Teacher Candidate Internship Handbook 2023-24

Old Dominion University Darden College of Education and Professional Studies

Teacher Candidate

Internship Handbook

2023-2024

Old Dominion University Darden College of Education and Professional Studies

Revised 06/25/2023

utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by

any information storage and retrieval system, without written permission from the copyright owner.

To obtain permission to use material from this work, please contact Office of Clinical Experiences at 757-

683-3348, or submit a written request to mebarbe[email protected].

 Old Dominion University                                     Darden College of Education and Professional Studies 
 
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Table of Contents 
 
PART ONE – THE TEACHER CANDIDATE INTERNSHIP PROCEDURES  
PART ONE .................................................................................................................................................. iv 
POLICIES and PROCEDURES ............................................................................................................... iv 
INTRODUCTION ....................................................................................................................................... 1 
TEACHER CANDIDATE INTERNSHIP ................................................................................................ 2 
PROFESSIONAL PARTNERSHIPS ........................................................................................................ 2 
INTASC STANDARDS FOR TEACHERS .............................................................................................. 3 
CAEP Standard 1 ........................................................................................................................................ 4 
Candidate Knowledge, Skills, and Professional Dispositions ..................................................................... 4 
REQUIREMENTS FOR A STUDENT TEACHER INTERNSHIP....................................................... 4 
GENERAL INFORMATION ..................................................................................................................... 5 
DESCRIPTION OF THE TEACHER CANDIDATE INFORMATION .................................................. 5 
OBJECTIVES OF THE TEACHER CANDIDATE INTERNSHIP ......................................................... 6 
PROFESSIONAL SEMINARS / MEETING SCHEDULE DURING THE TEACHER CANDIDATE 
INTERNSHIP ............................................................................................................................................ 7 
 
POLICIES AND PROCEDURES FOR INTERNSHIP ........................................................................... 8 
INTERNSHIP CALENDAR ..................................................................................................................... 8 
SCHOOL CALENDAR............................................................................................................................. 8 
ABSENCE POLICY .................................................................................................................................. 8 
SUBSTITUTE TEACHING ...................................................................................................................... 8 
ADDITIONAL COURSEWORK AND OUTSIDE EMPLOYMENT ..................................................... 9 
INTERNSHIP WITH MENTOR OPTION ............................................................................................... 9 
PROFESSIONAL DISPOSITIONS .......................................................................................................... 9 
SCHOOL POLICIES ............................................................................................................................... 10 
CORPRAL PUNISHMENT .................................................................................................................... 10 
CHANGE OF PLACEMENT OR WITHDRAWAL .............................................................................. 10 
PLACEMENT AT SCHOOLS WITH RELATIVES.............................................................................. 11 
APPLYING FOR A VIRGINIA LICENSE ............................................................................................ 11 
 
RESPONSIBILIITES OF THE TEACHER CANDIDATE .................................................................. 12 
INTRODUCTION AND ORIENTATION ............................................................................................. 12 
QUESTIONS A TEACHER CANDIDATE SHOULD ASK ................................................................. 14 
CHECKLIST OF TEACHER CANDIDATES’ INTERNSHIP EXPERIENCES .................................. 15 

 Old Dominion University                                     Darden College of Education and Professional Studies 
 
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RESPONSIBILITES OF THE CLINICAL FACULTY ........................................................................ 17 
PROFESSIONAL GUIDE....................................................................................................................... 17 
INSTRUCTIONAL GUIDE .................................................................................................................... 17 
PROFESSIONAL GROWTH ................................................................................................................. 19 
 
RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR ........................................................... 20 
SPECIFIC RESPONSIBILITES ............................................................................................................. 20 
 
RECOMMENDED TIMELINE ............................................................................................................... 23 
PHASE I: ORIENTATION/INTENSE PARTICIPATION .................................................................... 23 
PHASE II: ASSUMING PARTIAL RESPONSIBILITY ....................................................................... 24 
PHASE III: FULL RESPONSIBILITY................................................................................................... 25 
QUESTIONS FROM CLINICAL FACULTY ........................................................................................ 26 
 
PART TWO ................................................................................................................................................ 28 
Assessment of The Instructional Environment, Impact on Student Learning, and Professional 
Portfolio ...................................................................................................................................................... 28 
IMPACT ON STUDENT LEARNING .................................................................................................... 31 
ODU-DCEPS Core Instructional Lesson/Unit Plan ................................................................................ 32 
Impact on Student Learning Rubric ......................................................................................................... 34 
 
INTRODUCTION TO THE PROFESSIONAL PORTFOLIO ............................................................ 38 
CHECKLIST FOR PROFESSIONAL PORTFOLIO (PRESERVICE).................................................. 40 
Teacher Candidate Portfolio Rubric ........................................................................................................ 47 
 
PART THREE Evaluation ........................................................................................................................ 48 
 ROLES OF THE CLINICAL FACULTY AND UNIVERSITY SUPERVISOR ............................... 49 
TEACHER CANDIDATE PROFESSIONAL ATTRIBUTES AND INSTRUCTIONAL 
DEVELOPMENT SCALES .................................................................................................................... 50 
 
PART FOUR Forms  ................................................................................................................................. 65 
FOR SUPERVISORS .............................................................................................................................. 67 
Report of University Supervisor Observation and Conference ............................................................... 68 
TEACHER CANDIDATE PROFESSIONAL GROWTH PLAN .......................................................... 69 

 Old Dominion University                                     Darden College of Education and Professional Studies 
 
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WEEKLY FEEDBACK GUIDE ............................................................................................................. 72 
TEACHER CANDIDATE PORTFOLIO EVALUATION FORM ........................................................ 77 
CLINICAL FACULTY INFORMATION SHEET ................................................................................. 74 
WEEKLY JOURNAL ............................................................................................................................. 77 
TIME RECORD ...................................................................................................................................... 77 
CLINICAL FACULTY EVALUATION ................................................................................................ 80 
Teacher Candidate Perspective ................................................................................................................ 80 
UNIVERSITY SUPERVISOR EVALUATION ..................................................................................... 81 
Teacher Candidate Perspective ................................................................................................................ 81 
UNIVERSITY SUPERVISOR EVALUATION ..................................................................................... 82 
Clinical Faculty Perspective .................................................................................................................... 82 
CLINICAL FACULTY EVALUATION ................................................................................................ 83 
University Supervisor Perspective ........................................................................................................... 83 
PROFESSIONAL DISPOSITIONS ........................................................................................................ 84 
 
APPENDIX 1.1 ........................................................................................................................................... 91 
DEVELOPMENT OF THE CONCEPTUAL FRAMEWORK .............................................................. 92 
 
References ................................................................................................................................................. 102 
APPLICATION AND CHECKLIST FOR TEACHERS AND ADMINISTRATORS APPLYING 
FOR A VIRGINIA PROFESSIONAL LICENSE ................................................................................ 109 
 
 
 
 
 
 
PART ONE 
 
THE TEACHER CANDIDATE INTERNSHIP 
POLICIES and PROCEDURES

Old Dominion University Darden College of Education and Professional Studies

INTRODUCTION

This handbook is to guide teacher candidates, supervising clinical faculty, university faculty,

administrators, university supervisors, and other personnel involved in the teacher candidate internship. In

this handbook we provide information that will facilitate an effective teacher candidate internship. This

handbook addresses objectives, policies and procedures, roles and responsibilities, activities, and

evaluations. Teacher candidates are expected to ask questions and consult with their university supervisor

as needed.

Old Dominion University appreciates the contributions of supervising clinical faculty and

university supervisors who give so freely of their time to help teacher candidates make the transition from

college student to Professional Educator. The faculty of Old Dominion University could not prepare

quality teachers without the assistance of parents, clinical faculty, and public schools that provide critical

resources for teacher candidates. A successful internship is built upon a team effort that includes the

collaboration of supervising clinical faculty, university supervisors, school administrators, and teacher

candidates. Each participant is expected to read this handbook to become acquainted with the roles and

responsibilities of all those involved in the process. Together, we can provide a high-quality internship

experience.

Comments and suggestions concerning the teacher candidate internship experience are sincerely

welcomed.

Old Dominion University Darden College of Education and Professional Studies

TEACHER CANDIDATE INTERNSHIP

The faculty of the Darden College of Education and Professional Studies, College of Arts and

Letters, and College of Sciences congratulates you on your progress as a future Professional Educator!

Welcome to the “capstone” experience in your pursuit of a professional teaching license. This critical

internship experience will provide you with the foundation to make a smooth transition from being a

student to becoming a Professional Educator. Expectations are high, responsibilities are numerous, and

time constraints are demanding. Preparation is the key to your success!

This handbook has been prepared to provide you with information you will need to have a

successful and enjoyable internship. It is important that you read and refer to these guidelines and

requirements throughout your internship.

PROFESSIONAL PARTNERSHIPS

Partnerships begin with honest discussions about what it means to develop and train Professional

Educators. Professional partnerships are rooted in mutual trust, benefit, and concern. Merging sound

aspects of educational theory and research-based practice has been the long-accepted tradition behind

internships for pre-service teacher education programs.

Professional partnerships between schools and universities can also serve the personnel and staff

development needs of public schools. The internship experience is a rare opportunity for teaching

colleagues to work together to improve teaching effectiveness. The mentors frequently sharpen their

instructional skills by articulating why they do what they do; the novices can afford to take risks in a

supportive environment. Clinical faculty benefit from their teacher candidate’s enthusiasm; novices

benefit from their clinical faculty’s experience. Professionally aligning oneself with a colleague feels

good. For too long, the isolation of teaching has frustrated novices and veterans alike. Knowing that you

can solve problems and make collegial decisions supports the creation of trusting and lasting

relationships.

A successful teacher preparation program is deeply rooted in the professional relationships

developed among school principals, clinical faculty, teacher candidates, and university supervisors. The

main focus of Old Dominion University’s teacher education programs is to prepare professional educators

who have knowledge of their teaching disciplines, skills to practice state-of-the-art instruction to learners

of diverse cultures, and dispositions that reflect a commitment to teaching and learning. The programs

integrate the following broad goals of the Interstate New Teacher Assessment and Support Consortium

(INTASC) principles Model Core Teaching Standards and Learning Progressions for Teachers 1.0

developed by the Council of Chief State School Officers. The standards can be found on the next page.

Old Dominion University Darden College of Education and Professional Studies

Key assessments required by the teacher candidates aligned with these standards to ensure that candidates

demonstrate proficiency in the core knowledge and skills of their discipline.

INTASC STANDARDS FOR TEACHERS

The Learner and Learning

● Standard #1: Learner Development. The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the

cognitive, linguistic, social, emotional, and physical areas, and designs and implements

developmentally appropriate and challenging learning experiences.

● Standard #2: Learning Differences. The teacher uses understanding of individual differences and

diverse cultures and communities to ensure inclusive learning environments that enable each

learner to meet high standards.

● Standard #3: Learning Environments. The teacher works with others to create environments

that support individual and collaborative learning, and that encourage positive social interaction,

active engagement in learning, and self-motivation.

Content Knowledge

● Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry,

and structures of the discipline(s) he/she/they teaches and creates learning experiences that make

the discipline accessible and meaningful for learners to assure mastery of the content.

● Standard #5: Application of Content. The teacher understands how to connect concepts and use

differing perspectives to engage learners in critical thinking, creativity, and collaborative problem

solving related to authentic local and global issues.

Instructional Practice

● Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to

engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and

learner’s decision making.

● Standard #7: Planning for Instruction. The teacher plans instruction that supports every student

in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,

cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community

context.

● Standard #8: Instructional Strategies. The teacher understands and uses a variety of

instructional strategies to encourage learners to develop deep understanding of content areas and

their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

● Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing

professional learning and uses evidence to continually evaluate his/her practice, particularly the

effects of his/her choices and actions on others (learners, families, other professionals, and the

community), and adapts practice to meet the needs of each learner.

● Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles

and opportunities to take responsibility for student learning and development, to collaborate with

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learners, families, colleagues, other school professionals, and community members to ensure

learner growth, and to advance the profession.

CAEP Standard 1

Candidate Knowledge, Skills, and Professional Dispositions

• Standard #1: Content and Pedagogical Knowledge. The provider ensures that candidates

develop a deep understanding of the critical concepts and principles of their discipline and, by

completion, are able to use discipline-specific practices flexibly to advance the learning of all

students toward attainment of college- and career-readiness standards.

o 1.1 Candidates demonstrate and understanding of the 10 InTASC standards at the

appropriate progression level(s) in the following categories: the learner and learning;

content; instructional practice; and professional responsibility.

o 1.2 Providers ensure that candidates use research and evidence to develop an

understanding of the teaching profession and use both to measure their P-12 students’

progress and their own professional practice.

o 1.3 Providers ensure that candidates apply content and pedagogical knowledge as

reflected in outcome assessments in response to standards of Specialized Professional

Associations (SPA), the National Board for Professional Teaching Standards (NBPTS),

states, or other accrediting bodies (e.g., National Association of Schools of Music –

NASM).

o 1.4 Providers ensure that candidates demonstrate skills and commitment that

afford all P-12 students access to rigorous college- and career-ready standards

(e.g., Next Generation Science Standards, National Career Readiness Certificate,

Common Core State Standards).

o 1.5 Providers ensure that candidates model and apply technology standards as

they design, implement and assess learning experiences to engage students and

improve learning; and enrich professional practice.

REQUIREMENTS FOR A STUDENT TEACHER INTERNSHIP

The following requirements must be completed and on file with the Office of Clinical Experiences,

Education Building, Suite 1107. See OCE website (odu.edu/oce) for deadlines

1. Passing scores on Praxis Subject Assessment(s), including individual sub-test score

2. Passing scores on the required reading assessment (RVE for PreK-3, Pre-K-6 and Special

Education programs, or Praxis Teach Reading: Elementary (5205);

3. Passing scores on the Virginia Communication and Library Assessment (VCLA)

4. All program content and professional education courses must be completed with the required

grades;

5. The required GPA for your specific teacher education program;

6. Registration for the teacher candidate internship course, as noted on your program curriculum

sheet;

7. A first aid/CPR/AED training certificate for infant/child/adult or pediatric and adult;

Old Dominion University Darden College of Education and Professional Studies

8. A copy of negative TB test or screening results completed within one year of the beginning of

your teacher candidate internship experience. Please always keep a copy with you.

9. An Old Dominion University clearance (SP325 fingerprint, Social Services/Child protective

services, and sexual offender clearance).

10. A child abuse and neglect training certificate

11. A dyslexia training certificate

12. A restraint and seclusion training certificate

13. A cultural competency training certificate

REQUIREMENTS FOR COMPLETION OF THE STUDENT TEACHING INTERNSHIP

1. Satisfactorily completing your professional portfolio prior to the END of this experience;

2. Satisfactorily completing the Assessment of the Instructional Environment; and

3. Satisfactorily completing your instructional unit (impact on student learning) prior to the END of

this experience;

4. Receive ‘recommend for hire’ on the Evaluation of Teacher Candidate by School Administrator

form(s)

5. Submission of Graduate Exit survey.

6. Submission of your self-evaluation of your professional disposition.

7. The successful completion of the professional attribute and instructional development scales

evaluation (mid-term and final). This includes recommendation for hire by your clinical faculty,

school administrator(s), and your university supervisor.

GENERAL INFORMATION

DESCRIPTION OF THE TEACHER CANDIDATE INFORMATION

The teacher candidate internship is the culminating experience of all teacher education programs.

This experience is a crucial part of a teacher candidate’s preparation to becoming a Professional

Educator. During the internship experience, teacher candidates will do the following.

1. Observe the operation of schools

2. Analyze the implementation of curricula and instructional strategies

3. Assist with assessments and analyzing data

4. Observe the growth and development of students

5. Assist with classroom and extracurricular activities

6. Assume responsibility for the learners and the instructional activities

7. Assume the professional identity and dispositions of a skilled and successful educator

Old Dominion University Darden College of Education and Professional Studies

The work of the teacher candidate is evaluated by the clinical faculty within the schools, in collaboration

with the university supervisor.

OBJECTIVES OF THE TEACHER CANDIDATE INTERNSHIP

The teacher candidate internship experience will provide candidates with opportunities to do the

following:

1. Assess personal/social suitability for teaching and evaluate choice of teaching discipline and

grade-level interest

2. Experience all roles of a Professional Educator (instructional and noninstructional) through

planned, sequenced activities in their 6, 10, 14- week, or yearlong program resulting in a

minimum of 150 direct teaching hours. The length of the internship is determined by the

candidate’s program of study, the candidate’s program administrator, and in the individual

teacher candidate’s needs

3. Apply principles and methods from the knowledge base of the professional program.

4. Gain experience working with learners with diverse learning needs (special needs, low SES,

ELL, gifted, military affiliated, etc.)

5. Experiment with alternative teaching strategies to increase learners’ knowledge

6. Gain experience working with learners from diverse cultural, linguistic, and socioeconomic

backgrounds

7. Gain a better understanding of diversity, equity, and inclusion efforts in the school division

8. Observe and practice effective strategies to manage the learning environment. Communicate

and discuss all phases of experiences with both the clinical faculty and the university

supervisor

9. Develop and implement assessments and lessons with the goal of significantly impacting

student learning

10. Receive feedback from structured observations and conferences with suggestions for

improvement from the clinical faculty supervisor and university supervisor

11. Practice the skills identified in the instruments used to assess teacher candidates

12. Gain knowledge and skills of classroom and school policies and procedures

13. Gain knowledge and skills of parent involvement, activities, and practices

14. Identify, practice, and use educational technology for both teaching and professional

responsibilities

15. Become a Professional Educator through self-evaluation, problem solving, and reflection on

the teaching and learning process

Old Dominion University Darden College of Education and Professional Studies

PROFESSIONAL SEMINARS / MEETING SCHEDULE DURING THE TEACHER

CANDIDATE INTERNSHIP

All teacher candidates are required to participate in professional seminars during the internship

semester. The purpose of the professional seminars is to link the university/school experience and practice

to the knowledge base of the professional program. These seminars focus on the learning environment

and school issues. They also include opportunities for discussion with peers and university faculty.

Teacher candidates must attend all scheduled seminars, failure to do so will prevent candidates

from receiving a passing grade for the semester. University supervisors will communicate the time and

location of the seminars early in the semester. Make-up assignments will be required for any excused

absences. A doctor’s note will be required for illness. Teacher candidates will provide the seminar

schedule to the clinical faculty.

Teacher candidates must schedule an introductory meeting with clinical faculty upon receipt of

their placement. University supervisors will schedule a meeting with the clinical faculty, teacher

candidate and supervisor prior to starting the teacher candidate internship to ensure all parties understand

their responsibilities.

Old Dominion University Darden College of Education and Professional Studies

POLICIES AND PROCEDURES FOR INTERNSHIP

INTERNSHIP CALENDAR

Each semester, the Office of Clinical Experiences develops a calendar for the teacher candidate

internship. The calendar provides the beginning and ending dates of each placement. All teacher

candidates must complete either a 6-, 10-, 14-week, or yearlong internship experience. The length of the

experience is based upon the candidate’s program of study and the unique needs of the teacher candidate.

You are expected to stay until the end of your assigned internship experience. Additional time may be

necessary. This would be determined by feedback from clinical faculty, supervisors, and administrators.

SCHOOL CALENDAR

The teacher candidate is expected to follow the arrival and dismissal times established by the

school for its regular teaching staff and to follow the clinical faculty’s daily schedule, including any

assigned lunch, bus, or playground supervision. Teacher candidates are expected to follow the set school

hours and have the same availability as the clinical faculty on any virtual or asynchronous days set by the

school. Attendance is expected at all faculty meetings, staff development workshops, open houses,

parent-teacher conferences, IEP meetings, and other professional activities. Teacher candidates

follow the holiday schedule of the school division/district to which they have been assigned, not the

University calendar or holiday schedule.

ABSENCE POLICY

Teacher candidates are expected to be at their assigned schools every day. Teacher candidates are

required to sign in and sign out each day at their assigned schools immediately upon arrival and departure.

Absences from internship are acceptable only in case of personal illness or death in the immediate

family. In case of illness or a death in the immediate family, the candidate must contact the clinical

faculty and university supervisor as early as possible, but no later than 7:00 a.m. the day of the absence.

Teacher candidates are allowed one day of personal leave that may be used for personal business. In

addition, teacher candidates will be excused one day for the Old Dominion University Teacher Education

Job Fair during their student teaching semester.

Excessive absence will result in extension of the internship experience or dismissal. Excessive

absence is defined as over three days (i.e., two days of illness and one day of personal leave).

Inclement weather will be reviewed on a division/district by division/district situation.

SUBSTITUTE TEACHING

Teacher Candidates CANNOT be used as substitute teachers. If the Clinical faculty member is

absent, teacher candidates may assume classroom duties while a substitute is present. University

supervisors must be notified by the teacher candidate if the clinical faculty is absent. The only exception

Old Dominion University Darden College of Education and Professional Studies

is for district employees currently serving in paid paraprofessional/teacher aide positions for which

serving as a substitute is part of their existing job duties.

