:______________ Date:________OVERALL RATING of TEACHING# of pts.%# of pts.%# of pts.%% of pts.%8010068-69945989497978-799966-67935888487876-779864-65925787477774-759762-63915686467672-739660-61905585457570-719554844474TOTAL POINTS:______PERCENTAGE:______5383437352824272518141715080407039 and belowFTo calculate the overall rating, add the points and assign the percentage from the ments:APPENDIX B. AIM Assessment Tool for Health EducationBest Practices Observation Instrument for Health EducationAIM High for a Quality Health Education ProgramThe Joint Committee on National Health Education Standards sees health literacy as “the capacity of individuals to obtain, interpret, and understand basic health information and services in ways which enhance health.” Creating health literate students is the key outcome of comprehensive health education.To be health literate, students must be critical thinkers and problem solvers able to use and analyze information from a variety of sources. Health literate students are self-directed learners and effective communicators who know about health promotion and disease prevention, and can articulate and advocate for policies and practices that enhance personal, family and community health. The purpose of school health education is to develop student who are equipped with the knowledge (core health concepts) and health skills they need to make responsible decisions that lead to healthy behavior, that is, students who are health literate. Quality health education incorporates the best practices derived from both teaching experience and research into a program that maximizes opportunities for learning and success for all children. In the field of health education, performance assessment shifts the emphasis from knowing health facts to developing health skills, thus providing a more complete and authentic picture of student achievement. The key health skills are: analyzing influences, accessing information, interpersonal communication, decision making, goal setting, self management and advocacyDuring your student teaching placements in which you teach health education, the mentor teacher is requested to use this instrument on a weekly basis as a formative assessment. It is understood that for some lessons, not all of the categories will apply and that is not a problem. Near the end of each placement, however, the mentor teacher and the university supervisor will complete the entire instrument as a summative evaluation that will comprise 20% of your total grade. The goal is to identify what we definitely want to be in evidence (Included), what would be outstanding (Admirable) and what we would not want to be true (Missing). Let's all AIM High for Quality Health Education. This instrument was created for Physical Education by D. Lambdin & T. Ramirez University of Texas at Austin ? 11/1998 Revised 12/98 D. Lambdin, T Ramirez, B Logan, & D. FarrRevised D. Lambdin 6/10/05Modified with permission for Health Education by S. Bargainnier of The Pennsylvania State University, 8/30/2006.Best Practices Observation Instrument for Health EducationAIM High for a Quality Health Education ProgramWhat a visitor should experience in a quality health education class.A=Admirable, I=Included, M=Missed TodayPhysical Environment 1.____ Visually inviting A. Multiple, colorful, attractive, appropriate posters/bulletin boards; clean, neat and organized environmentI. Generally an attractive space; basic instructional/visual aids and some organization is evidentM. Messages not found in environment; Cluttered, dirty, not organized for the day’s activities2.____ Helps communicate goals, instructional information A. All information written so it can be seen; mission statement, objectives for the day; visual aids, core concepts/skills postedI. All information written so it can be seen; some of above posted (mission, objectives, visual aids postedM. Little to no evidence of instructional aids3.____Behavior expectations clearly posted A. Prominently posted; clearly stated; communicated often; promote student success and responsibilityI. Expectations posted; clearly stated; promote student success and responsibilityM. None posted or not stated or inappropriate for physical education4.____Includes all students (diverse images: girls/boys, ethnic groups, disabilities, variety of activities) A. Visually reinforces diversity in gender, ethnic group, abilities/disability, duallanguage and types of activityI. Highlights one area of diversity: gender, ethnic group, ability/disability, dual language or activity M. No evidence of valuing diversity5.____Ready for classA. Materials out & efficiently organized or student system, management devices used (labels, folders, etc.)I.Most materials ready and available M.Not readyClimate: Rapport/Respect/Culture for Learning6.____Students are greetedA. Individual greetings, smiles, enthusiasm, sincereI. General greetingM. No greeting given7.____Teacher demonstrates/models respect when speaking with students A. Tone of voice and expressions used are consistently courteous and genuine; no opportunity missed; seen from beginning to end of lessonI. Some demonstrations of respectful tone and expressions while interacting with students; opportunities missedM. Sarcasm, negative, or demeaning statements used8.____Teacher teaches, reinforces and encourages positive social skills & appropriate behavior A. Specifically teaches expected behaviors, consistently celebrates appropriate behavior; uses a variety of ways to demonstrate approval and encouragement that impact student behaviorI. Encouragement and reinforcement techniques are moderate; some opportunities missed M. Techniques have little or no impact on student behaviors; or not evident9.