ADDITIONAL COURSEWORK AND OUTSIDE EMPLOYMENT

The internship experience consists of professional seminars and the internship. All major

content and professional educational coursework must be completed prior to the internship. On rare

occasion coursework may need to be taken in conjunction with the internship. These exceptions must be

approved by the candidate’s advisor and the Director of Clinical Experiences prior to submitting the

internship application. The internship experience is a full-time academic responsibility. Public Schools

have expectations for the achievement and growth of their learners; therefore, teacher candidates must be

prepared to devote their time and energy to internship duties and providing the best possible instruction

environment for the learners. Outside employment during the teacher candidate internship may impede

the teacher candidates’ performance and is highly discouraged. Candidates may not be employed in the

school where they are completing their student teaching during the instructional hours. If a candidate is

employed or taking classes, the teaching candidates’ internship takes precedence. Missing intern duties

such as faculty meetings, IEP meetings, seminars, or parent/teacher meetings will result in a failing

experience.

EMPLOYED STUDENT TEACHING INTERNSHIP

In some instances, a teacher candidate may be offered a teaching contract or be allowed the

opportunity to stay in their position of paraprofessional while completing the internship. If the candidate

has completed all coursework, all assessments and other program requirements, has the appropriate GPA,

is recommended by a minimum of two faculty and/or his/her/ their advisor, and the school is willing to

provide a qualified mentor, the Darden College of Education and Professional Studies will allow the

candidate to complete the internship experience while being employed. The option must be approved in

advance through the Director of Clinical Experiences. Teacher candidates hired under the ‘employed

student teaching’ option are responsible for all student teaching requirements, including orientation, in

addition to their classroom duties. For more information on this policy please contact the Placements at

place[email protected].

PROFESSIONAL DISPOSITIONS

All teacher candidates are always expected to conduct themselves in a professional manner

during the internship experience. As a professional, all learners, parents, colleagues, administrators, and

other individuals should be treated with respect. In addition, this professional behavior extends past the

school day. Teacher candidates are expected to review all social networking materials to ensure all

material is deemed appropriate for licensure of “positive moral character” for the Virginia Department of

Old Dominion University Darden College of Education and Professional Studies

Education. Teacher candidates found in violation of a professional disposition will be asked to attend a

meeting with the university supervisor and the Director of the Office of Clinical Experiences. A complete

explanation of the policies and procedures for assessing teacher candidate dispositions are available by

request to your program director.

SCHOOL POLICIES

Teacher candidates must follow the local school division/district policies and procedures as

well as the individual school’s policies as they apply to regularly employed staff. Teacher candidates

should become thoroughly familiar with school policies, read the faculty handbook and the teacher

internship handbook, and know emergency procedures. Advocate for yourself and ask to see the policies.

CORPRAL PUNISHMENT

Teacher candidates must not administer corporal punishment to pupils under any circumstances.

CHANGE OF PLACEMENT OR WITHDRAWAL/REMOVAL

A supported internship allows future teachers the opportunity to take risks and make mistakes as

they grow and develop over the course of the semester. During this time, it is expected that interns will

receive and implement the constructive criticism provided by their clinical faculty and university

supervisors. While infrequent, there are times when, a change of placement, withdrawal, or a removal

from a placement may be necessary. The Office of Clinical Experiences adheres to a process that protects

both K-12 school partners and interns.

If there are serious concerns about an intern’s dispositions or performance in the classroom that persist

despite remediation during the placement, or as soon as there is indication the intern’s ability to pass the

internship is in question, it is the responsibility of the University Supervisor to:

1) discuss the concerns with the clinical faculty;

2) contact the Director of Clinical Experiences immediately to determine a plan of action;

3) work collaboratively with the clinical faculty to develop and implement a professional growth

plan;

4) facilitate a meeting with the clinical faculty, university supervisor, and intern to discuss the

professional growth plan, implementation timeline and expectations for all parties;

The Director of the Office of Clinical Experiences must remain informed of the situation’s progression

for the duration of the semester. Interns must be made aware of any concerns that may impact their ability

to pass the internship and must be provided with a professional growth plan to help remediate concerns

and be provided ample time to implement suggestions.

The school division/district or the university supervisor may request removal of a candidate from the field

setting after discussion of the situation with the Director of Clinical Experiences.

Old Dominion University Darden College of Education and Professional Studies

There are typically two things that can happen when a placement does not work out.

1. The teacher candidate may be placed in a second placement. This MAY result in an extended

student teaching period. OR

2. The candidate may be counseled out of the program.

Both options could occur only after a discussion with the candidate, the university supervisor, and the

director of clinical experiences. Withdrawal procedures from teacher candidate internship requires

significant discussion. The Director of Clinical Experiences will inform the school division/district human

resources office; please do not reach out to human resources directly. The procedure for withdrawal

from the course through ODU is the same as for other University classes and is the responsibility of

the teacher candidate. Failure to comply with university withdrawal procedures will result in a WF

grade. Decisions concerning subsequent placement for internship situations are made by the Department

Chair, Graduate Program Director, (or Program Coordinator), and the Director of Clinical Experiences

and will occur as soon as possible in the process. University supervisors and teacher candidates must

confer with the Director of Clinical Experiences about the individual situation.

PLACEMENT AT SCHOOLS WITH RELATIVES

Teacher candidates may be placed in the same school division/district where a relative attends

school or works. However, teacher candidates may not be placed in the same school where a relative is

enrolled or works. It is the candidates’ responsibility to disclose if they have been placed at a school with

a relative. If a candidate is found to be placed at a school where a relative works or attends, they will be

removed from the current placement and will be asked to complete their student teaching in the next

semester.

APPLYING FOR A VIRGINIA LICENSE

Teacher candidates are responsible for applying for their Virginia teaching license. The checklist

for applying for a Virginia Department of Education can be found on the VDOE website. The Office of

Clinical Experiences completes the College Verification Form (CVF) which becomes part of your

licensure packet. Candidates should only complete Part I of the CVF and email to [email protected] for the

Director of Clinical Experiences to complete. Completed CVFs will be returned to the candidate’s home

address as indicated in Part I. Candidates may ask that copies be sent to an alternative address when

submitting the form. OCE does not submit CVFs directly to the Virginia Department of Education.

Old Dominion University Darden College of Education and Professional Studies

RESPONSIBILIITES OF THE TEACHER CANDIDATE

The primary role of the teacher candidate is to successfully carry out the internship assignment.

The internship is viewed as a critical stage of transition from the status of college student to the status of

Professional Educator. The internship is a privilege and therefore carries with it certain responsibilities.

INTRODUCTION AND ORIENTATION

All teacher candidates MUST attend a scheduled orientation session with the Director of Clinical

Experiences and an orientation session with their university supervisor. Teacher candidates must schedule

an introductory meeting and introduce themselves to their clinical faculty prior to the beginning of the

internship semester and be prepared to introduce and discuss all expectations for the experience. This

meeting must address the following:

Time Commitments

• Beginning and ending dates of semester

• When the school day begins and ends (teacher’s hours)

• School calendar – teacher candidates follow the division/district calendar

• Procedures and schedules for inclement weather and other emergency circumstances (fire drill,

lock down, etc.)

• Reviewing the curriculum to be covered in the courses being taught by the clinical faculty

• Checking out textbooks and other teaching materials from the clinical faculty (If a teacher

candidate checks out public school textbooks or borrows materials from clinical faculty, they are

financially responsible for returning the items)

• Agreeing upon a plan for assuming teaching responsibilities

• Obtaining a Faculty Handbook and Student Handbook for the clinical faculty PDF) and reviewing

administrative regulations and routines

• Becoming familiar with the existing learning environment and school management plan

The First Two Weeks of Teacher Candidate Internship

• Locate campus facilities to be used, (i.e., library, textbook room, audio visual supply room,

department workroom, faculty lounge, auditorium, counseling facilities, etc.)

• Meet other members of the staff (i.e., the principal and assistant principal, department

chairperson, librarian, counselors, teachers’ aides, etc.)

• Become acquainted with the learners and prepare a seating chart as needed

• Observe and discuss class interactions with the teacher

Old Dominion University Darden College of Education and Professional Studies

• Become familiar with other daily procedures (i.e., staff check-in, check-out, bulletins, mailbox

check, etc.)

• Complete the Assessment of the Instructional Environment and discuss with University

Supervisor at first visit.

Teaching the Class – Teacher candidates should plan to assume control of the class gradually. To help

this process, the teacher candidate should do the following:

• Plan cooperatively for instruction. The plans should include, but not be limited to, instructional

goals and objectives, anticipatory set, the subject material to be covered, the instructional

procedures to be used, specific modifications for learners with special needs/disabilities, lesson

closure, the audiovisual materials and / or other supplies to be incorporated, procedures to

objectively evaluate learners’ achievement, and criteria for making adjustments in instruction.

Some programs at ODU require different or additional elements in their lesson plans and teacher

candidates should be prepared to discuss these with their university supervisor.

• Provide clinical faculty and university supervisor with copy of lesson plans and all ancillary

materials 3 days prior to teaching. This allows for review and feedback.

• Systematically introduce a variety of teaching materials and strategies and evaluate the impact

of each to determine those which are most appropriate. Please see section two – impact on

student learning for further detailed instructions on how to conduct this unit.

• Develop and implement procedures for managing the class effectively during instruction based on

academic and behavioral strengths and weakness, including group/individual techniques.

• Develop strategies to directly teach those learners who display difficulty in complying with

classroom routine/expectations.

• Maintain sensitivity to learners from culturally, linguistically, socially, and economically diverse

backgrounds.

• Determine the learners’ development levels and provide commensurate instruction.

• Participate in the evaluation and documentation of learners’ progress and attendance.

• Demonstrate an ability to continually assume greater responsibility in conducting the classes.

• Ethics – Be fair and consistent and demonstrate a belief that all learners can develop their skills

and increase their knowledge. Your learners will respond to the level of expectations set for them.

Professional Obligations – Teacher candidates must be responsible for their professional growth. To

accomplish this, candidates should do the following:

• Confirm school dress code prior to start of placement

Old Dominion University Darden College of Education and Professional Studies

• Contact clinical faculty and university supervisor in a timely manner if illness prevents

attendance.

• Become involved in the total school program by participating in school assemblies, faculty and

department meetings, P.T.A. meetings, athletic events, stage productions, parent conferences, in-

service activities, and educational partnership and school volunteer programs.

• Meet with the clinical faculty, apart from class time, on a regular basis to review the instruction

to date, critique teaching performance, and assist in planning daily lessons for the upcoming

week.

• Confer with the university supervisor on a regular basis.

• Provide the university supervisor with a classroom schedule during the first week of internship.

• Observe, if appropriate, the teaching of other master teachers in the building. Arrangements must

be made with the clinical faculty, the university supervisor, the principal, if appropriate, and with

the teacher to be observed.

• Ongoing completion of one’s Professional Portfolio during internship experiences (portfolio

preparation process begins prior to internship); Maintenance and submission of

documentation. Please see section two – Portfolio- for further detailed instructions on how to

conduct this unit and do not wait until the end of the semester to start.

• Teacher candidates are responsible for completion and submission of certain evaluation

documents. Candidates should do the following:

o Keep a copy of all evaluations for your records.

o Complete the evaluations of your university supervisor and clinical faculty (these

evaluations are due at the completion of the internship experience through

electronic submission).

QUESTIONS A TEACHER CANDIDATE SHOULD ASK

General School Information

• May I have a floor plan of the building? A tour?

• What is the average class size? Total school population?

• Is there a school lunch program? Breakfast program? Dinner program?

• What are the facilities that can be used by the teacher and class, such as: audiovisual aids,

maps, library, computers, and photocopier?

• What resource teachers (Nurses, Counselors) are available?

Procedures and Policies

• What time do classes begin and end? What are the school’s hours?

Old Dominion University Darden College of Education and Professional Studies

• What will be my schedule?

• May I have more information on general school policies?

• What is the procedure if a teacher cannot be in school?

• What extracurricular activities and meetings will I be able to attend?

• What policies and procedures exist regarding confidential student records and student

privacy, health and attendance information, classroom visitors, non-staff persons observed on

school premises, and release of students for appointments?

• How is the teacher evaluation process conducted?

Classroom

• How are SOL goals incorporated? What assessment process is used?

• What does the clinical faculty expect of me and what content/skills will I teach?

• What lesson plan format is acceptable? Are classes grouped by academic ability?

• What is the grading policy?

• What are the basic classroom rules?

• What are the school’s policies for discipline?

• Is there an interest inventory to learn about the learners?

• Do you expect a teacher candidate to contact parents?

• What expectations are there regarding emergency procedures and safety?

Personal Questions or Concerns

• How will I know how well I am doing?

• What is the professional background of my clinical faculty?

• May we establish a scheduled, routine time when we can discuss my performance?

• What is your philosophy of education?

CHECKLIST OF TEACHER CANDIDATES’ INTERNSHIP EXPERIENCES

The selected experiences listed below are generally present in the internship situation. Experience will vary according to the type

of school you are in and the method employed by your clinical faculty, as well as the subject matter taught.

Old Dominion University Darden College of Education and Professional Studies

Experience

Upon Completion of Described

Experience Check Column

Date

Knowledge of Educational Expectations

Review terminology of essential elements of instruction (focus, objective(s), instructional input, monitor and

adjust, practice, closure)

Relate Bloom's Taxonomy and other applicable learning theories to formulation of lesson objectives and

questioning strategies

Apply components of effective lesson design into daily lesson plans

Read the school division/district evaluation instrument for classroom teachers

Understand the development tasks of typical students in your classroom

Understanding of School and Community

Request a tour of school grounds

Learn about school office personnel and special pupil services

Study student handbook for school attendance and discipline policies

Give remedial help to candidates

Conduct a parent-teacher conference

Know the community by attendance at P.T.A. or school board meetings

Elements of Classroom Organization and Management

Take roll, record attendance and distribute materials

Create bulletin board (instructional focus)

Keep record of student progress; daily grades, tests and homework

Write a classroom discipline plan with clinical faculty featuring classroom expectations (no more than five) and

positive and negative consequences for minor vs. major violations.

Provide a system for missed assignments and make-up work

Make a seating chart

Manage student participation

Utilization of instructional Materials

Prepare visual materials

Use maps, visual aids and other supplemental materials

Operate a copy machine, video, and/or smartboard

Set up demonstrations and hands-on activities with supplementary materials

Locate references, curriculum guides, visuals, and teaching materials in media center / teacher resource center

Incorporate Computer Education and/ or computer science components in accordance with school policy

Use educational technology for both student and/or classroom and lesson management

Implementation of Classroom Instruction

Deliver well-prepared, thorough lessons

Write an instructional unit; implement unit during teacher candidate internship experience

Construct diagnostic tools such as written and oral quizzes on tests

Introduce study skills and strategies to learners

Incorporate motivational elements (knowledge of results, level of concern, feeling, tone, success, interest )

Include variety, meaning, involvement, and novelty to promote student interest

Incorporate interdisciplinary methods (music, art, writing, drama, physical education)

Adjust instructional activities and procedures to provide for diverse learner needs, appropriate accommodations,

and learner characteristics

Include accommodations/modifications for students with Individualized Education Plans (IEPs)

Establish objective procedures, conduct frequent direct assessment of effectiveness of group/individual

instruction, and adjust instruction as needed

Old Dominion University Darden College of Education and Professional Studies

RESPONSIBILITES OF THE CLINICAL FACULTY

The responsibility of the clinical faculty is to assist the teacher candidate in understanding and

assuming the role of the Professional Educator. This demands supportive supervision, modeling,

guidance, and feedback on the part of the clinical faculty. The minimum criteria for clinical faculty

include the following:

a. A “continuing contract” licensed teacher

b. Willing to participate in workshops and meetings held for clinical faculty

c. Have a valid, renewable teaching license

d. Have a minimum of three years successful teaching experience

e. Willing to accept the responsibilities of the clinical faculty position

f. True desire to mentor pre-service teachers

A successful internship experience most frequently occurs when the clinical faculty acts as a

personal confidante, instructional guide, and professional advisor. Teacher candidates often learn the most

through support and experiences. The following pages review and give specific examples of each of these

major responsibilities:

PROFESSIONAL GUIDE

1. Acquainting the teacher candidate with the school, staff, learners, teacher, parents, and

community by:

• Conferring with the teacher candidate and building administrator to review

division/district expectations during the workday, including the beginning and ending

dates of the internship.

• Introducing the teacher candidate to the school community and explaining the

individual's role in the manner which enhances the teacher candidate’s chance for

success.

• Creating an atmosphere of acceptance of the schoolteacher on the part of the learners,

parents, faculty, and school community.

• Touring the campus with the teacher candidate and providing a map of the school.

• Reviewing school policies, regulations, and practices.

• Sharing necessary information with the teacher candidate to help them do their job

effectively and efficiently while meeting the requirements for ODU (i.e., student

demographic data, etc., required for impact project).

INSTRUCTIONAL GUIDE

2. Orienting the teacher candidate to classroom rules, organization, and management by:

• Sharing plans for creating a positive classroom environment and motivating learners to

succeed.

• Introducing the teacher candidate to classroom routines and rules, seating arrangements,

and other organizational plans.

Old Dominion University Darden College of Education and Professional Studies

• Familiarizing the teacher candidate with excuse forms, hall passes, and other standard

school forms.

• Reviewing and implementing the Student Handbook and the Faculty Handbook.

• Explaining and demonstrating/modeling procedures for notifying parents regarding

grades and/or discipline policies including letters, phone calls, and conferences.

3. Acquainting the teacher candidate with tasks. The clinical faculty should:

• Make the teacher candidate aware of the school calendar, announcements, schedules, or

changes in the daily routine.

• Schedule the teacher candidate for assistance with lunch, recess, assembly, detention

duties, clubs, sports, etc.

• Provide teacher candidates with information and skills to complete the range of routine

tasks such as lunch counts, tardy students, hall passes, signed excuses, bathroom

procedures, etc.

• Review division/district, school, and department policies regarding; attendance, lunch,

playground, nurse, counselor, lockers, phone and leaving/returning to school.

• Define authority and legal requirements of the teacher candidate in emergency situations

(i.e. acts of violence, bomb threat, fire).

4. Providing a desk or workplace, necessary instructional materials, resources, supplies and

equipment. The clinical faculty should:

• Supply copies of textbooks, curriculum guides, charts, planning book, etc.

• Explain the school’s policy of the use of copiers and paper allotments.

• Take time to teach the teacher candidate how to use copiers, media equipment and other

machines including computers.

5. Guiding lesson plans and material development. The clinical faculty should:

• Explain goals and objectives in relation to scope and sequence.

• Assist the teacher candidates in examining the Standards of Learning for the grade level

they are assigned.

• Assist the teacher candidates in examining and discussing the clinical faculty’s plans and

the reasons for choice of methods, materials, and activities.

• Give specific help in the selection of instructional materials, including outside resources.

• Assist the teacher candidate in developing his/her/their own teaching plans.

• Demonstrate how to provide for individual learner differences.

• Identifying and demonstrating methods to check for learner understanding and model

how to monitor and adjust teaching.

• Give constructive feedback on lesson plans before and after lesson.

• Assist the teacher candidate in preparing a substitute folder.

6. Providing for positive learning experiences. The clinical faculty should:

• Offer specific suggestions through various models (oral, written, and modelling) for

developing effective teaching techniques. Provide both positive feedback and

constructive feedback. Limit suggested changes to two or three at any one specific time.

Monitor progress on the teacher candidate growth in the suggested areas.

Old Dominion University Darden College of Education and Professional Studies

• Gradually increase teaching responsibilities for teacher candidate until full-time

responsibility for the classroom is achieved. Then, gradually decrease them at the end of

the semester, allowing for a maximum amount of full-time teaching.

• MODEL effective teaching techniques when appropriate, even near the end of the

internship experience.

7. Modeling assessment of students’ performance, grades, records, diagnostic tests, and placement.

The clinical faculty should do the following:

• Train the teacher candidates to document and maintain records of learners’ progress.

• Identify learners with special needs, discuss and demonstrate appropriate instructional

adjustments, and review legally required accommodations identified in the IEP.

PROFESSIONAL GROWTH

8. Providing continuous support, conferences, and feedback. The clinical faculty will:

• Provide for continuous evaluation through daily/weekly conferences, report sheets, logs

and self-evaluation shared by the teacher candidate (i.e., audio/video tapes).

• Provide for unsupervised teaching yet is still be found in close proximity and can be

contacted at all times should help be needed.

• Maintain a frank, helpful and professional attitude when discussing the teacher

candidate’s strengths and areas in need of improvement.

• Attempt to immediately resolve any conflicts; if no resolution is possible, refers the

problem first to the university supervisor and school administrator, and second to the

Director of Clinical Experience.

• Initiate early effective procedures for a teacher candidate in jeopardy.

9. Afford opportunities for observation/participation in related activities. The clinical faculty

should:

• Invite the teacher candidate to extend the teacher candidate experience beyond the

immediate classroom by attending parent conferences, clubs, events, sports events,

student council meeting and activities, PTA meetings and faculty meetings.

10. Share personal/professional growth. The clinical faculty should:

• Treat the teacher candidate as a co-worker rather than a subordinate.

• Exemplify a positive, professional attitude toward teaching and all persons engaged in the

business of public education.

• Set a good example through professional behavior toward learners, school,

division/district, and community.

• Use and stress the necessity for proper language, actions, and dress by teachers.

• Provide or suggest professional reading.

• Emphasize the importance of joining/participating in professional organizations.

• Assist in the development of the Professional Portfolio by the teacher candidate.

• Immediately contact the university supervisor with any dispositional or instructional

concerns

Old Dominion University Darden College of Education and Professional Studies

RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR

The university supervisor is vital to the development of a high-quality field experiences program. As the

liaison representing the Darden College of Education and Professional Studies and Old Dominion

University, the supervisor will observe, evaluate, and confer with teacher candidates and the clinical

faculty. The minimum criteria for University Supervisors are as follows:

a. Master’s Degree in Education, Administration/Supervision or Endorsement Area in which the

individual is supervising.

b. Five years of experience as a teacher or an administrator or equivalent.

c. Show evidence of genuine professional interest in developing professional education and

providing for positive learning environment and experiences.

This collegial team facilitates the planning, implementation, and evaluation of experiences that

will increase the professional competence of the teacher candidate. University supervisors should ensure

the purpose and goals of the Darden College of Education and Professional Studies Conceptual

Framework, “Educator as Professional” knowledge base model is being met in the host classrooms.

SPECIFIC RESPONSIBILITES

1. Visitations and observations by the supervisor

• Explanation to clinical faculty of university’s expectations.

• Visits and observations of teacher candidates occur a minimum of every other week

during the internship experience. More visits/observations may be required if the teacher

candidate is having trouble / difficulties and needs additional support.

• The initial visit should occur during the first week of the internship experience.

• Two observations should be scheduled when the teacher candidate assumes partial

responsibility for the learning environment.

• Three observations should be scheduled when the teacher candidate assumes full

responsibility for the learning environment.

• If a candidate is having difficulty, a university supervisor will model needed skills

and develop a collaboratively with the clinical faculty. The Director of the Office of

Clinical Experiences must be made aware of any intern concerns as soon as they

arise and be updated regularly on the intern’s progress.The final observation should

occur shortly before the final evaluation.

• The university supervisor collaborates with the clinical faculty in evaluating teacher

candidates by providing equal input for the mid-term and final evaluation.

Old Dominion University Darden College of Education and Professional Studies

• University supervisors will maintain a copy of all written feedback provided to

candidates. For students on professional growth plans, US will share weekly updates to

the Director of OCE . All written documents/e-mails will be required to be submitted for

candidates recommended for no hire/fail.

2. Components of observation: Observing the teacher candidate’s instructional performance is

critical for professional development. The university supervisor must be able to provide specific,

objective feedback. Observations consist of:

• Review of lesson plans.

• Observation and written documentation of the actual 45-90-minute lesson. This

observation should include a discussion of the teacher candidate’s progress with the

clinical faculty and teacher candidate.

• Identifying areas of strengths, specific areas of weakness, and strategies to improve

area(s) for refinement.

• A review and feedback of the Assessment of Instructional Environment.

• A review of reflection journal and time record.

• If a teacher candidate has a specific area of weakness, the university supervisor will

provide a variety of assistance. This could include verbal, written, demonstration of

strategies, videotaping, etc.

• The university supervisor will report progress on the university supervisor report form.

3. Seminars:

• Supervisors are required to provide a minimum of four seminars scheduled throughout

the internship experience.

• Supervisors will announce the times and places for seminars early in the semester.

• Content of seminars should address the specific needs of the teacher candidates.

• Review and set due dates for the Professional Portfolio and Impact on Student Learning

projects.

4. Establishing rapport with clinical faculty and administration:

• Meets clinical faculty and exchanges telephone numbers the first week to facilitate

communication daily.

• Is sensitive to the needs and concerns of the clinical faculty.

• Meets with school administration to share the ODU philosophy and ensure awareness of

student teachers in the building.

5. Relationship with the Director of Clinical Experiences:

Old Dominion University Darden College of Education and Professional Studies

• Attends an orientation meeting prior to the start of the teacher candidate internship.

• Is required to inform the Director immediately of any candidate who is at risk, for any

reason, of not successfully completing the internship and works collaboratively with the

Director to support struggling candidates.

• Submits a grade for each student prior to the last day of each semester.

Old Dominion University Darden College of Education and Professional Studies

RECOMMENDED TIMELINE

The internship semester is the most important semester in the professional teacher preparation

program. The internship semester demands and should receive full attention. Unlike practicum

experiences, the internship / student teaching experience will require the candidate to be a teacher five

days a week, six and a half hours a day at minimum, for the length of the experience. However, it will

soon be discovered that the teacher’s day does not end at 4:00 p.m. Lesson plans, preparation and

grading may require continued work far beyond an eight-hour day. To be successful in the teaching

internship semester, the teacher candidate may need to sharply curtail other activities, including

employment. It is wise to remember that the final evaluation, written by the clinical faculty and university

supervisors, will be reviewed by all potential employers. The faculty in the Darden College of

Education and Professional Studies request that your time and energy be focused on this demanding, but

exciting and rewarding experience. Teacher candidates are required to be on duty at their assigned school

for the complete school day during the entire experience. The complete school day is defined as the duty

for teachers in the building where the assignment is made. For example, if teachers are expected to be on

duty from 7:30 a.m. to 3:30 p.m., that is the teacher candidate’s teaching day. The professional day

includes in-services, parent conferences, and attendance in all professional meetings. Plan to be available

for these as necessary.

Recommended Experience Time Frame-

Will vary by individual candidate

Phase I

1 ½ weeks - Observation/participation

Phase II

1 ½ weeks - Begin assuming partial responsibility

Phase III

4th week- Assuming full responsibility

The following pages will detail the activities and responsibilities for the teacher candidate, clinical

faculty, and university supervisor during each phase of the teacher candidate experience.

PHASE-IN SCHEDULE

PHASE I: ORIENTATION/INTENSE PARTICIPATION

Teacher Candidate

• Becomes familiar with rules, regulations, and procedures of the classroom. Develops skill in

communicating rules to pupils.

• Becomes familiar with physical features of the building/s.

• Becomes acquainted with and learns names of pupils. Becomes aware of friendships and sub-

groups and with unique needs of the individuals.

• Observes instruction, following lesson plans prepared by clinical faculty.

Old Dominion University Darden College of Education and Professional Studies

• Participates in classroom routine (i.e., roll taking, recording grades, handing out/collecting

material, supervision outside classroom) and learns daily schedule.

• Provides limited instruction (i.e., administering tests, tutoring, conducting short, informal

segments of the lesson).

• Participates in related activities when appropriate (i.e., faculty meetings, athletic events, student

clubs).

• Tutor individual learners or small groups as assigned by clinical faculty.

• Constructs teaching aids and contributes materials to a motivating, attractive learning

environment.

• Becomes familiar with content to be taught later in the semester.

• Keeps the reflective journal and time sheet up to date.

• Completes the Assessment of Instructional Environment.

• Updates the Professional Portfolio.

Clinical Faculty

• Has responsibility for planning and conducting class but involves teacher candidate in lesson

planning. Shares long-range plans for semester.

• Involves teacher candidate in observation, routine procedures, preparation of materials and

interaction with students.

• Sets aside special time to discuss the rationale of what the teacher candidate is observing.

• Establishes standards for initial lesson planning

• Provides specific feedback to teacher candidate.

University Supervisor

• Holds orientation meeting.

• Conducts seminars as scheduled.

• Discusses Assessment of Instructional Environment.

• Meets with teacher candidate and clinical faculty about the mid-term internship evaluation.

• Is readily available for the advice/support for either the teacher candidate and/or clinical faculty.

PHASE II: ASSUMING PARTIAL RESPONSIBILITY

Teacher Candidate

• Increases efforts to identify special characteristics of the learning environment and relates

instruction to individual learners; meets with individual learners having problems; and determines

how to utilize special learners’ talents.

• Manages all routine classroom tasks.

• Assumes full instructional responsibility for part of the school day. Gradually assumes greater

responsibility for instruction by accumulating teaching responsibilities, and adding one subject, or

period, or preparation as teaching proficiency increases.

• Continues to develop instructions for lessons.

• Participates in faculty meeting, parent teacher conferences, PTA meetings, etc.

• Continues to keep reflective journal and time sheet up to date.

• Continues updating professional portfolio.

• Begins assessment process for Impact on Student Learning Project.

• Asks clinical faculty and university supervisor for specific feedback on instructional performance.

Old Dominion University Darden College of Education and Professional Studies

Clinical Faculty

• Plans cooperatively with the teacher candidate the delivery of instruction, starts with small tasks,

such as directing cooperative learning groups; jointly develops evaluation instruments; re-teaches

concepts to small groups; and provides enrichment activities.

• Continuously assess the teacher candidate’s level of competence in instruction and of the learning

environment management so that the teacher candidate can gain confidence before assuming

additional responsibilities.

• Models a variety of instructional techniques so that the teacher candidate develops a comfort level

for a broad spectrum of teaching activities.

• Completes and reviews with the teacher candidate and university supervisor, the Professional

Attributes and Instructional Development Scales (mid-experiences).

University Supervisor

• Conducts at least three observations of the teacher candidate in a seven week placement, and at

least seven observations for those in a 14 week placement.

• Conducts seminars as scheduled.

• Meets with teacher candidate and clinical faculty about the mid-term internship evaluation.

• Reviews with the teacher candidate the Professional Portfolio and Impact on Student Learning

activity.

• Is readily available for advice/support for either the clinical faculty or teacher candidate.

PHASE III: FULL RESPONSIBILITY

Teacher Candidate

• Assumes primary responsibility for planning, preparing, delivering instruction, and monitoring

learners’ progress and evaluation.

• Implements an effective discipline plan, including contacting parents if necessary.

• Assumes primary responsibility for developing the instruments for student evaluation.

• Recommends student grade to clinical faculty.

• Completes Impact on Student Learning project.

• Provides instruction that recognizes individual learner’s needs.

• Continues to keep reflective journal and time sheet up to date.

• Submit final Professional Portfolio by date established by University Supervisor.

• Asks the school principal to observe lesson and provide feedback.

• Completes university supervisor’s evaluation.

Clinical Faculty

• Examines, critiques, and provides necessary approval of teacher candidate’s plans for instruction

and evaluation.

• Contributes to the class instruction in ways that are complementary to the general class

presentation under the direction of the teacher candidate.

• Completes the final evaluation of the teacher candidate in collaboration with the university

supervisor.

• Coordinates for the evaluation of teacher candidate by school administration.

University Supervisor

• Conducts at least three observations of teacher candidate.

• Conducts seminar as scheduled.

Old Dominion University Darden College of Education and Professional Studies

• Grades Impact on Student Learning project.

• Meets with teacher candidate and clinical faculty to discuss the final internship evaluation.

• Is readily available for advice/support for either the teacher candidate and/or clinical faculty.

• Submits final grade and internship evaluation to the Office of Clinical Experiences.

QUESTIONS FROM CLINICAL FACULTY

There are some questions that are asked commonly asked by clinical faculty. Many of these

questions cannot be answered unequivocally, but perhaps some insights will help guide the clinical

faculty.

How frequently should I leave the classroom? Should the teacher candidate be left on their own?

A survey of clinical faculty found that they were most critical of the clinical faculty who spent a

great deal of time away from the classroom. The view of most clinical faculty is that teacher candidates

should not be regarded as substitutes. Rather, they should be viewed as novice teachers placed in the

classroom to learn and grow professionally with the direct help and supervision of experienced teachers.

Without clinical faculty feedback, the internship experience becomes much less effective for the

beginners. Yet, it is also important for the teacher candidate to have a sense of managing the class on

his/her/their own. Therefore, it may be advisable for the teacher candidate to “solo” occasionally for the

short periods of time. However, the clinical faculty should be in proximity. In the final analysis, the

clinical faculty retains the responsibility for the classroom, the students, and the teacher candidate.

What should I do when the university supervisor comes to visit?

The university supervisor does not wish to disrupt the class. Therefore, go on with whatever has

been planned. Each supervisor’s visit should include a discussion with clinical faculty and the teacher

candidate. This discussion should not interrupt the regular classroom schedule and may conducted after

school hours via Zoom or a similar platform if recorded and shared with all in attendance.

What should be done when either the teacher candidate or the clinical faculty fails to assume

responsibilities?

Realizing that each partner may have a different perception of a situation, both parties should try

to communicate with the other on a one-on-one basis. If this approach fails to produce the needed results,

one or both should contact the university supervisor who can then communicate with them individually

and/or jointly to resolve the problem. If this does not resolve the problem, the Director of Clinical

Experiences for Old Dominion University should be contacted immediately.

Old Dominion University Darden College of Education and Professional Studies

What do teacher candidates want clinical faculty to do?

When surveyed, teacher candidates’ rate “being observed and receiving feedback on a regular

basis from their clinical faculty” as their greatest need. It is difficult to imagine that a clinical faculty and

teacher candidate can spend many hours each week in the same classroom without communicating about

the teacher candidate’s performance. But the fact is, this is the most serious problem in the teacher

candidate experience. Here is a list of reasons that appear to deter effective communication/feedback:

• Overly concerned about “hurting the feelings” of the teacher candidate.

• Lack of time before or after school due to the demands of preparation, lunchroom, or playground

supervision.

• No time during the school day since one or both of the parties must be working with pupils.

For the teacher candidate to be able to grow professionally, these obstacles must be overcome.

What can be done about teacher candidates with glaring educational problems, such as inability to

use standard written or oral language?

One of the mysteries of the internship experience is how an individual can be in the last semester

of a professional preparation program and lack these skills. One explanation may be that these

inadequacies are only apparent when the teacher candidate must write on the board or give oral

instruction before the class. These difficulties must be corrected and require attention of the university

supervisor, clinical faculty, and the teacher candidate. Some of them can do it quite rapidly, while others

might have to repeat or extend the internship experience. The teacher candidate should be open to these

suggestions and take them as part of the learning process.

What if my teacher candidate is failing?

Teacher candidates experiencing difficulties typically receive many more hours of help than do

more successful teacher candidates. In addition to the clinical faculty, the university supervisor, building

principal, and Director of Clinical Experiences are involved in the remediation process. Teacher

candidates who are in jeopardy of not successfully completing their internship experiences are placed on a

professional growth plan. The purpose of the plan is to identify specific areas that require improvement

and to outline a plan of action for remediation. If a clinical faculty observes inadequate performance,

the university supervisor should be notified immediately. The supervisor will contact the Director of

the Office of Clinical Experiences and a conference will be scheduled. During the conference, the content

of the professional growth plan will be formulated, with input from the teacher candidate, the clinical

faculty, the supervisor, and the Director. In some cases, multiple meetings to check growth are necessary.

Old Dominion University Darden College of Education and Professional Studies

PART TWO

TEACHER CANDIDATE ASSIGNMENTS

Assessment of The Instructional Environment, Impact on Student

Learning, and Professional Portfolio

Old Dominion University Darden College of Education and Professional Studies

ASSESSMENT OF THE INSTRUCTIONAL ENVIRONMENT

The Assessment of the Instructional Environment is completed during the first week of student

teaching. The purpose of this assessment is to provide the teacher candidates with contextual information

for planning and implementing effective instruction. The information shared will only be used for these

purposes; student names are not required to complete the form. The objective is to gather information

about individual learners in the classroom, their diverse learning needs, the classroom organization,

possible interruptions/disruptions to the learning environment, and available educational resources.

Teacher candidates are to complete the assessment form and narrative statement and discuss the

implications for instruction with the university supervisor during the first visit.

Teacher Candidate Name

University Supervisor

Clinical Faculty

School/Division/District

Subject Grade Semester

Date

General Information

Grade Level(s)

Ages

Number

Student Information

Total Typically Present

Male

Female

Total Race

Hispanic

Asian

African American

Native American

Hawaiian/Pacific Islander

White

Two or more races

Total English Language Learners (ELL)

ELL Receiving Services

ELL Not Receiving Services

Learners with 504 Plans

Learners Involved in Child Study Process

Learners Involved in Eligibility Process

Learners Identified as Eligible for Special Education Services

Learners with Learning Disabilities

Learners with Emotional and Behavioral Disabilities

Learners with Autism Spectrum Disorder

Old Dominion University Darden College of Education and Professional Studies

Learners with Other Health Impairments

Learners with Physical Disabilities

Learners with Speech and Language Disabilities

Learners with other disabilities (please identify)

Total Learners in Pull-out or Supplementary Programs

Specify Programs in your narrative statement

Learners who are unusually demanding of time or energy not identified in other

categories (e.g., disruptive, withdrawn, dependent, etc.)

Learners with excessive absences and/or tardiness

Rating

Levels of Diversity by Category

(Rating L=Low, M=Medium, H=high)

L M H

Ages

L M H

Languages

L M H

Development Levels

L M H

Cultures

Check one

Teaching Interruptions

Few Interruptions

Some Interruptions (describe in narrative)

Many Interruptions (describe in narrative)

Check one

Room Organization

Well Organized

Adequately Organized

Poorly Organized

Check One

Resources: Equipment and Supplies

Well Equipped and Supplied

Adequately Equipped and Supplied

Poorly Equipped and Supplied

Time

Time On Task

Time spent each day on instruction

Time spent each day on transactions

Time spent each day on "non-academic activities" (free time, waiting, trying to

start class or redirect inappropriate behavior, etc.)

NARRATIVE

Describe your instructional environment and learners. In the description, review the composition of your

learners and their learning needs. Also, discuss the “average” number of disruptions in your class per day

and the type of disruptions. How will these disruptions and how well your learning environment is

equipped and supplied impact how you will plan and deliver your instruction? This information should be

reviewed with your university supervisor as your first classroom journal assignment.

Old Dominion University Darden College of Education and Professional Studies

IMPACT ON STUDENT LEARNING

Like the clinical faculty they will be working with, teacher candidates will be responsible for student

learning. For teacher candidates to determine the impact they are having on the students they are teaching,

they must have knowledge and skills in planning and assessment.

Teacher candidates must complete the Impact on Student Learning Project. Completion of this

culminating activity demonstrates expertise both in content and pedagogy, as well as reflection on

clinical and classroom experiences. The purpose of these products is to demonstrate evidence of

professional competence in university, state, and national professional teacher preparation standards.

Members of the DCEPS faculty will evaluate the product to determine whether a teacher candidate has

successfully met the learning targets of this activity. The Impact on Student Learning Project is submitted

through LiveText.

The Impact on Student Learning Project consists of seven sections: educational context; development,

administration and analysis of pre-test; unit learning goals, standards, and objectives; development,

administration and analysis of post-test; and reflection on teaching and learning. Each of these is detailed

below.

1. Educational context

2. Pre-test

3. Analysis of pre-test data (graphic and narrative)

4. Planning & Instruction

5. Post-test

6. Analysis of post-test data (graphic and narrative)

7. Professional Learning & Reflection

Educational Context

Teacher candidates should clearly and thoroughly understand the contextual factors relevant to

instructional planning. Data collection begins with the Assessment of the Instructional Environment

Teacher candidates should demonstrate knowledge of students' varied approaches to learning, students'

skills and prior learning, and classroom, school and community factors affecting student learning. There

should be a logical connection between the relevant factors described and your instructional planning.

Pre-Test

Teacher candidates must align learning objectives directly with their pre-test. A description of how the

pre-test was developed or selected must include the connection to instruction and alignment with

standards of learning. A copy of the pre-test is to be submitted as an artifact.

Analysis of Pre-Test Data (graphic and narrative)

Teacher candidates should provide the data from the results of the pre-test. The pre-test data should be

disaggregated by individual student. An analysis of the data from the pre-test should include reviewing

class means, individual student scores (no names when reporting data), sub-group comparisons (gender,

age, ethnicity, and diverse learners), range, and percentages and be presented in both graphic (charts,

graphs etc.) and narrative formats. Analysis should also include suggestions for making instructional

decisions for the different sub-groups. Provide information of how the teacher candidate will use this data

to make instructional decisions associated with the requirements of the content and the needs of students.

Old Dominion University Darden College of Education and Professional Studies

Planning & Instruction

Teacher candidates will use the DCEPS lesson plan for their program to create a series of lessons. The

plans MUST provide developmentally appropriate learning goals aligned with state standards, specific

learning objectives, plans for communicating clear expectations to students, overall methods of

instruction, and how to plan to assess student learning during the process (include pre-tests, formative

assessments, and post- tests). Effective use of technology must be represented in the series of lessons, so

consider opportunities to include technology-enhanced activities for extension or differentiation of

learning. Provide a copy of the lesson plans with this assignment. Teacher candidates should ask their

University supervisor or clinical faculty for feedback on plans. Use the results from the pre-test to modify

instruction to better meet student needs. Provide instruction and monitor student progress toward meeting

the learning expectations. Deliver instruction to students and carefully monitor the progress of each

student through the learning process. Make additional modifications for individual students or the whole

class as needed based on this monitoring and provide learner feedback.

Post-Test

Teacher candidates should provide a description of the post-test given to the class. Include teacher

candidate expectations, and specific

learning objectives considered when creating or selecting the post-test. A copy of the post-test is to

be submitted as an artifact.

Analysis of Post-Test Data (graphic and narrative)

Teacher candidates should provide the data from the results of the post-test. The post-test should be

disaggregated by individual student. An analysis of the results of the post-test should include reviewing

class means, individual student scores (use a student variable -not name - when reporting data), sub-group

comparisons (gender, age, ethnicity, and diverse learners), range, and percentages and be presented in

both graphic (charts, graphs etc.) and narrative formats. Analysis should also include suggestions for

making instructional decisions for the different sub-groups. Provide information of how the teacher

candidate will use this data to make instructional decisions associated with the requirements of the

content and the needs of students.