____Students are engaged, challenged, successful, and enjoy activity A. Students enjoy participating in activities; experience enjoyment in the learning activity; express personal satisfaction in their accomplishmentsI.Students participate without repeated prodding from teacher; activity is developmentally appropriate to facilitate challenge/successM.Students are off-task; not successful; not challenged10. ____Student’s positive self-esteem is fosteredA. Activities provide consistent opportunities for students to be successful throughout the lesson; groups/pairs selected appropriatelyI. Non-threatening environment; performance preserves student dignity; positive, specific, corrective feedback given; some opportunities missedM. Several opportunities missed or negative statements used to inform students of their performance11. ____Safety standards (emotional and physical) are evident in environment & activity A. Protocols that reinforce safety (emotional and physical) are evident (posted) and stated; students take responsibility for their own safety; activity is appropriate for the space available and student abilityI. Protocols are stated, not posted; teacher addresses problems; activity is matched for space available or adapted to student abilityM. Protocols are not clear or not evident; activity does not promote the welfare of the student; no safety standards posted or are inappropriate for health educationClass is efficiently managed12.____Class begins in an efficient, organized manner A. All students listening and attending to instruction; protocols in place; little or no time is wasted before instruction.I. Materials are ready; protocols in place, most students listening and attending to instruction; some time wasted before instruction. M. Teacher intervention is necessary to get students grouped and to distribute materials; instructional time is wasted giving lengthy directions; redirecting students; students fooling around 13. ____Obvious routines make group/pair organization efficient A. Protocols for organizing students are efficient and evident from beginning to end of lessonI. Protocols are evident for only part of the class; some instructional time is used for organizing studentsM. Protocols are not efficient or not in place14.____Obvious routines make material distribution & collection efficient A. Protocols for distributing and collecting materials are efficient and evident from beginning to end of lessonI. Protocols are evident for only part of the class; some instructional time is used for distributing and collecting materialsM. Protocols are not efficient, disorganized, disruptive to the class, or not in place15.____Transitions are organized and efficient A. Teacher instructions are concise and effective; transitions are smooth and quickly achieved from one activity to anotherI. Organizational planning is evident but not all transitions are smooth or quickly achievedM. Obvious lack of organizational planning creating disorganization; loss of instructional time16. ____Teacher monitors students during group/partner activity A. Scans; back to the wall; adjusts position often; makes adjustments when necessaryI.Observes and makes some adjustments (i.e. changing tasks); misses important off task behaviors or discipline problemsM..Not actively attending to class17. ____A universal design ensures all students feel success and are engaged in the classroomA. Learning activity and learning environment are designed to address various learning styles (e.g. multiple intelligences); all students are engagedI. Students are involved in an alternative activityM. Students sit out and are not engaged in productive activitiesInstruction 18. ____Teacher’s voice projects across the learning space with energy and enthusiasmA. Can be heard by all students; enunciates clearly; voice reflects energy and enthusiasmI. Loud at times, speaks clearly, voice is positiveM. Hard to hear in the back of the room; cannot understand; sounds tired or timid19. ____Lesson objective is clearly stated, reasons provided A. Stated, repeated; written and in view of all; expectations clear - restatedI. Stated but not posted; expectations clearM. Neither stated nor posted20. ____Instruction is concise A. Clear, short, simple; promotes student success; appropriate to meet varied characteristics of students; promotes engagement; appropriate to lesson objectiveI. Clear, short, simple; appropriate to lesson objectiveM. Long lecture; not appropriate to lesson objectives21.____Information provided is correct and important A. Correct and timely information about a core health concept and health skill development; consistently providedI. Correct and important information provided about a core health concept and/or health skill development; some opportunities missedM. Incorrect, inappropriate, and/or unnecessary information given22.