Professional Learning & Reflection

Based on the evidence of student learning, teacher candidates should identify insights on effective

instruction and assessment. Teacher candidates should draw conclusions based on the tests and analysis of

learning results, as well as research and theory. In the discussion of student learning and effective

instruction, teacher candidates should make logical connections between the learning goals and learning

objectives, instruction, and assessment results. Consider including in reflection reasons for the levels of

performance on your post-test (e.g., Were there items on which students performed better or

worse? Were the learning objectives appropriate given students’ prior knowledge, motivation, learning

preferences?) Teacher candidates should reflect on the implications for future teaching, as well as

implications for professional development.

ODU-DCEPS Core Instructional Lesson/Unit Plan

By Old Dominion University College of Education and Professional Studies

Old Dominion University Darden College of Education and Professional Studies

Teacher Candidate:

Date Taught:

Cooperating Teacher:

School / District:

Grade:

Field Supervisor:

Unit / Subject:

Lesson Title / Focus:

PLANNING AND PREPARATION

Content Knowledge How was this lesson developed based on your research and knowledge of content

and the discipline?

Learner Differences How did this lesson develop because of your examination of research and data

about student learning needs, how diverse students learn your content/lesson topic and how you can

employ culturally sustaining pedagogies, difficulties students might have, gaps in their knowledge, assets

they have, and so on?

Outcomes/Goals What will students be expected to know or do because of this lesson? Are these learning

target(s)/outcome(s) appropriate based on your prior assessment/knowledge of students’ understandings?

Are your targets/outcomes observable and measurable? What are your essential questions that align with

the outcomes? List all outcomes associated with this lesson.

Standards Which content, state, and national standards connect with your outcomes? List the state,

content, and national standard or standards that are being addressed.

Resources and Materials What resources and other materials will be incorporated and how will they

promote active learning? Be specific. List all materials and resources needed for the lesson.

Technology Does technology enhance the design and delivery of your lesson? Does the use of technology

promote active learning? Be specific. List all technology needed for both students and teacher.

INSTRUCTIONAL DELIVERY

Learning Environment How will you support individual and collaborative learning and foster positive

interaction in the classroom?

Introduction/Activating Strategies How will you engage learners in the lesson and learning? How will

you launch the lesson? How will you activate prior knowledge?

Instructional Strategies What learning activities do you have planned for the students? Include a variety

of teaching strategies (methods). Activities are to be learner-centered (e. g. solve problems, construct

models, design and perform experiments, read authentic resources, answer open-ended questions, support

ideas with evidence, compose, analyze and interpret maps, draw conclusions.) Include guided process of

Old Dominion University Darden College of Education and Professional Studies

learning. Include the opportunities learners will have to expand and solidify their understanding of the

concept and/or apply it to a real-world situation. List any independent practice activities.

Closure How will you bring closure to the lesson?

Differentiation How will you adjust instruction, including incorporating technology, to meet the needs of

a diverse set of learners?

Assessment: How will you measure understanding of the outcomes and standards? What type(s) of

formative and summative assessment tasks/instruments (e.g., test, paper) and rubrics will be used?

PROFESSIONAL LEARNING

Reflection How will you evaluate your practice? Where did learners struggle in the lesson? How can the

lesson be strengthened for improved student learning? Did the lesson reflect culturally sustaining

pedagogies?

Impact on Student Learning Rubric

Exceeds Expectations

Meets Expectations

Developing

Does Not Meet

Expectations

Assessment

Pre-test

Candidate

designs and/or

selects a pre-test

to gauge

students’ levels

of understanding.

Candidate develops or

selects a pre-test that is

highly correlated with

lesson objectives.

The alignment between

assessment and lesson

objectives is strong and

clear.

Candidate develops or

selects a pre-test that is

correlated with lesson

objectives.

There is evidence of

alignment between

assessment and lesson

objectives.

Candidate develops or

selects a pre-test that has

limited alignment with

lesson objectives.

The alignment between

assessment and lesson

objectives is not clear.

Candidate develops or

selects a pre-test with

little thought given to

alignment with lesson

objectives; assessment

is not appropriate for

the knowledge and/or

skills being assessed.

Graphic

Representation

of Data- Pre-

Test

Candidate creates

a graphic

representation of

data in order to

meaningfully

demonstrate

understanding of

students’

learning.

Candidate includes

multiple, varied

representations of pre-test

data to include charts and

graphs that contain

individual student scores,

class mean, and sub-

group means, and

percentiles that fully

describe the results from

the data in a meaningful

and accurate manner.

Candidate includes

multiple representations of

pre-test data to include

charts and/or graphs that

contain individual student

scores, class and sub-group

means and percentiles that

describe the results from

the data in a meaningful

manner.

Candidate includes

appropriate charts or

another representation of

pre-test data that contains

individual student scores

and class means but is

missing or has inaccurate

reporting of some data.

Graphic information is

not described or is

incomplete.

Candidate includes

appropriate or

misleading charts of

pre-test data that

contain class means

and individual student

scores but is missing or

has inaccurate

reporting of sub-groups

and percentiles.

Graphic information is

not described.

Old Dominion University Darden College of Education and Professional Studies

Narrative

Analysis of

Pre-Test Data

Candidate writes

a narrative

analysis of pre-

test data that

helps them make

decisions about

planning and

instruction.

Candidate narrative

analysis of pre-test

describes trends and

patterns in data among

identified class means,

individual student scores,

and subgroups.

Accurate conclusions

concerning student’s prior

knowledge are drawn.

Interpretations delineate

instructional decisions

that will influence

instruction during the

lesson.

Candidate narrative

analysis of pre-test

describes trends and

patterns among identified

class means, individual

student scores, and

subgroups.

Conclusions concerning

students’ prior knowledge

are drawn, but the analysis

is superficial.

Instructional decisions that

will influence instruction

during the lesson are

discussed.

Candidate narrative

analysis of pre-test does

not use data to describe

trends and patterns

identified among class

means, individual student

scores, and subgroups.

The analysis is

incomplete or offers a

limited interpretation of

the findings.

Conclusions do not offer

details about student’s

prior knowledge or

directions for future

instructional decisions.

Candidate narrative

lacks appropriate

analysis of data

required to describe

trends and patterns

identified among

subgroups or to make

instructional decisions.

Planning

Content

Knowledge

Candidate

develops a lesson

plan informed by

research and

knowledge of

content and

discipline.

Candidate plan reflects

extensive research and

knowledge of the content,

relations between

important concepts, and

of multiple instructional

practices specific to that

discipline.

Candidate plan reflects

research and knowledge of

the content and relations

between important

concepts, and of

instructional practices

specific to that discipline.

Candidate reflects some

awareness of the

important concepts in the

discipline, relations

between them and of the

instructional practices

specific to that discipline.

Candidate displays

little knowledge of the

content, relationships

between different

aspects of the content,

or of the instructional

practices specific to

that discipline.

Learner

Differences

Candidate

develops a lesson

plan informed by

pre-test results

and knowledge

of learner

differences.

Candidate demonstrates

an understanding of each

student’s background,

culture, skills, language

use, interests, and special

needs from a variety of

sources.

Candidate uses this

knowledge and the pre-

test analysis to design

instruction that is

creative, effective, and

maximizes learning for all

students.

Candidate demonstrates an

understanding of students’

backgrounds, cultures,

skills, language use,

interests, and special

needs, and uses this

knowledge and the pre-test

analysis to design

instruction.

Candidate demonstrates

an understanding of the

students’ backgrounds,

cultures, skills, language

use, interests, or special

needs, but does not use

this knowledge or the

pre-test analysis to

design instruction to

meet the needs of all

students.

Candidate demonstrates

little or no knowledge

of students’

backgrounds, cultures,

skills, language use,

interests, and special

needs or consideration

of these differences for

instruction.

Technology

Candidate makes

effective use of

technology that

supports student

learning.

Candidate designs

authentic learning

activities that align with

content area standards

and use digital tools to

maximize active, deep

learning.

Technology is used to

create, adapt, and

personalize learning

Candidate designs learning

activities that align with

content area standards and

use digital tools to engage

in active learning.

Technology is used to

create, adapt, and

personalize learning

experiences that foster

independent learning and

Candidate is utilizing

technology, but with a

predominant focus on

teaching, but does not

engage students in active

learning.

Technology does not

accommodate for learner

differences and needs.

Candidate offers little

or no evidence of

designing instruction

enhanced with the use

of technology.

Old Dominion University Darden College of Education and Professional Studies

experiences that foster

independent learning and

accommodate learner

differences and needs,

which promotes critical

and/or creative thinking.

accommodate some learner

differences and needs.

Instruction

Learning

Environment

Candidate

develops a lesson

plan sequence

that fosters

interactions

guided by respect

and rapport.

Candidate develops a plan

that encourages activities

that establish positive

interactions among

students and fosters a

respectful relationship

between the teacher and

individual students,

reflecting sensitivity to

students’ cultures and

levels of development.

Candidate develops a plan

that encourages

interactions steeped in

civility and respected

characterized between

teacher and students and

among students.

These reflect general

caring and are appropriate

to the cultural and

developmental differences

among groups of students.

Candidate develops a

plan that encourages

interactions, both

between the teacher and

students and among

students, that reflects

only occasional

insensitivity or lack of

responsiveness to

cultural or developmental

differences among

students.

Candidate develops a

plan that fosters

negativity, insensitivity

to cultural

backgrounds, sarcasm,

and put-downs between

teacher and students,

and among students.

Instructional

Strategies

Candidate plans a

series of learning

experiences

aligned with

instructional

outcomes

presented in a

coherent

structure.

Candidate uses a plan that

reflects a coordination of

knowledge of content, of

students’ cultural heritage

and its importance, and of

resources to design a

series of learning

experiences aligned to

instructional outcomes

that are likely to engage

students in significant

learning.

The structure of the

strategies is clear and

allows for different

pathways according to

student needs.

Candidate uses a plan that

reflects knowledge of

content, of students’

cultural heritage and its

importance, and of

resources to design a series

of learning experiences

aligned to instructional

outcomes and suitable for

students.

The strategies encourage

students to develop an

understanding of content.

Candidate uses a series

of learning experiences

that demonstrate partial

alignment with

instructional outcomes,

some of which are likely

to engage students in

significant learning.

The structure of the

strategies is recognizable

and reflects partial

knowledge of students,

including their cultural

heritage and its

importance, and

resources.

Candidate uses a series

of learning experiences

that are poorly aligned

with the instructional

outcomes and do not

represent a coherent

structure.

They are suitable for

only some students.

Differentiation

Candidate

identifies

methods to

differentiate

instruction to

engage and

challenge a

variety of

learners.

Candidate includes a

variety of teaching

strategies, methods, and

assessments developed to

meet the needs of

individual learners that

engage and challenge all

students.

Candidate includes

appropriate teaching

strategies, methods, and

assessments that are

differentiated and can

engage and challenge all

students.

Candidate displays an

awareness of appropriate

teaching strategies,

methods, and

assessments with

differentiation for

different students that

can engage and challenge

all students.

Candidate does not

include teaching

strategies, methods, or

assessments that can

engage and challenge

all students.

Assessment

Post-test

Candidate

designs and/or

selects a post-test

Candidate develops or

selects a post-test that is

highly correlated with

lesson objectives.

Candidate develops or

selects a post-test that is

correlated with lesson

objectives.

Candidate develops or

selects a post-test that

has limited alignment

with lesson objectives.

Candidate develops or

selects a post-test with

little thought given to

alignment with lesson

objectives; assessments

Old Dominion University Darden College of Education and Professional Studies

to gauge

students’ levels

of understanding.

The alignment between

assessment and lesson

objectives is strong and

clear.

There is evidence of

alignment between

assessment and lesson

objectives.

The alignment between

assessment and lesson

objectives is not clear.

are not appropriate for

the knowledge and/or

skills being assessed.

Graphic

Comparison of

Pre/Post-test

Data

Candidate reports

graphically on

student-learning

data in order to

meaningfully

demonstrate

understanding of

each student’s

learning.

Candidate includes

multiple, varied

representations of pre-

and post-test data, to

include charts and graphs.

Individual student scores,

class means, and sub-

group scores, including

percentiles and paired

pre- and post-test data,

are accurate and

displayed.

Graphic information from

the data is fully described

in a meaningful and

accurate manner.

Candidate includes

multiple representations of

pre- and post-test data, to

include charts and/or

graphs.

Individual student scores,

class means, and sub-

groups scores including

percentiles and paired pre-

and post-test data, are

accurate and displayed.

Graphic information from

the data is described.

Candidate includes basic

representation of pre-

and/or post-test data.

Individual scores, class

means, and/or sub-groups

scores are included, but

paired data or percentiles

are misrepresented.

Graphic information

from the data is not

described or is

incomplete.

Candidate includes

inadequate

representation pre-

and/or post-test data.

Charts and graphs are

missing, or they are

present but not

meaningful or accurate.

Individual scores

and/or class means

and/or sub-groups

scores are included, but

lack or misrepresent

paired data or

percentiles.

Graphic information

from the data is not

described.

Narrative

Analysis of

Comparison of

Pre/Post-Test

Data

Candidate

provides a

narrative analysis

of post-test data

for making

decisions about

planning and

instruction.

Candidate analysis uses

data to describe trends

and patterns among

identified subgroups. Pre-

and post-test data is

compared using

dependable and accurate

methods and is

summarized to draw

meaningful conclusions

concerning impact on

student learning.

Interpretations delineate

instructional decisions

that will

influence future

instruction.

Candidate narrative

analysis uses data to

describe trends and

patterns among all

learners, including

meeting instructional

needs of diverse

populations. The

comparison of pre- and

post-test data uses

multiple, dependable

methods and results that

are analyzed to determine

the significance of

pre‐ and post‐test

data.

Candidate narrative

analysis does not use

data to describe trends

and patterns among all

learners, including

meeting instructional

needs of diverse

populations. The analysis

is incomplete or offers a

limited interpretation of

the findings. Conclusions

do not suggest impact on

student learning or imply

a direction for

improvement for future

learning

Candidate analysis

lacks appropriate

analysis of data

required to describe

trends and patterns in

student learning for the

lesson series or to

develop suggestions for

improvement.

Professional

Learning

Reflection

Candidate

engages in self-

reflection of

teaching practice.

Candidate’s reflection on

lesson is thoughtful and

accurate, citing specific

indicators of effectiveness

based on multiple data

points.

Thoughtful consideration

is given to reflecting on

meeting the needs of

diverse learners.

Candidate provides an

accurate and objective

description of the lesson,

citing specific evidence.

Teacher candidate makes

some specific suggestions

as to how the lesson might

be improved.

Candidate provides a

partially accurate and

objective description of

the lesson but does not

cite specific evidence.

Teacher candidate makes

only general suggestions

as to how the lesson

might be improved.

Candidate does not

self-reflect, or self-

reflection does not

indicate understanding

of the adjustments

needed to improve

professional practice

and its impact on

diverse learners.

Old Dominion University Darden College of Education and Professional Studies

Teacher candidate draws

on an extensive repertoire

to suggest specific

alternative actions and

predict the likely success

of each.

Teacher candidate engages

in self-reflection of

teaching practice but does

not articulate adjustments

needed to improve

personal practice and its

impact on diverse learners.

INTRODUCTION TO THE PROFESSIONAL PORTFOLIO

WHAT IS A PROFESSIONAL PORTFOLIO?

A professional portfolio is a tool judiciously and carefully crafted to approximately showcase the work of

a professional educator while providing evidence of career growth. It is NOT simply a gathering of all the

lesson plans, papers, and assignments completed during a designated period that has been placed in a

notebook/scrapbook. Campbell, Cignetti, Melenyzer, Nettles, and Wyman (1997) defined a portfolio as

being an organized goal-driven exhibit providing evidence of understanding and performance.

As a candidate in Darden College of Education and Professional Studies’ teacher preparation program,

the portfolio you develop is an evolving structure that will help document growth over time. It promotes

self- reflection and critical analysis in ways that help you understand the complexities of teaching.

Serving as a thread that weaves all parts of the teacher preparation program together, the portfolio helps

you integrate knowledge and basic skills from across diverse courses and experiences during your years

of study. The portfolio process allows you, as well as your instructors, to visualize the entire conceptual

framework of teacher as professional educator with all the diverse theoretical and practical activities that

shape learning.

A professional teaching portfolio offers you a means of presenting your case coherently. It shows school

officials why your candidacy is worthy of special notice and gives them the opportunity to view materials

beyond those in the professional credentials file you submit to a school division as part of your

application for employment. Your portfolio design can showcase your strengths and abilities in a way that

is both professional and uniquely your own.

It includes a variety of documents to highlight your professional achievements in a cohesive manner and

may be in paper or electronic format. You are encouraged to consider an electronic format because it

offers the distinct advantages of portability, accessibility, and connectivity. Additionally, it can easily be

updated and revised and provides unique opportunities for demonstrating technological expertise.

WHAT IS THE PORTFOLIO PROCESS?

Your portfolio can be a perpetual workspace in which to examine and evaluate various aspects of your

teacher preparation program. While initially you will want to collect everything that might be of interest,

from recordings of teaching to informal learner evaluations to papers on relevant topics, your portfolio

will be more than just a scrapbook collection.

The key to the portfolio process is in understanding the relationship between the portfolio organization,

material collection, selection of material, and reflection of growth. A portfolio only begins to take shape

as you select and arrange the evidence contained in your collection with a particular audience or purpose

in mind. Then, when you go on to compose reflections exploring the meaning of the evidence, your work

Old Dominion University Darden College of Education and Professional Studies

folder is transformed into a potentially powerful document- your professional portfolio- representing a

self-aware professional.

PORTFOLIO GUIDELINES

Organization

The portfolio is organized into four (4) sections – Portfolio Overview Statement, Professional

Preparation, Pre-service Teaching Competencies, and Reflective Behavior and Strategies to manage

the learning environment.

Collection

Each section identifies specific artifacts to be included in the portfolio. You may want to become a “pack

rat”, collecting everything related to your work as a teacher. Read the definition for each artifact and

include only the best representation for that artifact. Example artifacts may include items such as:

• Lesson plans

• Unit plans

• Journal reflections

• Curriculum materials

• Field experience evaluation forms

• Samples of learner work stemming from lessons you have taught

• Video & audio recordings

• Curriculum maps

• Photographs

• Papers &/or reviews of professional readings

• Administrator feedback

• Letters of recommendation and appreciation

• Activities in professional organizations

• Certificates

• Honors and awards

• Written reflections on the meaning of teaching

Keep journals and write regularly about your thinking, what you are reading, and what you are doing.

What did learners do that excited you as a teacher? What did learners bring with them that allowed you

personally to learn?

Selection

Three general rules can help you select those items from your collection that will show who you are as a

teacher:

1. Explain the artifacts. Orient your supervisor to the connection you see between the standard and

the artifact.

2. Consider variety and flexibility when selecting artifacts.

3. Include no less than the minimum requirements for the portfolio

1) Explain the artifacts.

Old Dominion University Darden College of Education and Professional Studies

Through detailed descriptions in Section II, you will show the reader how each artifact illustrates the

multiple competencies you have addressed as a teacher. Include specific examples from the artifacts when

you refer to them to draw out their unique features. Artifacts should be related to the ODU conceptual

framework and to your professional organization. Your written explanation of the artifacts will

demonstrate how you have grown in understanding over time.

2) Consider variety and flexibility when selecting artifacts.

Include as many kinds of artifacts as possible to make the portfolio interesting and to show your diversity.

Different types of lesson plans, pictures, and assessments will mostly come from your impact on student

learning project and unit plan. In addition, it will come from the behavior reflection and learner work.

3) Include no less than the minimum requirements for the portfolio.

Ensure all items are included.

Requirements for the portfolio are found in the portfolio checklist. See the details in each section from I

and II.

Final Note

Please note that since your portfolio is an evolving document, it is beneficial to select items that give

evidence of growth and change in your philosophy and understanding of the interrelationships of the

coursework and classroom experiences as you progress through the program. Since portfolio assessment

for teachers as professionals is being endorsed at state and national levels in the United States, you will

want to continue to develop your portfolio as you move through your teaching career.

Portfolio Overview Statement

Submit a one-page statement that provides an overview of your portfolio. In this overview summarize

YOUR GROWTH throughout your program and student teaching semester to include professional

preparation, teaching competencies, and strategies to manage the learning environment.

CHECKLIST FOR PROFESSIONAL PORTFOLIO (PRESERVICE)

I. Professional Preparation (All elements required.)

Candidate's Information (see below)

Statement of personal teaching philosophy

Resume

Graduate and undergraduate transcripts

Old Dominion University Darden College of Education and Professional Studies

Professional Assessments score reports, Praxis II, VCLA, Praxis Teaching Reading: Elementary

(previously RVE/VRA)

Certificates in :Dyslexia, Restraint and Seclusion, Cultural Competency, Child Abuse and

Neglect and First Aid, CPR, AED training.

Letters of recommendation (3-5)

Copies of all teaching certifications and licenses

Evaluations (Observation, Practicum, Teacher Candidate Internship)

A. Candidates Information

• Candidate’s First Name

• Candidate’s Last Name

• UIN

• Candidate Status (UG, GR, Post-baccalaureate endorsement)

• Academic Year

• Semester

• Program/Endorsement Area

B. Statement of Personal Teaching Philosophy

2-4-page discussion of your personal teaching philosophy as a professional educator in your

specific discipline. Be sure to discuss your philosophy in terms of the Darden College of

Education and Professional Studies Conceptual Framework.

C. Resume – The resume should be no more than two pages long and should highlight educational

experience.

D. Graduate and undergraduate transcripts – Unofficial transcripts are appropriate until the end

of approved program experience.

E. Professional Assessments score reports (Praxis II, VCLA, Praxis Teaching Reading:

Elementary(previously RVE)– All licensure tests should be included. They will be required

when applying for positions. Institutions of higher education will not be able to provide copies.

F. Dyslexia, Restraint and Seclusion, Cultural Competency, Child abuse and neglect

recognition reporting certificate and First Aid, CPR, AED training. These items will be

required when applying for a Virginia teaching license. Each item must be current.

G. Letters of recommendation (3-5). Letters of recommendation must be professional in nature.

Letters from parents and friends are not appropriate.

H. Copies of all testing certifications and licenses. Include any type of certificate or license that

may assist you in obtaining a position. This could include physical training, lifeguard, sign

language, driver’s license, etc.

I. Evaluations – Observation, practicum, and teacher candidate internship.

II. Pre-service teaching Competencies (All elements required.)

Old Dominion University Darden College of Education and Professional Studies

The Professional Portfolio Committee devised a common core of competencies which were inspired by

those standards recommended by professional organizations and utilized by NCATE/CAEP for purposes

of accreditation. The professional education organizations included: Association for Childhood Education

International (ACEI), International Technology Education Association/ Council on Technology Teacher

education (ITEA/CTTE), National Association for the Education of Young Children (NAEYC), National

Council of Teachers of English (NCTE), National Council of Teachers of Mathematics (NCTM),

National Middle School Association (NMSA), National Science Teachers Association (NSTA) and

National Council for the Social Studies (NCSS).

While the process of developing a portfolio may seem like a daunting task at first, the key to making this

task manageable is to follow the guidelines provided for developing the portfolio. These guidelines will

define expectations for each section of your portfolio. They have been provided to help you as you begin

your portfolio preparation and are required components of your portfolio; however, you are encouraged to

extend beyond these requirements so that your portfolio becomes a document that reflects your creativity

and individuality. Remove from artifacts all reference to K-12 school names, and learner names. Use

aliases if necessary.

These artifacts should come from the unit in the “Impact in Student Learning Assignment”, and other

supplemental materials from your program of study. Per competency, write a one-half to one-page

reflection addressing your growth as supported by reference to 2-4 artifacts. Be sure to clearly describe in

what ways each referenced artifact illustrates your growth. For each of the following indicators the

candidate will provide evidence of growth in knowledge, understanding and disposition, including design

and appropriate use of:

Learner-centered and/or differentiated instruction providing for special needs learners and individual

learner needs

Instructional and curricular adaptions for multicultural, ethnic, socio-economic, and linguistic

diversity, and gender equity

Developmentally appropriate instruction

Standards-based instruction

Candidates will demonstrate the essential knowledge, skills, and processes in the content area they will

be endorsed and demonstrate the ability to deliver instruction that uses inquiry, critical thinking, and

problem-based learning within and across various disciplines

Engagement of learners in studies of the nature of the respective disciplines

Authentic learning experiences providing for connections to human values and endeavors as well as

the personalities, needs, and interest of learners

Integration of technology and media resources for instruction, classroom organization, and pupils

learning

Various formal and informal methods of assessment and evaluation of learners utilized to inform

instruction and learning.

Candidates are required to collect artifacts during the completion of the “impact on student learning unit”,

or other supplemental materials which will support the following standards-based competencies.

A. Learner-centered and/or differentiated instruction providing for special needs learners and

individual learner needs.

Old Dominion University Darden College of Education and Professional Studies

Candidates provide evidence that they:

• Honor individual differences among learners by utilizing multiple approaches to thinking and

learning

• Develop and implement an integrated curriculum that focuses on children’s needs and

interests.

B. Instructional and curricular adaptions for multicultural, ethnic, socio-economic, and

linguistic diversity, and gender equity.

Candidates provide evidence that they:

• Plan instructional activities appropriate to the needs of culturally, ethnically, economically,

and linguistically diverse learners and those with exceptional learning needs.

• Use their knowledge of learner diversity to affirm and support full participation of all learners.

• Use a variety of approaches to instruction in diverse settings and with learners with diverse

backgrounds, interests, and abilities.

C. Developmentally appropriate instruction

Candidates provide evidence that they:

• Know, understand, and use the major concepts, principles, theories, and research related to the

development of children and young adolescents.

• Consider, accommodate, and integrate the cognitive, linguistic, physical, social, and emotional

development characteristics of children and young adolescents.

• Plan and implement developmentally appropriate/responsive curriculum and instructional

practices based on knowledge of individual children, the community, and curriculum goals and

content.

D. Standards-based instruction

Candidates provide evidence that they:

• Know and understand the major concepts and principles of their teaching discipline(s) as

defined by educational state and national standards.

• Relate plans and resources to professionally developed state and national standards.

E. Candidates will demonstrate the essential knowledge, skills, and processes in the content

area they will be endorsed in and demonstrate the ability to deliver instruction that uses

inquiry, critical thinking, and problem-based learning within and across various disciplines.

Candidates provide evidence that they:

• Know, understand, and use the central concepts, structures of content and tools of inquiry for

learners across the grades.

• Know, understand, and use the connections among concepts, procedures, and applications

from content areas to motivate learners and build understanding.

• Teach the basic concepts and skills of inquiry and communication as integral to all learning.

• Cultivate skills in recognizing and solving problems.

Old Dominion University Darden College of Education and Professional Studies

• Help learners develop lifelong habits of critical thinking and judgement.

F. Engagement of learners in the studies of the nature of the respective disciplines

Candidates provide evidence that they can define the values, beliefs, and assumptions inherent to the

creation of knowledge within their respective fields and contrast that knowledge to other ways of

knowing. Nature of the discipline refers to characteristics distinguishing the discipline from other

ways of knowing; i.e., characteristics distinguishing basic science, applied science, and technology;

processes and conventions of science as a professional activity; and standards defining acceptable

evidence and scientific explanation. Candidates engage K-12 learners effectively in studies of the

nature of science and conventions of scientific explanation. Candidates should think of this standard

to connect students to the things “real scientists” or “real authors” or “real artists” do, for example.

G. Authentic learning experiences providing for connections to human values and endeavors,

as well as the personalities, needs, and interests of the learners.

Candidates provide evidence that they:

• Encourage the application of knowledge, skills, tools, and ideas to real world issues.

• Help learners realize how knowledge, skills, and ideas relate to their lives and to other real-

world situations.

• Know and understand the relationship of various disciplines to other human values and

endeavors.

H. Integration of technology and media resources for instruction, classroom organization, and

pupil learning.

Candidates provide evidence that they:

• Know that technology includes, but is not limited to, devices including cell phones, tablets and

laptops, web applications and apps, software, learning management systems, and a variety of

relevant multimedia.

• Use a variety of resources, including technology, and nonprint materials.

• Understand and use appropriate technology to help learners become capable technology users

through communication.

• Develop the ability of the learners to apply technological knowledge and skills.

• Select appropriate instructional technologies to effectively teach all learner populations

I. Various formal and informal methods of assessment and evaluation of learners utilized to inform

instruction and learning.

Candidates provide evidence that they:

• Use assessment as an integral part of instruction and learning

• Align their instructional and assessment practices.

• Use formative and summative methods to determine learners’ understanding and to monitor

their own teaching effectiveness.

• Use a variety of formal and informal assessment techniques (e.g., observation, portfolios of

learner work, teacher-made tests, performance tasks, projects, learner self-assessments, peer

assessment, and standardized tests.)

Old Dominion University Darden College of Education and Professional Studies

III. Reflective behavior and strategies to manage the learning environment

(All elements required)

Reflect on a behavior encountered during student teaching that was challenging. Document how you

handled the situation. Answer the following questions:

Reflect on an individual learner behavior or a classroom behavior encountered during student teaching

that was challenging

Document how you handled the situation.

What type of strategies did you use?

What was the outcome (successes and frustrations)?

Did you believe the overall outcome of your strategies was successful (why or why not)? Please explain.

What areas of growth did you experience from implementing this plan and working with this learner

and/or group?

Behavior is one of the greatest challenges today’s teacher faces, especially when students getting special

education services are in inclusive classrooms. This section is designed to provide the candidate with the

opportunity to observe and practice strategies to support their students. The goal is to create an

instructional environment that increases the likelihood of increased student success.

A. Observe and practice principles of effective classroom management.

Candidates provide evidence in their reflective journal that they:

• Establish effective classroom expectations.

• Develop and maintain predictable classroom schedules and routines.

• Consider learner’s needs in establishing group strategies.

B. Observe and practice the principles of effective behavior management.

Candidates provide evidence in their reflective journal that they:

• Use reinforcement strategies to promote positive learners’ responses.

• Collect and analyze data to assist in the decision-making process.

• Apply behavior change procedures as consistently and immediately, as possible.

C. Use a range of strategies to promote positive relationships, cooperation, conflict resolution,

and purposeful learning in the classroom.

Candidates provide evidence in their reflective journal that they:

• Implement and monitor research-based strategies.

• Work as a member of the instructional team.

D. Create learning communities in which learners assume responsibility for themselves and

one another, participate in decision-making, work collaboratively and independently, and

engage in purposeful learning activities.

Old Dominion University Darden College of Education and Professional Studies

Candidates provide evidence in their reflective journal that they:

• Teach and reinforce individual accountability in the classroom.

• Provide opportunities for students to work cooperatively on various tasks.

E. Understand and use appropriate and effective interpersonal and small group

communication techniques to create an effective learning environment.

Candidates provide evidence in their reflective journal that they:

• Use effective interpersonal communication strategies to communicate with learners,

colleagues, and parent/guardians.

• Teach learners skills that will increase their ability to communicate effectively.

F. In reviewing items, A-E above, explain how you grew as a professional.

Candidates provide evidence in their reflective journal that they:

• Use effective strategies to develop individual learner behavior and/or classroom behavior

encountered during the student teaching experience.

• Provide evidence of successes and/or frustration of strategies used to work with individual

learner behavior and/or classroom behavior.

Old Dominion University Darden College of Education and Professional Studies

Teacher Candidate Portfolio Rubric

Meets Standards

(2 pts)

Needs Improvement

(1pt)

Unacceptable

(0 pts)

Portfolio

Overview

3/20 (15%)

Personal teaching philosophy

is written in a complete and

cohesive manner. Professional

growth statement fully

addresses transition from

early field experience to

student teaching. The

professional growth statement

clearly incorporates the

Conceptual Framework,

Educator as Professional.

Personal teaching philosophy is

written in a manner that is

partially complete. Professional

growth statement partially

addresses transition from early

field experience to student

teaching. The professional

growth statement fails to clearly

incorporate the Conceptual

Framework, Educator as

Professional.

Personal teaching philosophy is

incomplete. The statement regarding

growth in the profession is not present

or disorganized and poorly presented.

Professional growth statement does not

address transition from early field

experience to student teaching. The

professional growth statement fails to

incorporate the Conceptual

Framework, Educator as Professional.

Professional

Preparation

Attachments/

Information

3/20 (15%)

All attachments included for

Resume, Transcripts, Test

Scores, Certifications, and

Letters of Recommendations.

More than half of the required

professional attachments are

provided.

Less than half of the required

professional attachments are provided.

Resume

2/20 (10%)

Resume is limited to 1-2

pages, contains personal

contact information,

educational history, work

experience, licensure

information, professional

membership, and extra-

curricular activities.

Resume is limited to 1-2 pages,

contains partial personal contact

information, educational history,

work experience, licensure

information, professional

membership, and extra-

curricular activities.

Resume is limited to 1-2 pages,

contains less than half of the required

personal contact information,

educational history, work experience,

licensure information, professional

membership, and extra-curricular

activities.

Pre-Service

teaching

Competencies

6/20 (30%)

Teacher candidate attached 2-

4 artifacts for all 9

competency areas (A-I). Each

competency has a well written

half-page reflection

explaining the artifact.

Teacher candidate only provided

artifacts for 6 competencies out

of 9 (A-I). Each competency had

a written reflection. The

reflection explained the artifact.

Teacher candidate provided artifacts

for less than 6 competencies (A-I). The

reflections are poorly written.

Behavior

Reflections 4/20

(20%)

Teacher candidate included

reflection for each question A-

F (6 questions). Each question

has a well written half-page

reflection explaining the

outcome.

Teacher candidate included 4 out

of 6 reflections (4 questions).

Each question has a written

reflection. The reflection

explains the outcome.

The written reflection did not explain

the outcome.

Writing and

Grammar 2/20

(10%)

All written statements are free

of spelling and/or

grammatical errors.

Written statements contain up to

three spelling and/or

grammatical errors

Written statements contain more than

three spelling and/or grammatical

errors.

Old Dominion University Darden College of Education and Professional Studies

PART THREE

EVALUATION PROCEDURES

Old Dominion University Darden College of Education and Professional Studies

EVALUATION: ROLES OF THE CLINICAL FACULTY AND

UNIVERSITY SUPERVISOR

The purposes for evaluating teacher candidates parallel those of teacher evaluations.

• To improve instruction by providing constructive feedback regarding strengths and weakness.

• To provide documentation to the university.

• To provide documentation to prospective employers regarding the progress the teacher candidate

has demonstrated during the internship experience.

In any evaluation process, the purposes are best served when the evaluator has frequent and

regular opportunities to observe and coach. Therefore, the clinical faculty maintains the primary role

as evaluator of the teacher candidate’s daily performance in the classroom.

The role of the university supervisor has been defined as that of a student advocate, a supporter,

collaboration with clinical faculty, and a link between the public school and the university. During the

university supervisor’s visits, she/he/they will observe the teacher candidate’s instructional skills,

management skills, professional attributes and provide feedback. During conferences with both the

clinical faculty and the teacher candidate, the university supervisor will facilitate discussion about the

teacher candidate’s classroom performance. Because of the frequency of the visits by the university

supervisor, she/he/they can determine early in the semester whether a recommendation to the Director

ought to be made concerning a placement in an alternative setting. If there are concerns during the

placement, or as soon as there is indication the intern’s ability to pass the internship is in question, it

is the responsibility of the University Supervisor to:

• contact the Director of Clinical Experiences immediately to determine a plan of action;

• work collaboratively with the clinical faculty to develop and implement a professional growth

plan;

• facilitate a meeting with the clinical faculty, university supervisor, and intern to discuss the

professional growth plan;

• keep the Director informed of progress for the duration of the semester.

Otherwise, assuming the placement is appropriate, the university supervisor’s primary role is to

facilitate success.

The clinical faculty and the university supervisor jointly evaluate the teacher candidate at

the mid-point and at the end of the internship experience. Then together present the evaluation to

the teacher candidate. If there is a discrepancy in perceptions between the clinical faculty and the

university supervisor regarding the teacher candidate’s performance both a school administrator and

the Director of Clinical Experiences will attempt to mediate. If mutual agreement cannot be reached,

the university supervisor may attach his/her/their own evaluation of the teacher candidate for the

placement file indicating his/her/their perceptions of the teacher candidate’s strengths.

Old Dominion University Darden College of Education and Professional Studies

TEACHER CANDIDATE PROFESSIONAL ATTRIBUTES AND INSTRUCTIONAL

DEVELOPMENT SCALES

Teacher Candidate: Semester/Year

UIN: Undergraduate Graduate Post-Baccalaureate

Endorsement Area Student is Seeking:

Clinical Faculty: Clinical Faculty Email:

University Supervisor: University Supervisor Email:

School Division /District: Assigned School:

Signatures (following review of each evaluation): Mid-term Evaluation Final Evaluation

Teacher Candidate: Date:

Clinical Faculty : Date:

University Supervisor: Date:

DIRECTIONS:

The purpose of the Framework for Teaching Evaluation Instrument is to provide the Darden College of

Education and Professional Studies, The College of Arts and Letters, and the College of Sciences faculty

with specific, relevant information regarding a teacher candidate’s progress. It is designed to assess

beginning teacher performance on 4 different domains: Planning and Preparation, The Classroom

Environment, Instruction, and Professional Responsibilities. The scale is based on CAEP Standards,

INTASC standards, and Virginia Department of Education Guidelines for the Evaluation of Teachers.

Each area is comprised of specific elements that measure the teacher candidate’s performance. The

elements are measured with a four (4) point rubric with leveled criteria. For each element, please rate the

behavior the teacher candidate typically displays. The selection “Did Not Observe” is available for the

midterm evaluation. For the final evaluation, teacher candidate should not receive any “Did Not

Observe.” Please elaborate further in the comment section with additional feedback that will help the

teacher candidate continue to progress. If “Does Not Meet Expectations” or “Developing” is selected, you

must provide concrete reasons and examples of how or why the student has received the score in the

comments at the end of the section. If additional information is not provided, the evaluation will be

returned for additional documentation.

Old Dominion University Darden College of Education and Professional Studies

1. Planning and

Preparation

Criterion

Exceeds Expectations

Meets

Expectations

Developing

Does Not Meet

Expectations

Did Not

Observe

1a: Demonstrating

Knowledge of

Content and

Pedagogy

The teacher displays

extensive knowledge of

the important concepts

in the discipline and

how these relate both to

one another and to other

disciplines. The teacher

demonstrates

understanding of

prerequisite

relationships among

topics and concepts and

understands the link to

necessary cognitive

structures that ensure

student understanding.

The teacher’s plans and

practice reflect

familiarity with a wide

range of effective

pedagogical approaches

in the discipline and the

ability to anticipate

student misconceptions.

The teacher

displays solid

knowledge of

the important

concepts in

the discipline

and how

these relate to

one another.

The teacher

demonstrates

accurate

understanding

prerequisite

relationships

among topics.

The teacher’s

plans and

practice

reflect

familiarity

with a wide

range of

effective

pedagogical

approaches in

the subject.

The teacher

is familiar

with the

important

concepts in

the discipline

but displays

a lack of

awareness of

how these

concepts

relate to one

another. The

teacher

indicates

some

awareness of

prerequisite

learning,

although

such

knowledge

may be

inaccurate or

incomplete.

The teacher’s

plans and

practice

reflect

a limited range of

pedagogical

approaches to the

discipline or to

the students.

In planning and

practice, the

teacher makes

content errors or

does not correct

errors made by

students. The

teacher displays

little

understanding of

prerequisite

knowledge

important to

student learning

of the content.

The teacher

displays little or

no understanding

of the range of

pedagogical

approaches

suitable to

student learning

of the content.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

1b: Demonstrating

Knowledge of

Students

The teacher understands

the active nature of

student learning and

acquires information

about levels of

development for

individual students. The

teacher also

systematically acquires

knowledge from several

sources about individual

students’ varied

approaches to learning,

The teacher

understands the

active nature of

student learning

and attains

information

about levels of

development for

groups of

students. The

teacher also

purposefully

acquires

The teacher

displays

generally

accurate

knowledge of

how students

learn and of their

varied

approaches to

learning,

knowledge and

The teacher

displays minimal

understanding of

how students

learn—and little

knowledge of

their varied

approaches to

learning,

knowledge and

skills, special

needs, and

interests and

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

Old Dominion University Darden College of Education and Professional Studies

knowledge and skills,

special needs, and

interests and cultural

heritages.

knowledge from

several sources

about groups of

students’ varied

approaches to

learning,

knowledge and

skills, special

needs, and

interests and

cultural

heritages.

skills, special

needs, and

interests and

cultural

heritages, yet

may apply this

knowledge not to

individual

students but to

the class as a

whole.

cultural

heritages—and

does not indicate

that such

knowledge is

valuable.

1c: Setting

Instructional Outcomes

All outcomes represent

high-level learning in

the discipline. They

are clear, are written in

the form of student

learning, and permit

viable methods of

assessment. Outcomes

reflect several different

types of learning and,

where appropriate,

represent both

coordination and

integration. Outcomes

are differentiated, in

whatever way is needed,

for individual students.

Most outcomes

represent

rigorous and

important

learning in the

discipline and

are clear, are

written in the

form of student

learning, and

suggest viable

methods of

assessment.

Outcomes

reflect several

different types

of learning and

opportunities

for

coordination,

and they are

differentiated, in

whatever way is

needed, for

different groups

of students.

Outcomes

represent

moderately

high

expectations

and rigor. Some

reflect

important

learning in the

discipline and

consist of a

combination of

outcomes and

activities.

Outcomes

reflect several

types of

learning, but

teacher has

made no effort

at coordination

or integration.

Outcomes, based

on global

assessments of

student learning,

are suitable for

most of the

students in the

class.

The outcomes

represent low

expectations for

students and lack

of rigor, and not

all of these

outcomes reflect

important

learning in the

discipline. They

are stated as

student activities,

rather than as

outcomes for

learning.

Outcomes reflect

only one type of

learning and only

one discipline or

strand and are

suitable for only

some students.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

1d: Demonstrating

Knowledge of Resources

The teacher’s

knowledge of resources

for classroom use and

for extending one’s

professional skill is

extensive, including

those available through

the school or district, in

the community, through

professional

organizations and

The teacher

displays

awareness of

resources beyond

those provided

by the school or

district, including

those on the

Internet, for

classroom use

and for extending

The teacher

displays some

awareness of

resources beyond

those provided

by the school or

district for

classroom use

and for extending

one’s professional

skill but does not

The teacher is

unaware of

resources to assist

student learning

beyond materials

provided by the

school or district,

nor is the teacher

aware of

resources for

expanding one’s

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

Old Dominion University Darden College of Education and Professional Studies

universities, and on the

Internet.

one’s professional

skill, and seeks

out such

resources.

seek to expand

this knowledge.

own professional

skill.