____Information is linked to other learning (i.e. reading, math) A. Connections to learning consistently provided; impact student achievement; linked to other areasI. Activity linked to other learning; some opportunities missedM. No evidence of learning connections23. Feedback is appropriate and related to core health concept and health skill of the lesson (specific and congruent)A. Majority of students receive specific, positive, congruent feedbackI. Less than half of students receive specific, positive, congruent feedbackM. Feedback is mostly general or provided rarely24. ____Language is inclusive; stereotyping remarks/sarcasm avoided A. Inclusion is obvious in all written and spoken information; is inclusive in nature and intentionalI. Stereotypical language is avoided M. Language identifying gender, skill level, etc. is used and/or sarcasm is evident25. ____Obvious progression in lesson, lesson appears part of a larger progression (scaffolding)A. Student achievement is connected to past, present, and future learning and/or performanceI. Student performance is facilitated by prior achievement that is developmentally appropriate, sequential, and prepares them for future learning, some opportunities missedM. No evidence of progression or prior learning26. ____Criteria of performance are highlighted A. Criteria of performance are stated, written; observable and repeated by studentsI. Criteria of performance are stated and emphasizedM. Criteria of performance are not evident or are incorrect27. ____ Uses a variety of instructional strategies to help students learn core health concepts and health skills (i.e. questioning, demonstrations, problem solving, role play, think/pair/share, etc) A. Uses a student-centered, instructional strategy that: includes open-ended and divergent questioning, and produces evidence of learningI. Uses a student-centered instructional strategy that requires some higher order thinking skills M. Uses a teacher-centered strategy the majority of the time, asks close-ended questions and convergent questions; no evidence of learning is produced28. ___Respect is highlightedA. Criteria for a respectful classroom are written, stated, consistently reinforced and contribute to the welfare of all studentsI. Criteria for a respectful classroom are stated, not posted or posted, not stated; some opportunities for reinforcement are missedM. Criteria for a respectful classroom are not stated or reinforced29.____ Set Induction, checking for understanding and closureA. Checking for understanding occurs several times during the lesson; closure and a set induction are used at beginning and end of lessonI. Checking for understanding or set induction or closure is neglectedM. No evidence of closure, checking for understanding, or set induction30. ____Encouragement provided for activity outside of class A. Positive recognition for student skill application at home and in the community; family involvement encouragedI. Students reminded of opportunities for skill application outside of class and schoolM. No mention or recognition31. ____Evidence that learning is taking place – assessment systems evident A. Student successful performance of health skills or understanding core health concepts is demonstrated in a variety of waysI. Student’s successful performance of skill or understanding is demonstratedM. No assessment system in place to determine individual student achievementLearning Activity Time32. ____Bell ringer and introduction are appropriate and worthwhile A. Bell ringer and introduction are designed to introduce the concept and/or the skill, and is related to the lesson objectives and activityI. Bell ringer and introduction are developmentally appropriate M. There is no bell ringer or introduction33. ____Where appropriate each student has his/her own appropriate instructional aids/materials (text, models, games, worksheet, paper)A. Material facilitates student achievement and enables students to have maximum practice opportunitiesI. Material allows numerous practice opportunities; space allows students to work safelyM. Lack of equipment/materials limits the practice opportunities34. ____Tasks allow students to work at different levels A. Practice activities are at increasing or decreasing level of difficulty to keep students interested or involved; students choose their levelI. Practice activities are the same for all studentsM. Limited practice activities restrict the opportunity for individual students to develop basic core concepts and skills35. ___Each student gets many successful/appropriate practice trials to learn health skills and core health conceptsA. Students are provided opportunities to practice health skills; skills are assessed (formally or informally) I. Students are provided opportunities to practice health skills M. Students do not practice a health skill 36. ____Each student is actively engaged in a learning activity at least 50% of total class time A. Involves students in activities that allow them to remain continuously active/engaged; smooth transitionsI. Students are active for 50% of total class timeM. Activity time limited by having students wait for a turn (i.e. read a passage, practice CPR, ), limited equipment, or inappropriate games of elimination37. ____Small group activities are used rather than whole class activitiesA. Group size is limited to 2 or 3 students per groupI. Group size is limited to 4 to 5 students per group M. Children participate in whole class activities only (class divided in half or into 4 groups)Professional Role and Responsibilities38.____Establishes and maintains productive, collaborative relationships with colleagues and familiesA. Initiates sharing and working with colleagues and families; promotes class/program to community I. Works well with colleague and families; waits to be asked to collaborateM. Gets involved only after being asked; does not appear to see the value of family/community involvement39.