1e: Designing

Coherent

Instruction

The sequence of

learning activities

follows a coherent

sequence, is aligned to

instructional goals, and

is designed to engage

students in high-level

cognitive activity. These

are appropriately

differentiated for

individual learners.

Instructional groups are

varied appropriately,

with some opportunity

for student choice.

Most of the

learning

activities are

aligned with

the

instructional

outcomes and

follow an

organized

progression

suitable to

groups of

students. The

learning

activities have

reasonable

time

allocations;

they represent

significant

cognitive

challenge, with

some

differentiation

for different

groups of

students and

varied use of

instructional

groups.

Some of the

learning

activities and

materials are

aligned with the

instructional

outcomes and

represent

moderate

cognitive

challenge, but

with no

differentiation

for different

students.

Instructional

groups partially

support the

activities, with

some variety. The

lesson or unit has

a recognizable

structure; but the

progression of

activities is

uneven, with

only some

reasonable time

allocations.

Learning

activities are

poorly aligned

with the

instructional

outcomes, do not

follow an

organized

progression, are

not designed to

engage students

in active

intellectual

activity, and have

unrealistic time

allocations.

Instructional

groups are not

suitable to the

activities and

offer no variety.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

1f: Designing Student

Assessments

All the instructional

outcomes may be

assessed by the

proposed assessment

plan, with clear criteria

for assessing student

work. The plan

contains evidence of

student contribution to

its development.

Assessment

methodologies have

been adapted for

individual students as

the need has arisen.

The approach to using

All the

instructional

outcomes may

be assessed by

the proposed

assessment

plan;

assessment

methodologies

may have been

adapted for

groups of

students.

Assessment

criteria and

standards are

Assessment

procedures are

partially

congruent with

instructional

outcomes.

Assessment

criteria and

standards have

been developed,

but they are not

clear. The

teacher’s

approach to using

formative

assessment is

rudimentary,

including only

Assessment

procedures are

not congruent

with instructional

outcomes and

lack criteria by

which student

performance will

be assessed. The

teacher has no

plan to

incorporate

formative

assessment in the

lesson or unit.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

Old Dominion University Darden College of Education and Professional Studies

formative assessment

is well designed and

includes student as

well as teacher use of

the assessment

information.

clear. The teacher

has a well-

developed

strategy for using

formative

assessment and

has designed

particular

approaches to be

used.

some of the

instructional

outcomes.

Comments:

2. The Classroom

Environment

2a: Creating an

Environment of

Respect and Rapport

Classroom

interactions between

teacher and students

and among students

are highly respectful,

reflecting genuine

warmth, caring, and

sensitivity to students

as individuals.

Students exhibit

respect for the teacher

and contribute to high

levels of civility

among all members

of the class. The net

result is an

environment where

all students feel valued

and are comfortable

taking intellectual risks.

Teacher-student

interactions are

friendly and

demonstrate

general caring

and respect. Such

interactions are

appropriate to the

ages, cultures,

and

developmental

levels of the

students.

Interactions

among students

are generally

polite and

respectful, and

students exhibit

respect for the

teacher. The

teacher responds

successfully to

disrespectful

behavior among

students. The net

result of the

interactions is

polite, respectful,

and business-

like, though

students may be

somewhat

cautious about

taking

intellectual risks.

Patterns of

classroom

interactions, both

between teacher

and students and

among students,

are generally

appropriate but

may reflect

occasional

inconsistencies,

favoritism, and

disregard for

students’ ages,

cultures, and

developmental

levels. Students

rarely

demonstrate

disrespect for one

another. The

teacher attempts

to respond to

disrespectful

behavior, with

uneven results.

The net result of

the interactions is

neutral,

conveying

neither warmth

nor conflict.

Patterns of

classroom

interactions,

both between

teacher and

students and

among students,

are mostly

negative,

inappropriate, or

insensitive to

students’ ages,

cultural

backgrounds,

and

developmental

levels. Student

interactions are

characterized by

sarcasm, put-

downs,

or conflict. The

teacher does not

deal with

disrespectful

behavior.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

2b: Establishing a

Culture for

The classroom culture

is a cognitively busy

The classroom

culture is a place

The classroom

culture is

The classroom

culture is

Teacher

candidate did

Old Dominion University Darden College of Education and Professional Studies

Learning

place, characterized by

a shared belief in the

importance of learning.

The teacher conveys

high expectations for

learning for all students

and insists on hard

work; students assume

responsibility for high

quality by initiating

improvements, making

revisions, adding detail,

and/or assisting peers in

their precise use of

language.

where learning is

valued by all;

high expectations

for both learning

and hard work

are the norm for

most students.

Students

understand their

role as learners

and consistently

expend effort to

learn. Classroom

interactions

support learning,

hard work, and

the precise use of

language.

characterized by

little

commitment to

learning by the

teacher or

students. The

teacher appears

to be only “going

through the

motions,” and

students indicate

that they are

interested in the

completion of a

task rather than

the quality of the

work. The

teacher conveys

that student

success is the

result of natural

ability rather than

hard work, and

refers only in

passing to the

precise use of

language. High

expectations for

learning are

reserved for

those students

thought to have a

natural aptitude

for the subject.

characterized by

a lack of teacher

or student

commitment to

learning, and/or

little or no

investment of

student energy in

the task at hand.

Hard work and

the precise use of

language are not

expected or

valued. Medium

to low

expectations for

student

achievement are

the norm, with

high expectations

for learning

reserved for only

one or two

students.

not have the

opportunity to

demonstrate

skills.

2c: Managing

Classroom

Procedures

Instructional time is

maximized due to

efficient and seamless

classroom routines and

procedures. Students

take initiative in the

management of

instructional groups and

transitions, and/or the

handling of materials

and supplies. Routines

are well understood and

may be initiated by

students. Volunteers and

paraprofessionals make

an independent

contribution to the class.

There is little loss

of instructional

time due to

effective

classroom

routines and

procedures. The

teacher’s

management of

instructional

groups and

transitions, or

handling of

materials and

supplies, or both,

are consistently

successful. With

minimal

guidance and

prompting,

students follow

established

Some

instructional

time is lost due

to partially

effective

classroom

routines and

procedures. The

teacher’s

management of

instructional

groups and

transitions, or

handling of

materials and

supplies, or

both, are

inconsistent,

leading to some

disruption

Much

instructional time

is lost due to

inefficient

classroom

routines and

procedures.

There is little or

no evidence of

the teacher’s

managing

instructional

groups and

transitions and/or

handling of

materials and

supplies

effectively. There

is little evidence

that students

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

Old Dominion University Darden College of Education and Professional Studies

classroom

routines,

volunteers and

paraprofessionals

contribute to the

class.

of learning. With

regular guidance

and prompting,

students follow

established

routines,

volunteers and

paraprofessionals

perform their

duties.

know or follow

established

routines, or that

volunteers or

paraprofessionals

have clearly

defined tasks.

2d: Managing Student

Behavior

Student behavior is

entirely appropriate.

Students take an active

role in monitoring their

own behavior and/or

that of other students

against standards of

conduct.

Teacher monitoring of

student behavior is

subtle and preventive.

The teacher’s response

to student misbehavior

is sensitive to individual

student needs and

respects students’

dignity.

Student behavior

is generally

appropriate. The

teacher monitors

student behavior

against

established

standards of

conduct. Teacher

response to

student

misbehavior is

consistent,

proportionate,

and respectful to

students and is

effective.

Standards of

conduct appear to

have been

established, but

their

implementation

is inconsistent.

The teacher tries,

with uneven

results, to

monitor student

behavior and

respond to

student

misbehavior.

There appear to

be no established

standards of

conduct, or

students

challenge them.

There is little or

no teacher

monitoring of

student behavior,

and response to

students’

misbehavior is

repressive or

disrespectful of

student dignity.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

2e: Organizing Physical

Space

The classroom

environment is safe,

and learning is

accessible to all

students, including

those with special

needs. The teacher

makes effective use of

physical resources,

including computer

technology. The teacher

ensures that the

physical arrangement is

appropriate to the

learning activities.

Students contribute to

the use or adaptation of

the physical

environment to advance

learning.

The classroom is

safe, and

students have

equal access to

learning

activities; the

teacher ensures

that the furniture

arrangement is

appropriate to the

learning

activities and

uses physical

resources,

including

computer

technology,

effectively.

The classroom is

safe, and

essential

learning is

accessible to

most students.

The teacher

makes modest

use of physical

resources,

including

computer

technology.

The teacher

attempts to adjust

the classroom

furniture for a

lesson or, if

necessary, to

adjust the lesson

to the furniture,

but with limited

effectiveness.

The classroom

environment is

unsafe, or

learning is not

accessible to

many. There is

poor alignment

between the

arrangement of

furniture and

resources,

including

computer

technology, and

the lesson

activities.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

Comments:

Old Dominion University Darden College of Education and Professional Studies

3. Instruction

3a: Communicating with

Students

The teacher links the

instructional purpose

of the lesson to the

larger curriculum; the

directions and

procedures are clear

and anticipate possible

student

misunderstanding. The

teacher’s explanation

of content is thorough

and clear, developing

conceptual

understanding through

clear scaffolding and

connecting with

students’ interests.

Students contribute

to extending the content

by explaining concepts

to their classmates and

suggesting strategies

that might be used. The

teacher’s spoken and

written language is

expressive, and the

teacher finds

opportunities to extend

students’ vocabularies,

both within the

discipline and for more

general use. Students

contribute to the correct

use of academic

vocabulary.

The instructional

purpose of the

lesson is clearly

communicated to

students,

including where

it is situated

within broader

learning;

directions and

procedures are

explained clearly

and may be

modeled. The

teacher’s

explanation of

content is

scaffolded, clear,

and accurate and

connects with

students’

knowledge and

experience.

During the

explanation of

content, the

teacher focuses,

as appropriate, on

strategies

students can use

when working

independently

and invites

student

intellectual

engagement. The

teacher’s spoken

and written

language is clear

and correct and

is suitable to

students’ ages

and interests.

The teacher’s use

of academic

vocabulary is

precise and

serves to extend

student

understanding.

The teacher’s

attempt to

explain the

instructional

purpose has only

limited success,

and/or directions

and procedures

must be clarified

after initial

student

confusion. The

teacher’s

explanation of

the content may

contain minor

errors; some

portions are

clear, others

difficult to

follow. The

teacher’s

explanation does

not invite

students to

engage

intellectually or

to understand

strategies they

might use when

working

independently.

The teacher’s

spoken language

is correct but

uses vocabulary

that is either

limited or not

fully appropriate

to the students’

ages or

backgrounds.

The teacher

rarely takes

opportunities to

explain

academic

vocabulary.

The instructional

purpose of the

lesson is unclear

to students, and

the directions and

procedures are

confusing. The

teacher’s

explanation of the

content contains

major errors and

does not include

any explanation

of strategies

students might

use. The teacher’s

spoken or written

language contains

errors of grammar

or syntax. The

teacher’s

academic

vocabulary is

inappropriate,

vague, or used

incorrectly,

leaving students

confused.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

3b: Using Questioning

The teacher uses a

While the

The teacher’s

questions lead

The teacher’s

questions are of

Teacher

candidate did

Old Dominion University Darden College of Education and Professional Studies

and Discussion

Techniques

variety or series of

questions or prompts to

challenge students

cognitively, advance

high-level thinking and

discourse,

and promote

metacognition. Students

formulate many

questions, initiate

topics, challenge one

another’s thinking, and

make unsolicited

contributions. Students

themselves ensure that

all voices are heard in

the discussion.

teacher may use

some low-level

questions, he

/she/they poses

questions

designed to

promote student

thinking and

understanding.

The teacher

creates a

genuine

discussion

among students,

providing

adequate time

for students to

respond and

stepping aside

when doing so

is appropriate.

The teacher

challenges

students to

justify

their thinking

and successfully

engages most

students in the

discussion,

employing a

range of

strategies to

ensure that most

students are

heard.

students through

a single path of

inquiry, with

answers

seemingly

determined in

advance.

Alternatively, the

teacher attempts

to ask some

questions

designed to

engage students

in thinking, but

only a few

students are

involved. The

teacher attempts

to engage all

students in the

discussion, to

encourage them

to respond to one

another, and to

explain their

thinking, with

uneven results.

low cognitive

challenge, with

single correct

responses, and

are asked in rapid

succession.

Interaction

between the

teacher and

students is

predominantly

recitation style,

with the teacher

mediating all

questions and

answers; the

teacher accepts

all contributions

without asking

students to

explain their

reasoning. Only a

few students

participate in the

discussion.

not have the

opportunity to

demonstrate

skills.

3c: Engaging Students in

Learning

Virtually all students

are intellectually

engaged in challenging

content through well-

designed learning tasks

and activities that

require complex

thinking by students.

The teacher provides

suitable scaffolding

and challenges

students to explain

their thinking. There is

evidence of

some student initiation

of inquiry and student

The learning

tasks and

activities are

fully aligned

with the

instructional

outcomes and

are designed to

challenge

student thinking,

inviting students

make their

thinking visible.

This technique

results in active

The learning

tasks and

activities are

partially aligned

with the

instructional

outcomes but

require only

minimal thinking

by students and

little opportunity

for them to

explain their

thinking,

allowing most

students to be

passive or merely

The learning

tasks/activities,

materials and

resources are

poorly aligned

with the

instructional

outcomes, or

require only rote

responses, with

only one

approach

possible. The

groupings of

students are

unsuitable to the

activities. The

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

Old Dominion University Darden College of Education and Professional Studies

contributions to the

exploration of

important content;

students may serve as

resources for one

another. The lesson has

a clearly defined

structure, and the

pacing of the lesson

provides students the

time needed not only to

intellectually engage

with and reflect upon

their learning but also

to consolidate their

understanding.

intellectual

engagement by

most students

with important

and challenging

content and with

teacher

scaffolding to

support that

engagement. The

groupings of

students are

suitable to the

activities. The

lesson has a

clearly defined

structure, and the

pacing of the

lesson is

appropriate,

providing most

students the time

needed to be

intellectually

engaged.

compliant. The

groupings of

students are

moderately

suitable to the

activities. The

lesson has a

recognizable

structure;

however, the

pacing of the

lesson may not

provide students

the time needed

to be

intellectually

engaged or may

be so slow that

many students

have a

considerable

amount of “down

time.”

lesson has no

clearly defined

structure, or the

pace of the lesson

is too slow or

rushed.

3d: Using Assessment in

Instruction

Assessment is fully

integrated into

instruction, through

extensive use of

formative assessment.

Students appear to be

aware of, and there is

some evidence that they

have contributed to, the

assessment criteria.

Questions and

assessments are used

regularly to diagnose

evidence of learning by

individual students. A

variety of forms of

feedback, from both

teacher and peers, is

accurate and specific

and advances learning.

Students self-assess and

monitor their own

progress. The teacher

successfully

differentiates

instruction to address

individual students’

misunderstandings.

Students appear

to be aware of

the assessment

criteria, and the

teacher

monitors

student

learning for

groups of

students.

Questions and

assessments are

regularly used

to diagnose

evidence of

learning.

Teacher

feedback to

groups of

students is

accurate and

specific; some

students engage

in self-

assessment.

Students appear

to be only

partially aware of

the assessment

criteria, and the

teacher monitors

student learning

for the class as a

whole. Questions

and assessments

are rarely used to

diagnose

evidence of

learning.

Feedback to

students is

general, and few

students assess

their own work.

Students do not

appear to be

aware of the

assessment

criteria, and there

is little or no

monitoring of

student learning;

feedback is absent

or of poor quality.

Students do not

engage in self- or

peer assessment.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

3e: Demonstrating

Flexibility and

The teacher seizes an

opportunity to enhance

The teacher

successfully

accommodates

The teacher

accepts

responsibility for

The teacher

ignores

Teacher

candidate did

Old Dominion University Darden College of Education and Professional Studies

Responsiveness

learning, building on a

spontaneous event or

students’ interests, or

successfully adjusts

and differentiates

instruction to address

individual student

misunderstandings.

Using an extensive

repertoire of

instructional strategies

and soliciting

additional resources

from the school or

community, the teacher

persists in seeking

effective approaches

for students who need

help.

students’

questions and

interests.

Drawing on a

broad repertoire

of strategies, the

teacher persists

in seeking

approaches for

students who

have difficulty

learning. If

impromptu

measures are

needed, the

teacher makes a

minor adjustment

to the lesson and

does so smoothly.

the success of all

students but has

only a limited

repertoire of

strategies to use.

Adjustment of

the lesson in

response to

assessment is

minimal or

ineffective.

students’

questions; when

students have

difficulty

learning, the

teacher blames

them or their

home

environment

for their lack of

success. The

teacher makes no

attempt to adjust

the lesson even

when students

don’t understand

the content.

not have the

opportunity

demonstrate

skills.

Comments:

4. Professional

Responsibilities

4a: Reflecting on

Teaching

The teacher makes

a thoughtful and

accurate

assessment of a

lesson’s

effectiveness and

the extent to which

it achieved its

instructional

outcomes, citing

many specific

examples from

the lesson and weighing

the relative strengths of

each. Drawing on an

extensive repertoire of

skills, the teacher offers

specific alternative

actions, complete with

the probable success of

different courses of

action.

The teacher

makes an

accurate

assessment of a

lesson’s

effectiveness and

the extent to

which it achieved

its instructional

outcomes and

can cite general

references to

support the

judgment. The

teacher makes a

few specific

suggestions of

what could be

tried another time

the lesson is

taught.

The teacher has

a generally

accurate

impression of a

lesson’s

effectiveness

and the extent to

which

instructional

outcomes were

met. The teacher

makes general

suggestions

about how a

lesson could be

improved.

The teacher does

not know whether

a lesson was

effective or

achieved its

instructional

outcomes, or the

teacher

profoundly

misjudges the

success of a

lesson. The

teacher has no

suggestions for

how a lesson

could be

improved.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

4b: Maintaining

Accurate

Records

The teacher’s system for

maintaining information

on student completion

of assignments, student

progress in learning,

The teacher’s

system for

maintaining

information on

student

The teacher’s

system for

maintaining

information on

The teacher’s

system for

maintaining

information on

student

Teacher

candidate did

not have the

opportunity to

Old Dominion University Darden College of Education and Professional Studies

and noninstructional

records is fully

effective. Students

contribute information

and participate in

maintaining the records.

completion of

assignments,

student progress

in learning, and

noninstructional

records is fully

effective.

student

completion of

assignments and

student progress

in learning is

rudimentary and

only partially

effective.

The teacher’s

records for

noninstructional

activities are

adequate but

inefficient and,

unless given

frequent

oversight by the

teacher, prone to

errors.

completion of

assignments and

student progress

in learning is

nonexistent or in

disarray. The

teacher’s records

for

noninstructional

activities are in

disarray, the result

being errors and

confusion.

demonstrate

skills.

4c: Communicating with

Families

The teacher

communicates

frequently with families

in a culturally sensitive

manner, with students

contributing to the

communication. The

teacher responds to

family concerns with

professional and

cultural sensitivity. The

teacher’s efforts to

engage families in the

instructional program

are frequent and

successful.

The teacher

provides frequent

and appropriate

information to

families about

the instructional

program and

conveys

information

about individual

student progress

in a culturally

sensitive manner.

The teacher

makes some

attempts to

engage families

in the

instructional

program.

The teacher

makes sporadic

attempts to

communicate

with families

about the

instructional

program and

about the

progress of

individual

students but does

not attempt to

engage families

in the

instructional

program.

Moreover, the

communication

that does take

place may not be

culturally

sensitive to those

families.

The teacher

provides little

information about

the instructional

program to

families; the

teacher’s

communication

about students’

progress is

minimal. The

teacher does not

respond, or

responds

insensitively, to

parental concerns.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

4d: Participating in

the Professional

Community

The teacher’s

relationships with

colleagues are

characterized by

mutual support and

cooperation, with

the teacher taking

initiative in assuming

leadership among the

faculty. The teacher

takes a leadership role

The teacher’s

relationships

with colleagues

are characterized

by mutual

support and

cooperation; the

teacher actively

participates in a

culture of

professional

inquiry. The

The teacher

maintains cordial

relationships

with colleagues

to fulfill duties

that the school or

district requires.

The teacher

participates in the

school’s culture

of professional

inquiry when

The teacher’s

relationships with

colleagues are

negative or self-

serving. The

teacher avoids

participation in a

professional

culture of inquiry,

resisting

opportunities to

become involved.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

Old Dominion University Darden College of Education and Professional Studies

in promoting a culture

of professional inquiry.

The teacher volunteers

to participate in school

events and district

projects, making a

substantial contribution

and assuming a

leadership role in at

least one aspect of

school or district life.

teacher

volunteers to

participate in

school events

and in school and

district projects,

making a

substantial

contribution.

invited to do so.

The teacher

participates in

school events and

school and

district projects

when specifically

asked.

The teacher

avoids becoming

involved in

school events or

school and

district projects.

4e: Growing and

Developing

Professionally

The teacher seeks out

opportunities for

professional

development and makes

a systematic effort to

conduct action research.

The teacher solicits

feedback on practice

from both supervisors

and colleagues. The

teacher initiates

important activities to

contribute to the

profession.

The teacher

seeks out

opportunities for

professional

development to

enhance content

knowledge and

pedagogical skill.

The teacher

actively engages

with colleagues

and supervisors

in professional

conversation

about practice,

including

feedback about

practice. The

teacher

participates

actively in

assisting other

educators and

looks for ways to

contribute to the

profession.

The teacher

participates to a

limited extent in

professional

activities when

they are

convenient. The

teacher engages

in a limited way

with colleagues

and supervisors

in professional

conversation

about practice,

including some

feedback on

teaching

performance. The

teacher finds

limited ways to

assist other

teachers and

contribute to the

profession.

The teacher

engages in no

professional

development

activities to

enhance

knowledge or

skill. The teacher

resists feedback

on teaching

performance from

either supervisors

or more

experienced

colleagues. The

teacher makes no

effort to share

knowledge with

others or to

assume

professional

responsibilities.

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

4f: Showing

Professionalism

The teacher can be

counted on to hold the

highest standards of

honesty, integrity, and

confidentiality and

takes a leadership role

with colleagues. The

teacher is highly

proactive in serving

students, seeking out

resources when

needed. The teacher

makes a concerted

effort to challenge

negative attitudes or

practices to ensure that

all students,

The teacher

displays high

standards of

honesty,

integrity, and

confidentiality

in interactions

with colleagues,

students, and

the public. The

teacher is active

in serving

students,

working to

ensure that all

students receive

a fair

The teacher is

honest in

interactions with

colleagues,

students, and the

public. The

teacher’s attempts

to serve students

are inconsistent,

and unknowingly

contributes to

some students

being ill served

by the school.

The teacher’s

decisions and

recommendations

are based on

limited though

The teacher

displays

dishonesty in

interactions with

colleagues,

students, and the

public. The

teacher is not

alert to students’

needs and

contributes to

school practices

that result in

some students’

being ill served

by the school.

The teacher

Teacher

candidate did

not have the

opportunity to

demonstrate

skills.

Old Dominion University Darden College of Education and Professional Studies

particularly those

traditionally

underserved, are

honored in the school.

The teacher takes a

leadership role in team

or departmental

decision making and

helps ensure that such

decisions are based on

the highest

professional standards.

The teacher complies

fully with school and

district regulations,

taking a leadership role

with colleagues.

opportunity to

succeed. The

teacher

maintains an

open mind in

team or

departmental

decision

making.

The teacher

complies fully

with school and

district

regulations.

genuinely

professional

considerations.

The teacher must

be reminded by

supervisors about

complying with

school and

district

regulations.

makes decisions

and

recommendations

that are based on

self-serving

interests. The

teacher does not

comply with

school and

district

regulations.

Comments:

Areas of Strength: Enter your comments and observations pertaining to the Teacher Candidate’s areas of

strength:

Areas to be Developed: Enter your comments and observations pertaining to the Teacher Candidate’s areas

that need to be developed:

Midterm Evaluation: Recommended to continue placement: Yes No

Final Evaluation: Recommend for Hire: Yes No

Reference: Danielson, Charlotte. Rubrics from The Framework for Teaching, Evaluation Instrument, 2013 Ed.

Old Dominion University Darden College of Education and Professional Studies

A Guide for the Assessment and Evaluation of Teacher Candidate Interns- Endorsement

SPECIFIC QUESTIONS

While candidates in the approved teacher education programs must exhibit professional dispositions and

effective teaching skills, they must also demonstrate dispositions and skills that are specific to their

teaching areas. There are unique knowledge, skills, and dispositions a candidate in the area of Elementary

Education will need to demonstrate that will be different from that of a candidate in the area of health and

physical education or even biology. For that reason, the faculty, university supervisors, clinical faculty,

and teachers, in the field have developed a set of “Endorsement Specific Questions” to accompany the

candidate evaluation. These additional questions provide in-depth evaluation form each national

organization to determine if the candidate has mastered the unique skills in their specialty area based on

their standards.

OLD DOMINION UNIVERSITY

DARDEN COLLEGE OF EDUCATION AND PROFESSIONAL STUDIES

EVALUATION OF TEACHER CANDIDATE BY SCHOOL ADMINISTRATOR

Teacher Candidate UIN

Year Semester Student Status

Name of School Administrator

School Division School

Judging the teacher candidate as a developing professional, please rate him/her on each item using the

following scale:

3= Meets Expectations- Teacher candidate typically and routinely displays behavior requested with quality

2= Needs Improvement – Teacher candidate requires assistance displaying behavior or is inconsistent with

demonstrating behavior.

1= Unacceptable – Teacher candidate does not perform expected behavior

0= Not Observed – Teacher candidate has not had the opportunity to demonstrate behavior during observation

period.

1. Professional Demeanor

2. Knowledge of Rules and Procedures

3. Responsiveness/Self-Improvement

4. Parent/Guardian Relations

5. Student Relations

6. Teaching Plans and Materials

7. Classroom Management

8. Classroom Instruction

Old Dominion University Darden College of Education and Professional Studies

9. Assessment and Feedback

10. Student responses to Instruction

Comments:

*Recommend for hire: Yes No

Signature of School Administrator Date

Position

Signature of Teacher Candidate Date

*Only complete if observed after the mid-term point.

PART FOUR

FORMS

Old Dominion University Darden College of Education and Professional Studies

Timeframe Guide for Completion of Teacher Candidate Forms

FORM

WHEN TO COMPLETE

COMPLETED BY

Report of University Supervisor

Observation and Conference

During Classroom

Observations/Visits

University Supervisor

Weekly Feedback Guide

Weekly

Clinical Faculty

Professional Attributes and

Instructional Development

Scales/Midterm

In the middle of EACH placement

Clinical Faculty in collaboration with

University Supervisor

Evaluation of Teacher

Candidate/Final

Toward the end of EACH

placement

Clinical Faculty in collaboration with

University Supervisor

Evaluation of Teacher Candidate

by School Administrator

Toward the end of EACH

placement

School Administrator

Weekly Journal

Each Week

Teacher Candidate

Time Record

Weekly

Teacher Candidate

Professional Disposition Self-

Assessment

Toward the end of your FINAL

placement

Teacher Candidate

Professional Disposition

Assessment

Toward the end of your FINAL

placement

University Supervisor

Educational Benchmark Instrument

Near the end of the semester, upon

receipt of the email link

Teacher Candidate.

Old Dominion University Darden College of Education and Professional Studies

FOR SUPERVISORS

Form Distribution:

University Supervisor Observation and Conference - completed by the University Supervisor

1. one copy is submitted at the end to be placed in the candidate’s file

Weekly Feedback Guide – completed by the clinical faculty and reviewed by the university supervisor. The

candidates keep these for their records.

Teacher Candidate Professional Growth Plan – completed by the university supervisor in collaboration with the

clinical faculty. This plan is developed when the teacher candidate is having difficulties in succeeding in specific

areas. Documentation of how to help the teacher candidate succeed is necessary. A timeline must be included. A

copy is provided to the Office of Clinical Experiences at Old Dominion University.

Assessment of Instructional Environment – this evaluation is completed by the teacher candidate. This is the

candidate’s evaluation of the instructional environment and how to effectively plan for each student in the provided

environment. This evaluation is reviewed with the University Supervisor. It should be completed for each classroom

the student teacher interacts with.

Professional Attributes and Instructional Development Scales – this is completed at the mid-term and final. If a

candidate is in two seven-week placements, a mid-term and final is completed in each setting. The clinical faculty

completes the evaluation. The supervisor reviews the evaluation prior to administering the evaluation to the

candidate. They should complete the evaluations with feedback from the university supervisor. The teacher

candidate, university supervisor, and clinical faculty will receive an email links to confirm that an electronic copy

has been received. All midterms/finals should be recorded through Qualtrics by the University Supervisor.

Documents should be given to the university supervisor to return to the university. A copy of the completed

electronic evaluation will be sent to the student, clinical faculty and university supervisor .

Evaluation of the Teacher Candidate by School Administrator – this is completed by the Assistant Principal or

Principal at each placement. The Evaluation of the Teacher Candidate by School Administrator needs to be

completed on the official ODU form for each placement and submitted to OCE for final grades to be processed. The

Weekly Journals – reviewed with the candidates during visits and seminars.

Impact on Student Learning Rubric – this is completed by the University Supervisor after the teacher candidate has

completed and submitted to the University Supervisor his/her/their Impact

of Student Learning Project. The project must be completed in the LiveText and the supervisors will grade in

LiveText. To award a final PASSING grade, the teacher candidate must have completed this assignment prior to the

University Supervisor completing this form. In programs such as art and music, a copy of the LiveText Rubric will

be provided.

Teacher Candidate Portfolio Evaluation Rubric – this is completed by the University Supervisor at the end of the

semester. Must be completed in the LiveText and the supervisors will grade in LiveText. To award a final PASSING

grade, the teacher candidate must have completed this assignment prior to the University Supervisor completing this

form. In programs such as art and music, a copy of the LiveText rubric will be provided.

Time Record – this is a record of how the candidates spend their time at school.

Teacher Candidate Evaluation of Clinical Faculty – the candidate has the opportunity to evaluate the clinical faculty

with anonymity. Candidates complete this form on the LiveText link forwarded by the Office of Clinical

Experiences.

Old Dominion University Darden College of Education and Professional Studies

Teacher Candidate Evaluation of University Supervisor – the candidate has the opportunity to evaluate the

University Supervisor with anonymity. Candidates complete this form on the LiveText link forwarded by the Office

of Clinical Experiences.

Clinical Faculty Evaluation of University Supervisor – the clinical faculty has the opportunity to evaluate the

university form on the LiveText link forwarded by the Office of Clinical Experiences.

University Supervisor Evaluation of Clinical Faculty – the University Supervisor has the opportunity to evaluate the

clinical faculty on the LiveText link forwarded by the Office of Clinical Experiences.

Grade Sheet – please check off each item, then submit the grade sheet to the Office of Clinical Experience. Please

enter the final grade as a P (pass) or F (fail).

Old Dominion University

Darden College of Education and Professional Studies

Report of University Supervisor Observation and Conference

Teacher Candidate Clinical Faculty

School Bell Date

Subject/Grade Level Date/Time of Next Visit

Lesson Plan comments:

Weekly journal review:

Observations:

Reinforcement/Strengths:

Refinement/Improvement:

Old Dominion University Darden College of Education and Professional Studies

Focus for next observation:

Thought-provoking questions for teacher candidate to reflect upon:

Signature of Teacher Candidate Signature of University Supervisor

Old Dominion University

Darden College of Education and Professional Studies

TEACHER CANDIDATE PROFESSIONAL GROWTH PLAN

Teacher Candidate Clinical faculty

School Date Subject/Grade Level

Strengths:

Areas of Improvement:

Plan of Actions:

Give Specific examples of candidate’s strengths (identify a minimum of three)

Give specific examples- use behavioral terms (identify no more than two or three)

Old Dominion University Darden College of Education and Professional Studies

a. Teacher Candidate Responsibilities:

b. Clinical faculty responsibilities:

c. University Supervisor Responsibilities:

Teacher Candidate’s Status in Internship:

Signature of Teacher Candidate Date

Signature of Clinical Faculty Date

Specify what the candidate should do to be successful. Provide a detailed time frame with dates.

Use behavioral statements – MOO – (Measurable, Observable, Objective)

What will the clinical faculty do to assist the teacher candidate be successful. (Model for

candidate and Debrief)

What will the university supervisor do to help the teacher candidate be successful? (Observe

more frequent, Communication, Model)

Completed by university supervisor in collaboration with clinical faculty (Progressing, In

jeopardy)

Old Dominion University Darden College of Education and Professional Studies

Signature of University Supervisor Date

Signature of Director of OCE Date

Old Dominion University Darden College of Education and Professional Studies

TEACHER CANDIDATE

CLINICAL FACULTY

DATE

WEEKLY FEEDBACK GUIDE

This form has been designed to help clinical faculty give teacher candidates frequent specific feedback. After checking items in each area, please turn page and

provide more specific information.

PROFESSIONAL ATTRIBUTE SCALE

1. Attendance

☐ Frequently absent

☐ Rarely absent

☐ Exemplary attendance

2. Punctuality

☐ Frequently late

☐ Generally punctual

☐ Always on time

3. Professional Appearance

☐ Appearance not appropriate for educational

setting

☐ Appearance is neat

☐ Appearance is professional

4. Parent/Guardian Relations

☐ Is sometimes antagonistic towards

parents/guardians

☐ Shy: hesitant to work with

parents/guardians

☐ Is sensitive to parent/guardians needs

and concerns

☐ Treats parents/guardians with respect

5. Tact/Judgment

☐ Thoughtless: Insensitive to others’ feelings

and opinions

☐ Limited sensitivity and diplomacy

☐ Perceives what to do or say in order to

maintain good relations with others and

responds accordingly

☐ Highly sensitive to others’ feelings and

opinions: Diplomatic

6. Reliability/Dependability

☐ Sometimes fails to complete assigned tasks and duties

☐ Sometimes needs to be reminded to attend to assigned

tasks or duties

☐ Responsible: Attends to assigned tasks or duties

☐ Self-starter: Perceives needs and attends to them

immediately

7. Self-Initiative/Independence

☐ Passive: Depends on others for

direction, ideas and guidance

☐ Has good ideas, works effectively with

limited supervision

☐ Creative and resourceful:

Independently implements plans

8. Collegiality

☐ Prefers to work in isolation

☐ Reluctant to share ideas and materials

☐ Prefers being part of a team

☐ Willingly shares ideas and materials

9. Interaction with Peers

☐ Is sometimes antagonistic towards peers

☐ Shy: Hesitant to work with peers

☐ Relates easily and positively with peers

☐ Outgoing: Actively seeks opportunities to work with

peers

10. Response to Feedback/Self-

Improvement

☐ Defensive: Unreceptive to feedback

☐ Receptive - BUT doesn’t implement

suggestions

☐ Receptive - AND adjusts performance

accordingly

☐ Solicits suggestions and feedback

from others

11. Interaction with Students

☐ Is sometimes antagonistic towards students

☐ Shy: Hesitant to work with students

☐ Relates easily and positively with students

☐ Outgoing: Actively seeks opportunities to

work with students

☐ Accepts responsibility for student leaning -

believes all students can learn

INSTRUCTIONAL DEVELOPMENT SCALE. Summarize the proficiency level for each area listed

Identify at least two areas of instructional strength your teacher candidate demonstrated this week (Indicate with a “+”). Then identify at least two areas that the

teacher candidate needs to focus on for the next week (Indicate with a “✓”). After checking items in each area, please turn page and provide more specific

information.

Area

Old Dominion University Darden College of Education and Professional Studies

WEEKLY FEEDBACK GUIDE

If there are elements of professional development or Instructional Development competencies that need more

attention, please provide specific examples of how the teacher candidate may strengthen this area.

In the space below, the teacher candidate will briefly outline plans to strengthen or improve areas noted by

the clinical faculty.

Teaching Plans

1. Plan has objectives for current lesson

2. Plan has objectives related to appropriate SOL

3. Plan has group/individualized for diverse learners

4. Plan has procedures for assessing student progress

5. Plans are given to clinical faculty three days in advance

Classroom Management

6. Provides clear academic and behavioral expectations at

beginning of lesson

7. Reinforces appropriate student behavior

8. Enforces classroom expectations/rules consistently,

firmly, and fairly

9. Positions self to see majority of students

10. Scans class regularly to proactively address student

behaviors

11. Communicates enthusiasm for teaching

Classroom Instruction

12. Provides objectives and establishes student’s prior

knowledge

❑

13. Reviews homework and ties to instructional objectives

14. Begins lesson on schedule

15. Presents concrete and/or visual models when appropriate

16. Uses effective question techniques

17. Uses appropriate wait time for students after asking questions

18. Uses effective closure or summarization techniques

19. Uses instructional time effectively

20. Uses instructional pacing that is appropriate for student

performance levels

21. Maximizes instructional time

22. Provides students the opportunity to demonstrate understanding

Assessment and Feedback

23. Provides feedback in timely manner

24. Assists students in evaluating their own performance

25. Uses assessment data to routinely differentiate instruction

❑

Old Dominion University Darden College of Education and Professional Studies

OLD DOMINION UNIVERSITY

CLINICAL FACULTY INFORMATION SHEET

(Emailed to Clinical Faculty during the semester)

Name of Clinical Faculty: Semester:

Name of Teacher Candidate Assigned to Supervise: UIN:

School Division/district:

School:

Grade Level Currently Assigned: (See Attached Sheet)

Type of Teaching License: Collegiate Professional:(1) Postgraduate Professional:(2)

National Board Certification:(3) Technical:(4)

Provisional:(5) Conditional:(6)

Years Teaching at Current Grade Level: Total Years Teaching:

Number of Semesters Served as a Clinical Faculty:

Level of Education: < Bachelor’s Degree:(1) Bachelor’s Degree:(2) Master’s Degree:(3)

Educational Specialist:(4) Ph.D./Ed.D.:(5) Other:(6)

Endorsement areas on Teaching License:

Please Indicate State Where License was Issued: (Check all endorsement areas that apply)

Pre-3: (1) Music Education Instrumental preK – 12: (25)

NK – 4: (2) Music Education Vocal/Choral preK-12: (26)

Prek-6: (3) Theatre Arts preK – 12: (27)

Elementary/Middle School 4-8: (4) Special Education Early Childhood: (28)

Middle School Education 6-8: (5) Special Education Hearing Impairments prek-12: (29)

English: (6) Special Education Emotional Disturbance K-12: (30)

Mathematics: (7) Special Education Learning Disabilities K-12: (31)

Algebra I add-on: (8) Special Education Intellectual Disabilities K-12: (32)

Biology: (9) Special Education Severe Disabilities K-12: (33)

Chemistry: (10) Special Education Speech-Language Disorders prek-12: (34)

Earth science: (11) Special Education Visual Impairment prek-12: (35)

Physics: (12) Vocational Education Agriculture: (36)

Art prek-12: (13) Vocational Education Business: (37)

Dance prek-12: (14) Vocational Education Health Occupations: (38)

English as a Second Language prek-12: (15) Vocational Education Industrial Cooperative Training:(39)

Foreign Language prek-12 Spanish: (16) Vocational Education Marketing: (40)

Foreign Language prek-12 French: (17) Vocational Education Technology: (41)

Foreign Language prek-12 German: (18) Vocational Education Trade and Industrial: (42)

Health and Physical Education prek-12: (19) Vocational Education Vocal Special Needs: (43)

Library Media prek-12: (20) Vocational Education Work and Family studies:(44)

Gifted Education add-on: (23) Adult Education: (45)

Computer Science: (22) Adult English as a Second Language: (46)

Driver Education add-on: (23) History and Social Science: (47)

Journalism add-on: (24) Keyboarding add-on: (48)

Other (specify):

(Last)

(First)

Old Dominion University Darden College of Education and Professional Studies

Gender: Male Female

Race: AA- African American: (1) AI- American Indian/Alaskan Native: (2)

AP- Asian/ Pacific Islander: (3) HS- Hispanic: (4)

WH- White-non K=Hispanic: (5) OT- Other: (6)

CLINICAL FACULTY INFORMATION SHEET (continued)

Membership in National Professional Organizations: (check all that apply)

AASA, American Association of School Administrators: (1)

AASL, American Association of School Librarians: (2)

ACTFL, American Council on the Teaching of Foreign Languages, Inc.: (3)

AECT, Association for Educational Communications and Technology: (4)

AFT, American Federation of Teachers: (5)

ALA, American Library Association: (6)

ASCA, American School Counseling Association: (7)

ASCD, Association for Supervision and Curriculum Development: (8)

ASHA, American Speech-Language-Hearing Association: (9)

CEC, Council for Exceptional Children: (10)

CTTE, Council on Technology Teacher Education: (11)

ELCC, Educational Leadership Constituent Council: (12)

IRA, International Reading Experience: (13)

ITEA, International Technology Education Association: (14)

NAEYC, National Association for the Education of Young Children: (15)

NAME, National Association for Multicultural Education: (16)

NASPE, National Association for Sport & Physical Education: (17)

NCSS, National Council for the Social Studies: (18)

NCTE, National Council of Teachers of English: (19)

NCTM, National Council of Teachers of Mathematics: (20)

NEA, National Education Association: (21)

NMSA, National Middle School Association: (22)

NSTA, National Science Teachers Association: (23)

TESOL. Teachers of English to Speakers of Other Languages: (24)

Other, please specify: (25)

Have you received “mentor” training? (check all that apply)

Yes, from my school division/district (1) No (3)

Yes, from somewhere else (2) (please identify)

Have you attended an Old Dominion University training session for clinical faculty hosted by your school

division/district?

If yes, when

If no, what would make you more willing to attend one of the training sessions?

Please read and sign that you understand the following statement:

I understand that this information may be reviewed by the university with the human resources

department in my school division/ district

Signature

Date

Old Dominion University Darden College of Education and Professional Studies

CLINICAL FACULTY INFORMATION SHEET (continued)

COMMONWEALTH OF VIRGINIA SCHOOL DIVISION/DISTRICTS

Please enter the code for your school division/district in the space provided on page one of this

information sheet for the question on school division.