____Seeks professional growth with integrity, ethical behavior, and appropriate conductA. Consistently ask questions to improve performance, researches materials from the professional literature/conferences, and exceeds policies with tact, manners, and class; I. Asks questions when confused, explores new materials, and follows policyM. Must be prompted to ask questions, uses what s/he knows, needs to be reminded about policy40.____Meets expectations and fulfills professional responsibilitiesA. Lessons are completed and reviewed at least 1-2 days prior to teaching; early for class/duties; goes above and beyond daily requirements. I. Lessons are completed and reviewed on time, ready for class/duties in time for students; does what is asked/expected. M. Lessons are handed in at the last minute or late; late for class/duties; does not appear to strive to meet minimal expectationsAIM High for a Quality Health Education ProgramObservation Instrument for Health EducationRecording SheetA= Admirable (2 pts), I=Included (1 pt), M= Missed today (0 pt) Physical Environment_____1. Visually inviting _____2. Helps communicate goals, instructional information _____3. Behavior expectations clearly posted _____4. Includes all students (diverse images: girls/boys, ethnic groups, disabilities, variety of activities) _____5. Ready for classClimate: Rapport/Respect/Culture for Learning_____6. Students are greeted. _____7. Teachers demonstrates/models respect when speaking with students _____8. Teacher teaches, reinforces and encourages appropriate behavior _____9. Students are engaged, challenged, successful, and enjoy activity. _____10. Student’s positive self-esteem is fostered _____11. Safety standards are evident in environment & activity Class is efficiently managed_____12. Class begins in an efficient, organized manner _____13. Obvious routines make group/pair organization efficient _____14. Obvious routines make material distribution & collection efficient_____15. Transitions are organized and efficient _____16. Teacher monitors students during activity _____17. A universal design ensures all students feel success and are engaged in the classroomInstruction_____18. Teacher’s voice projects across the learning space with energy and enthusiasm_____19. Lesson objective is clearly stated, reasons why provided _____20. Instruction is concise _____21. Information provided is correct and important _____22. Information is linked to other learning _____23. Feedback is appropriate and related to core health concepts and health skills_____24. Language is inclusive; stereotyping remarks/sarcasm avoided _____25. Obvious progression in lesson, lesson appears part of a larger progression _____26. Criteria for performance are highlighted _____27. Uses a variety of instructional strategies _____28. Respect is highlighted_____29. Set Induction, checking for understanding and closure _____30. Encouragement provided for activity outside of class _____31. Evidence that learning is taking place; accountability systems evident Learning Activity Time_____32. Bell ringer and introduction are appropriate and worthwhile _____33. Where appropriate each student has his/her own appropriate instructional aids/materials _____34. Tasks allow students to work at different levels_____35. Each student gets many successful/appropriate practice trials to learn skills and core concepts_____36. Each student is actively engaged at least 50% of total class time _____37. Small group activities are used rather than whole class activitiesProfessional Role and Responsibilities____38. Establishes and maintains productive, collaborative relationships with colleagues and families____39. Seeks professional growth with integrity, ethical behavior, and appropriate conduct____40. Meets expectations and fulfills professional responsibilities____Total pointsOVERALL RATING of TEACHING To calculate the overall rating, add the total points and assign the percentage from the chart.# of pts.%# of pts.%# of pts.%# of pts.%8010068-69945989497978-799966-67935888487876-779864-65925787477774-759762-63915686467672-739660-61905585457570-719554844474TOTAL POINTS: __________PERCENTAGE: __________ 5383437352824272518141715080407039 and belowFComments:APPENDIX C. Using thePennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice–Pennsylvania Department of Education—PDE-430HEADING AND SIGNATURE PAGE The heading of the evaluation form contains biographical information regarding the student teacher/candidate being evaluated and the evaluation period.The subjects being taught and the grade level should be clearly listed.Write the date on which the conference was held between the student teacher/candidate and the evaluator on the signature page of the PDE-430 form. Clearly state the school year and the term in the appropriate place on the signature page. CATEGORIES OF EVALUATIONPDE 430 has 4 major categories addressing evaluation of student teacher/candidate: Category I- Planning and PreparationCategory II- Classroom EnvironmentCategory III-Instructional DeliveryCategory IV-ProfessionalismEach category has student teacher/candidate performance indicators that support the category’s evaluation on a continuum from Exemplary through Unsatisfactory. The “Student Teacher/Candidate’s Performance Appropriately Demonstrates” indicators are the criteria for the evaluation. Both the evaluator and the student teacher/candidate must be aware of the performance indicators being used in the evaluation before the evaluation takes place. Each PDE 430 Category, I through IV, includes an explanation of the various aspects of teaching that aid in the further definition of the category. LEVELS OF PROFICIENCY IN THE CATEGORIESThe categories presented on the PDE 430 provide knowledge, to the evaluator and the student teacher/candidate, of performance expectations and the required levels of proficiency for each category. The category’s results, are evaluated through the review of the defined “Student Teacher/Candidate’s Performance Demonstrates” indicators in each of the four categories. The student teacher/candidate’s demonstrated performance indicators in each category should be checked or highlighted in a manner to assist the evaluator in determining the appropriate level of proficiency. The judgment of the performance for the rating of any category is based on: the rater’s overall evaluation of performance in each category and is not dependent on seeing each single performance indicator demonstrated successfully in order to receive a high level evaluation.SOURCES OF EVIDENCEThe sources of evidence, gathered by the student teacher/candidate and the evaluator, should be considered by the evaluator to make a judgment about the student teacher/candidate’s performance/level of proficiency. It is also the responsibility of the student teacher/candidate to ensure the availability of evidence required for each of the categories evaluated. The evaluator and the student teacher/candidate will share the sources at the conference date. The evaluator will mark, on the form next to the source of evidence, pertinent pieces of evidence that were reviewed during the evaluation of a student teacher/candidate’s performance/level of proficiency. Since the evaluation form serves as a recordkeeping device in support of the recommendation for a successful performance assessment, it is important that the evaluator specify, next to the source of evidence, any evidence considered so that the student teacher, and other administrators reviewing the form, may have a sense of what was used to arrive at a judgment on the level of proficiency. Sources of evidence should have, where appropriate, written dates that the source of evidence occurred: for example, the date of the planning document or dates of classroom observations/visits. Types of evidence reviewed can be listed as well as titles, for example, Back-to-School Night presentation. It should include the number of sources; for example if seven pieces of student work were collected for a particular source of evidence, that number should be included.The space following each source of evidence allows an evaluator to document the important source(s) that were considered and captures the essential information about the source. If further space is required, an additional sheet may be attached.JUSTIFICATION FOR EVALUTIONAfter reviewing the results of the student teacher/candidate’s performance indicators in each category, and the pertinent sources of evidence, the assessor will make a judgment for each category on the PDE 430. The appropriate box is then checked. This is a key section as it provides the student teacher with a clear understanding of the evaluator’s decision based on observations and other specific sources of evidence. This section also provides further explanation of why the student teacher is receiving a particular rating for the category. The evaluator’s comments help to focus the student teacher on his/her specific strengths and areas for improvement. It is important to write statements that are clear, consistent, and specify key areas for improvement, if required. The justification section may be expanded to whatever length the rater feels necessary to help the student teacher/candidate understand the rating, the reasons for it and steps that can be taken to improve performance, whenever required.EVALUATIONThe evaluation/signature page of the PDE 430 includes the school year and term during which the observation occurred. An appropriate overall judgment of the student teacher/candidate’s demonstrated performance will be made and checked, resulting in either a particular level of proficiency. The signature of the evaluator, usually the student teacher/candidate’s supervisor, must be included. In addition, the signature of the student teacher/candidate and the appropriate signature dates must also be included. The student teacher/candidate does not have to agree with the judgments or statements of the evaluator in order to sign the form. The student teacher/candidate is obligated to sign the form once the evaluator has shared the contents of the form with the student teacher/candidate. Student teacher/candidate may annotate the form with “I disagree with this rating.”The Overall Justification for Evaluation section should specify any key areas for improvement, when used for the first assessment, and provide the student teacher with a clear understanding of the evaluator’s overall judgment of the their performance. All written sections may be expanded in size in order to fully express the observations and recommendations to the student teacher/candidate. Additional pages may be added if necessary.The level of proficiency indicated in each of the 4 categories will added to determine an overall rating/level of proficiency for the entire PDE 430 form and the single rating period.At least a satisfactory rating must have been be achieved in each of the 4 categories.The certifying officer must now verify that the candidate has achieved at least a satisfactory rating on the PDE 430 by so indicating on the PDE 338C, College/University Verification Form, which is used to recommend a candidate to the Commonwealth for certification. GENERAL REQUIREMENTSEach student teacher/candidate must be observed and evaluated using the PDE 430 a minimum of two times during their student teaching experience--once at the midpoint, and once at the end. Note that this is a minimum number of times and further evaluations may be completed, as the college/university desires. For example, if a candidate has two separate student teaching assignments, they may be observed at the midpoint and end of each assignment.All evaluations with the PDE 430 are considered to be formative with the exception of the final one, which is considered to be the summative evaluation. All others are used in order to give the student teacher/candidate an opportunity to correct or improve any deficiencies. The PDE 430 assessment instrument must be used a minimum of two times. A satisfactoryrating (1) in each of the 4 categories, resulting in a minimum total of at least (4) points, must be achieved on the final summative rating to favorably complete the overall assessment. Note that all categories must have achieved at least a satisfactory rating in all cases.A copy of the PDE 430 is kept in the student teacher/candidate’s college file. Student teacher/candidate’s should have a copy of their completed PDE-430. However, copies of the PDE 430 should not be provided by the college to outside agencies, prospective employers, or other individuals, in any situation, as this in an internal document. The PDE 430 is a confidential document. Copies of the PDE 430 will be reviewed during state major program reviews.Division of Teacher Education717-787-3470Bureau of Teacher Certificationand PreparationPennsylvania Department of Education (8/1/03)APPENDIX DPLEASE GO TO to the ANGEL web page set up for this student teaching experienceTO ACCESS THE PDE 430:THE PENNSYLVANIA STATEWIDE EVALUATION FORMAppendix EThe Code of Professional Practice and Conduct for Educators Code of ConductSection 1. MissionThe Professional Standards and Practices Commission is committed to providing leadership for improving the quality of education in this Commonwealth by establishing high standards for preparation, certification, practice and ethical conduct in the teaching profession.Section 2. Introduction(a) Professional conduct defines interactions between the individual educator and students, the employing agencies and other professionals. Generally, the responsibility for professional conduct rests with the individual professional educator. However, in this Commonwealth, a Code of Professional Practice and Conduct (Code) for certificated educators is required by statute and violation of specified sections of the Code may constitute a basis for public or private reprimand. Violations of the Code may also be used as supporting evidence, though may not constitute an independent basis, for the suspension or revocation of a certificate. The Professional Standards and Practices Commission (PSPC) was charged by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251 - 12-1268), known as the Teacher Certification Law, with adopting a Code by July 1, 1991. See 24 P. S. § 12-1255(a)(10).(b) This chapter makes explicit the values of the education profession. When individuals become educators in this Commonwealth, they make a moral commitment to uphold these values.Section 3. Purpose(a) Professional educators in this Commonwealth believe that the quality of their services directly influences the Nation and its citizens. Professional educators recognize their obligation to provide services and to conduct themselves in a manner which places the highest esteem on human rights and dignity. Professional educators seek to ensure that every student receives the highest quality of service and that every professional maintains a high level of competence from entry through ongoing professional development. Professional educators are responsible for the development of sound educational policy and obligated to implement that policy and its programs to the public.(b) Professional educators recognize their primary responsibility to the student and the development of the student's potential. Central to that development is the professional educator's valuing the worth and dignity of every person, student and colleague alike; the pursuit of truth; devotion to excellence; acquisition of knowledge; and democratic principles. To those ends, the educator engages in continuing professional development and keeps current with research and technology. Educators encourage and support the use of resources that best serve the interests and needs of students. Within the context of professional excellence, the educator and student together explore the challenge and the dignity of the human experience.Section 4. Practices(a) Professional practices are behaviors and attitudes that are based on a set of values that the professional education community believes and accepts. These values are evidenced by the professional educator's conduct toward students and colleagues, and the educator's employer and community. When teacher candidates become professional educators in this Commonwealth, they are expected to abide by this section.(b) Professional educators are expected to abide by the following:(1) Professional educators shall abide by the Public School Code of 1949 (24 P. S. § § 1-101 - 27-2702), other school laws of the Commonwealth, sections 1201(a)(1), (2) and (4) and (b)(1), (2) and (4) of the Public Employe Relations Act (43 P. S. § § 1101.1201(a)(1), (2) and (4) and (b)(1), (2) and (4)) and this chapter.(2) Professional educators shall be prepared, and legally certified, in their areas of assignment. Educators may not be assigned or willingly accept assignments they are not certified to fulfill. Educators may be assigned to or accept assignments outside their certification area on a temporary, short-term, emergency basis. Examples: a teacher certified in English filling in a class period for a physical education teacher who has that day become ill; a substitute teacher certified in elementary education employed as a librarian for several days until the district can locate and employ a permanent substitute teacher certified in library science.(3) Professional educators shall maintain high levels of competence throughout their careers.(4) Professional educators shall exhibit consistent and equitable treatment of students, fellow educators and parents. They shall respect the civil rights of all and not discriminate on the basis of race, national or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest. This list of bases or discrimination is not all-inclusive.(5) Professional educators shall accept the value of diversity in educational practice. Diversity requires educators to have a range of methodologies and to request the necessary tools for effective teaching and learning.(6) Professional educators shall impart to their students principles of good citizenship and societal responsibility.(7) Professional educators shall exhibit acceptable and professional language and communication skills. Their verbal and written communications with parents, students and staff shall reflect sensitivity to the fundamental human rights of dignity, privacy and respect.(8) Professional educators shall be open-minded, knowledgeable and use appropriate judgment and communication skills when responding to an issue within the educational environment.(9) Professional educators shall keep in confidence information obtained in confidence in the course of professional service unless required to be disclosed by law or by clear and compelling professional necessity as determined by the professional educator.(10) Professional educators shall exert reasonable effort to protect the student from conditions which interfere with learning or are harmful to the student's health and safety.Section 5. ConductIndividual professional conduct reflects upon the practices, values, integrity and reputation of the profession. Violation of § § 235.6-235.11 may constitute an independent basis for private or public reprimand, and may be used as supporting evidence in cases of certification suspension and revocation.Section 6. Legal obligations(a)The professional educator may not engage in conduct prohibited by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251-12-1268), known as the Teacher Certification Law.(b)The professional educator may not engage in conduct prohibited by:(1) The Public School Code of 1949 (24 P. S. § § 1-101-27-2702) and other laws relating to the schools or the education of children.(2) The applicable laws of the Commonwealth establishing ethics of public officials and public employes, including the act of October 4, 1978 (P. L. 883, No. 170) (65 P. S. § § 401-413), known as the Public Official and Employee Ethics Law.(c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline.Section 7. CertificationThe professional educator may not:(1) Accept employment, when not properly certificated, in a position for which certification is required.(2) Assist entry into or continuance in the education profession of an unqualified person.(3) Employ, or recommend for employment, a person who is not certificated appropriately for the position.Section 8. Civil RightsThe professional educator may not:(1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status; disabling condition or vocational interest against a student or fellow professional. This list of bases of discrimination is not all-inclusive. This discrimination shall be found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline.(2) Interfere with a student's or colleague's exercise of political and civil rights and responsibilities.Section 9. Improper personal or financial gain(1) Accept gratuities, gifts or favors that might impair or appear to impair professional judgment.(2) Exploit a professional relationship for personal gain or advantage.Section 10. Relationships with studentsThe professional educator may not:(1) Knowingly and intentionally distort or misrepresent evaluations of students.(2) Knowingly and intentionally misrepresent subject matter or curriculum.(3) Sexually harass or engage in sexual relationships with students.(4) Knowingly and intentionally withhold evidence from the proper authorities about violations of the legal obligations as defined within this section.Section 11. Professional relationshipsThe professional educator may not:(1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a professional right or privilege in being an educator.(2) Knowingly and intentionally distort evaluations of colleagues.(3) Sexually harass a fellow employee.(4) Use coercive means or promise special treatment to influence professional decisions of colleagues.(5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to a governing agency actual or suspected violations of law, agency regulations or standards.The Code of Professional Practice and Conduct for Educators can be found at22 Pa. Code §§235.1 - 235.11. All questions should be directed to the Professional Standards and Practices Commission at(717) 787-6576.?? ................
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