Accomack (1)

Floyd (41)

Nelson (81)

Tazewell (121)

Albemarle (2)

Fluvanna (42)

New Kent (82)

Virginia Beach (122)

Alexandria (3)

Franklin County (43)

Newport News (83)

Warren (123)

Alleghany (4)

Franklin City (44)

Norfolk (84)

Washington (124)

Amelia (5)

Frederick (45)

Northampton (85)

Waynesboro (125)

Amherst (6)

Fredericksburg (46)

Northumberland (86)

West Point (126)

Appomattox (7)

Galax (47)

Norton (87)

Westmoreland (127)

Arlington (8)

Giles (48)

Nottoway (88)

Williamsburg/ James City

(128)

Augusta (9)

Gloucester (49)

Orange (89)

Winchester (129)

Bath (10)

Goochland (50)

Page (90)

Wise (130)

Bedford (11)

Grayson (51)

Patrick (91)

Wythe (131)

Bland (12)

Greene (52)

Petersburg (92)

York (132)

Botetourt (13)

Greensville (53)

Pittsylvania (93)

Bristol (14)

Halifax/South Boston

(54)

Pakistan (94)

Brunswick (15)

Hampton (55)

Portsmouth (95)

Buchanan (16)

Hanover (56)

Powhatan (96)

Buckingham (17)

Harrisonburg (57)

Prince Edward (97)

Buena Vista (18)

Henrico (58)

Prince George (98)

Campbell (19)

Henry (59)

Prince William (99)

Caroline (20)

Highland (60)

Pulaski (100)

Carroll (21)

Hopewell (61)

Radford (101)

Charles City (22)

Isle of Wight (62)

Rappahannock (102)

Charlotte (23)

King George (63)

Richmond County (103)

Charlottesville (24)

King and Queen (64)

Richmond City (104)

Chesapeake (25)

King William (65)

Roanoke County (105)

Chesterfield (26)

Lancaster (66)

Roanoke City (106)

Clarke (27)

Lee (67)

Rockbridge (107)

Colonial Brach (28)

Lexington (68)

Rockingham (108)

Colonial Heights (29)

Loudoun (69)

Russell (109)

Covington (30)

Louisa (70)

Salem (110)

Craig (31)

Lunenburg (71)

Scott (111)

Culpepper (32)

Lynchburg (72)

Shenandoah (112)

Cumberland (33)

Madison (73)

Smyth (113)

Danville (34)

Manassas (74)

Southampton (114)

Dickenson (35)

Manassas Park (75)

Spotsylvania (115)

Dinwiddie (36)

Martinsville (76)

Stafford (116)

Essex (37)

Mathews (77)

Staunton (117)

Fairfax (38)

Mecklenburg (78)

Suffolk (118)

Falls Church (39)

Middlesex (79)

Scurry (119)

Fauquier (40)

Montgomery (80)

Sussex (120)

If you teach in an alternative education program or residential hospital setting, please list the name and location of

the education program:

Name of school Division/District and State, if outside Virginia:

Old Dominion University Darden College of Education and Professional Studies

WEEKLY JOURNAL

(To be submitted each week to the Old Dominion University Supervisor)

Use this journal to describe your progress in becoming a Professional Educator in

relation to the goals of The Unit’s Model in the Handbook.

Name Date

1. What was the purpose of your lesson this week?

2. How did you engage your learners with your materials?

3. Were you effective in meeting the purpose of the lessons – how are you measuring this?

4. What are the strengths of this lesson? (Identify at least two areas)

5. What areas will you seek to improve in future lessons?

6. Did you make any changes in your plans after teaching the lesson? Why or why not?

7. What do you regard as your most important personal learning experience during this

week?

8. Did you have a conference this week with your clinical faculty? How many times? If not,

why?

9. Tell me about something that happened this week that you are proud of.

10. Are you having problems that you feel require attention and assistance from me?

11. When would be a good time for me to stop by your school next week?

COMMENTS:

A final journal, summarizing your weekly journals should be included in your professional

portfolio.

TIME RECORD

Record activities in quarter hour increments, eg. 15 minutes = .25, 30 minutes =.50, 45 minutes= .75. Round up or down accordingly.

(After signature is obtained from Clinical Faculty each week, Scan and attach to Weekly Journal.)

Old Dominion University Darden College of Education and Professional Studies

Name of Teacher Candidate:

Name of the University Supervisor:

Date (Week)

Non-

Teaching

Activities*

Introductory

or Assistance

Types of

Activities

Responsible

for

Teaching

Entire Class

Non-class

Activity**

Home-

work and

Planning

Total

Hours

Per

Week

Verified by

Clinical Faculty

TOTAL

*Non-teaching activities include observation, conferences, bus duty, hall duty, lunchroom duty, study hall, etc.

**Non-class activities include clubs, assistance in athletics, and other extracurricular activities in which the teacher

candidate has a leadership role with pupils.

Time Record Explanation Sheet

The time record should carefully account for time spent in internship. Responsibility for

the accuracy of this record lies with the individual teacher candidate. The time record, along with

evaluations from clinical faculty, school administrators and university supervisor, becomes a

permanent part of internship files at the University.

Old Dominion University Darden College of Education and Professional Studies

Instructions for completing the Time Record:

1. Hours should be entered by the week, not daily. (A daily record can be kept informally

and then entered on the time record at the end of each week.) Each candidate is

responsible for completing the required number of weeks in their approved teacher

education program.

2. Hours are to be verified by the signature of the clinical faculty.

3. Hours are to be totaled down the right hand “Total” column and across the bottom.

4. Column 1, “Non-teaching Activities”, should include hours spent in observation,

conferences, monitoring duties (i.e., hall duty, bus duty, study hall), and other activities

not involving planned interaction with pupils.

5. Column 2, 3, and 4, “Teaching”, represent various kinds of teaching activities. These

include assisting activities with learners, individual instruction, small groups,

responsibility for teaching the entire class, and non-classroom teaching activities in which

the teacher candidate interacts with pupils in a planned leadership role (i.e., clubs,

athletics, other extracurricular activities.)

6. Column 5, “Homework and Planning”, should only contain those hours devoted to

planning lessons, securing materials, grading tests, etc., either during planning periods or

outside the school day. These hours are strictly for teaching duties, and do not reflect

time spent working on your portfolio.

SUBMITTED ELECTRONICALLY

OLD DOMINION UNIVERSITY

DARDEN COLLEGE OF EDUCATION AND PROFESSIONAL STUDIES

Old Dominion University Darden College of Education and Professional Studies

CLINICAL FACULTY EVALUATION

Teacher Candidate Perspective

Clinical Faculty’s Name Semester/Year

Please indicate to what degree your clinical faculty performed the listed activities by circling the

appropriate number using the following scale:

4= Exceeds Expectations 3= Meets Expectations 2= Needs Improvement 1=Unacceptable 0= Not Observed

I. SUPPORT/ COMMUNICATION

• Acquainted you with the school, staff, learners, teachers, parents and

community

• Oriented you to classroom rules, organization, and management.

II. INSTRUCTIONAL GUIDE

• Provided a positive learning environment

• Provided a desk or workplace, necessary instructional materials

resources, supplies and equipment

• Guided you with initial lesson plans and material development

• Modeled how to maintain grades, lesson plan, and assess learners

• Acquainted you with routine tasks

III. PROFESSIONAL GROWTH

• Provided opportunities for observation/participation in related school

events

IV. ASSESSMENT

• Analyzed and critiqued teaching technique soon after observation

• Provided continuous support, conferences, and feedback (written and

verbal)

• Identifies specific areas of strength and weakness

Comments:

SUBMITTED ELECTRONICALLY

OLD DOMINION UNIVERSITY

DARDEN COLLEGE OF EDUCATION AND PROFESSIONAL STUDIES

Old Dominion University Darden College of Education and Professional Studies

UNIVERSITY SUPERVISOR EVALUATION

Teacher Candidate Perspective

Supervisor’s name Semester/Year

Please indicate to what degree your university supervisor performed the listed activities by circling the

appropriate number using the following scale:

4= Exceeds Expectations 3= Meets Expectations 2= Needs Improvement 1=Unacceptable 0= Not Observed

I. SUPPORT/COMMUNICATION

• Advised you of the requirements at the beginning of the semester

• Was accessible by phone

• Agreed to visit you when assistance was needed

• Derived a workable solution if difficulties occurred

• Provided relevant information through seminars, workshops, counseling,

etc.

• Conducted seminars as scheduled

• Reviewed weekly journal and provided feedback when needed

• Discussed development and implementation of lesson plans

• Reviewed your portfolio and provided feedback on a regular basis

II. SUPERVISION/ASSESSMENT

• Coordinated visit dates/times with clinical faculty

• Spent ample time (50-60 minutes or a full bell) for

observation/assessment

• Analyzed and critiqued teaching technique soon after observation

• Helped you to identify specific areas of strength and weakness

• Previewed and discussed the purposes of each evaluation form

• Reviewed with you the results of each evaluation

• Conducted a three-way conference with teacher candidate intern and

clinical faculty

• Conducted all conferences in a positive and constructive manner.

Number of visits for each placement:

Comments:

SUBMITTED ELECTRONICALLY

OLD DOMINION UNIVERSITY

DARDEN COLLEGE OF EDUCATION AND PROFESSIONAL STUDIES

Old Dominion University Darden College of Education and Professional Studies

UNIVERSITY SUPERVISOR EVALUATION

Clinical Faculty Perspective

Supervisor’s Name Semester/Year

Please indicate to what degree your university supervisor performed the listed activities by circling the

appropriate number using the following scale:

4= Exceeds Expectations 3= Meets Expectations 2= Needs Improvement 1=Unacceptable 0= Not Observed

I. SUPPORT/COMMUNICATION

• Advised you of the requirements at the beginning of the semester

• Was accessible by phone and/or email

• Agreed to visit you when assistance was needed

• Derived a workable solution if difficulties occurred

• Reviewed weekly journal and provided feedback when needed

• Discussed development and implementation of lesson plans

II. SUPERVISION/ASSESSMENT

• Coordinated visit dates/times with you

• Spent ample time (50-60 minutes or a full bell) for

observation/assessment

• Identifies specific areas of strength and weakness

• Previewed and discussed the purposes of each evaluation form

• Reviewed with you the results of each evaluation

• Conducted a three-way conference with teacher candidate intern and

clinical faculty

• Conducted all conferences in a positive and constructive manner.

Comments:

_____________________________________________________________________________________

SUBMITTED ELECTRONICALLY

OLD DOMINION UNIVERSITY

DARDEN COLLEGE OF EDUCATION AND PROFESSIONAL STUDIES

Old Dominion University Darden College of Education and Professional Studies

CLINICAL FACULTY EVALUATION

University Supervisor Perspective

Clinical Faculty’s Name Semester/Year

Please indicate to what degree your clinical faculty performed the listed activities by circling the

appropriate number using the following scale:

4= Exceeds Expectations 3= Meets Expectations 2= Needs Improvement 1=Unacceptable 0= Not Observed

I. SUPPORT/COMMUNICATION

• Acquainted you with the school, staff, learners, teachers, parents and

community

• Oriented you to classroom rules, organization, and management.

II. INSTRUCTIONAL GUIDE

• Provided a positive learning environment

• Provided a desk or workplace, necessary instructional materials

resources, supplies and equipment for the teacher candidate

• Guided the teacher candidate with initial lesson plans and material

development

• Modeled how to maintain grades, lesson plan, and material development

for teacher candidate

• Acquainted the teacher candidate with routine task

III. PROFESSIONAL GROWTH

• Provide opportunities for observation/participation in related school

events

IV. ASSESSMENT

• Analyzed and critiqued teaching technique soon after observation

• Provided continuous support, conferences, and feedback (written and

verbal)

• Identifies specific areas of strength and weakness for the teacher

candidate.

Comments:

___________________________________________________________________________________________

SUBMITTED ELECTRONICALLY

OLD DOMINION UNIVERSITY

Old Dominion University Darden College of Education and Professional Studies

PROFESSIONAL DISPOSITIONS

Criterion

Exceeds Expectations

Meets Expectations

Developing

Does Not Meet

Expectations

Professionalism

Candidate demonstrates

positive work habits

and interpersonal skills

including: a positive

attitude, dependability,

honesty, and respect for

others.

InTASC #3. Learning

Environment

Adheres to schedules, is

prepared (work is done

with care and all

responsibilities are met),

can be trusted to take on

additional responsibilities.

Should an extenuating

circumstance arise, seeks

opportunities to display

positivity and respect for all

parties involved.

Adheres to

schedules, is

prepared (work is

done with care and

all responsibilities

are met), can be

trusted to meet

responsibilities.

Should an

extenuating

circumstance arise,

maintains composure

and positive attitude

to complete the task.

Maintains respect for

all parties involved.

Adheres to schedules, is

prepared, can be trusted to

meet responsibilities in

usual circumstances. In the

event of extenuating

circumstances, may

struggle or resort to

negative reactions or lack

of respect.

Does not consistently

adhere to schedules,

arrive prepared, or

complete assignments,

duties, or tasks

honestly with a

positive attitude.

Candidate uses sound

judgement and

thoughtful decision

making with written

and oral

communication, while

considering the

intended audience and

consequences.

InTASC #3. Learning

Environment

Demonstrates sound

judgment and is thoughtful

in communications while

considering both the

intended audience and

associated consequences.

Shows forethought in tough

situations to proactively

craft a plan of action.

Demonstrates sound

judgement and is

thoughtful in

communications

while considering

both the intended

audience and

associated

consequences in

alignment with

school, system, and

university directives.

Begins to consider

intended audience before

responding, however still

struggles with decision

making and the associated

consequences of their

communication.

Does not take into

account intended

audience or

consequences

associated with

communicating with

others and does not

demonstrate sound

decision making.

Candidate exhibits

organization skills.

Successfully plans progress

toward and meets

deadlines. Keeps one’s own

materials organized for

efficiency and ease of use.

Keeps material’s organized

for ease of access and

appropriate feedback.

Teaches others

developmentally

appropriate organizational

skills to foster

independence and for

holistic efficiency in the

learning environment.

Successfully plans

progress toward and

meets deadlines.

Keeps one’s own

materials organized

for efficiency and

ease of use. Keeps

materials organized

for ease of access

and appropriate

feedback.

Does not consistently meet

deadlines; however, while

on task, uses time well and

begins to keep one’s own

work organized, but

records and materials are

difficult to access/locate.

May struggle to meet

deadlines. Time is not

used well, materials

are difficult to

access/locate.

Candidate exhibits

emotional maturity and

expresses concerns

properly and

professionally.

Maintains emotional

composure even in

unforeseen circumstances.

Is responsive to others’

emotions and needs.

Accepts responsibility for

Maintains emotional

composure even in

stressful

circumstances. Is

responsive to others’

emotions and needs.

Loses control of emotions

in particularly stressful

circumstances. Accepts

personal responsibility for

his/her/their actions and

works toward developing

Demonstrates a pattern

of losing control of

emotions, showing

outbursts. May not

take responsibility for

one’s own emotions

Old Dominion University Darden College of Education and Professional Studies

Criterion

Exceeds Expectations

Meets Expectations

Developing

Does Not Meet

Expectations

InTASC #3. Learning

Environment

actions, employing effect

conflict resolution

strategies and navigating

stress calmly.

Accepts

responsibility for

actions, employing

effective conflict

resolution strategies.

more appropriate responses

to stress/challenges.

and behaviors,

blaming others or

external stimuli.

Candidate maintains

his/her/their position as

a positive role model in

the school.

InTASC #3. Learning

Environment

Uses exemplary model

behaviors for both teachers

and learners within and

outside of the school. Uses

self-disclosure

appropriately and can self-

monitor and adjust behavior

accordingly. Advocates for

resources for students.

Uses exemplary

model behaviors for

both teachers and

learners within and

outside of the school.

Uses self-disclosure

appropriately and

with appropriate

language.

Recognizes the need

for self-monitoring

and seeks help if

needed.

Is developing exemplary

model behaviors for

teachers and learners in the

school setting through

appropriate responses to

actions/reactions, self-

disclosure, and the

importance of self-

monitoring.

Does not demonstrate

exemplary model

behaviors in the school

setting and is not able

to identify behaviors

that are not

appropriate.

Respect for Diversity

Candidate promotes

social justice.

Explicitly teaches students

about society’s injustices

and the dynamics of

privilege. Advocates for,

gives significant voice to,

and collaborates with

parents and the community

in educational decisions

and processes.

Explicitly asserts that

students need to

learn about society’s

injustices and the

dynamics of

privilege. Seeks

opportunities to

strengthen

understanding and

practice as integral to

everyday practice.

Refers to or implies about

society’s injustices and

dynamics of privilege.

Participates in

opportunities to broaden

understanding and practice

as integral to everyday

practice.

Does not acknowledge

that society is unjust

and privilege exists.

Candidate reflects upon

and addresses biases by

promoting achievement

of students at all levels.

InTASC #9: Professional

Learning and Ethical

Practice

Persists in positive

expectations for all students

through reinforcement of

critical reflection of biases

amongst self and

colleagues. Advocates for

all learners.

Regularly considers

interactions,

emotions, and

perceptions in

interactions with

students and families

to consider possible

biases and address

them to improve

future interactions.

Seeks additional

sources of

information

(experiential and

academic) to broaden

frames of reference

and deepen

understanding for

improved

relationships with

students and

families. Shares

reflections with

colleagues to

Considers interactions,

emotions, and perceptions

when working with

students and families to

consider possible biases

and address them to

improve future

interactions.

Does not recognize

that every human

being holds

unconscious biases.

Conducts limited

reflection or believes

self to be free of bias.

Old Dominion University Darden College of Education and Professional Studies

Criterion

Exceeds Expectations

Meets Expectations

Developing

Does Not Meet

Expectations

encourage deepened

reflection and

continued learning

with and from

colleagues.

Candidate exhibits

community engagement

InTASC #9:

Professional Learning

and Ethical Practice

Actively pursues

information directly from

students and the community

regarding concerns.

Actively stays informed

through multiple reliable

sources regarding issues

and current events (local,

national, global

policies/issues) that affect

students and works to

educate others about these

issues.

Actively pursues

information directly

from students and the

community regarding

concerns. Stays

informed through

reliable sources

regarding issues and

current events (local,

national, and global

policies/issues) that

affect students.

Does not inquire about the

needs and concerns of

others in the community.

May over-rely on

colleagues or others to stay

informed.

Does not show

concern for those in

their community.

Candidate recognizes

the importance of

students’ unique prior

knowledge, life

experiences and

interests as part of

student learning

InTASC #2: Learning

Differences

Proactively integrates

diverse perspectives

throughout the school and

society to better educate

one’s self and one’s

students to maximize

student learning.

Systematically

integrates diverse

perspectives

throughout

curriculum, drawing

from sources from

within and outside

the school, and

seeking out

additional materials

to better educate

one’s self and one’s

students.

Sometimes supplements

curriculum to be more

inclusive of prior

knowledge, experiences,

and interests, but may not

yet be effectively woven

throughout curricula.

Over-relies on

materials provided by

employer for

curriculum (traditional

materials such as

textbooks typically

being ethnocentric,

heteronormative,

patriarchal, etc.).

Struggles to consider

prior knowledge,

experiences, and

interests.

Candidate values

diverse cultures,

identities, and

perspectives, inclusive

of learning

exceptionalities,

gender, sexual

orientation,

religion/worldview,

race/ethnicity, SES,

language, national

origin, immigration

status, age, family

structure.

InTASC #2: Learning

Differences

Educates him or herself

about cultures/identities

and avoids the assumption

that any group of people

have a singular shared

perspective. Fosters respect

through positive verbal and

nonverbal interactions with

students and families.

Models and fosters respect

for all cultures, identities,

and perspectives in words

and actions. Advocates for

policies and practices that

foster equity.

Educates him or

herself about

cultures/identities

and avoids the

assumption that any

group of people have

a singular shared

perspective. Fosters

respect through

positive verbal and

nonverbal

interactions with

students and

families. Models

respect for all

cultures, identities,

and perspectives in

words and actions.

Demonstrates respect

through positive

interactions with students

and families but may still

have limited knowledge of

some identities/cultures.

Respect for diverse

identities and perspectives

may be inconsistent across

cultures, identities, or

perspectives. May

inadvertently reinforce

misconceptions/stereotypes

about one or more groups

but is working to learn

more and listens in order to

grow.

Struggles to

demonstrate respect in

verbal or nonverbal

interactions with

students/families or

takes a simplistic or

tolerance-focused

approach toward

diverse identities,

cultures, and

perspectives.

Examples:

“colorblind”

approaches to

race/ethnicity or taking

the perspectives that it

doesn’t matter how

one feels toward a

culture, perspective or

identity since

“everyone is treated

the same.”

Old Dominion University Darden College of Education and Professional Studies

Criterion

Exceeds Expectations

Meets Expectations

Developing

Does Not Meet

Expectations

Candidate demonstrates

commitment to helping

all students can learn.

CAEP 1.4

InTASC #2: Learning

Differences

Adapts and modifies

instruction to meet the

varying needs and abilities

of all students while

challenging the

expectations and fostering

an environment that enables

all students to stretch their

limits.

Adapts instruction to

meet the varying

needs and abilities of

all students while

maintaining high

expectations and

fostering an

environment that

enables all students

to reach their full

potential.

Adapts instruction to meet

the needs and abilities of

certain subgroups within

the learning environment.

Does not consistently

foster an achievement-

based environment.

Blatantly or furtively

ignores one or more

subgroups’ needs and

abilities within the

learning environment.

Does not foster an

achievement-based

environment.

Advocacy

Candidate is an

advocate in the broader

school community.

InTASC #9:

Professional Learning

and Ethical Practice

Reflects on actions about

the way changes in schools

and communities have

impacted the well-being of

students and what the next

steps in advocacy should

be.

Acts upon ways to

enact positive

changes in schools

and communities that

benefit the well-

being of students.

Can articulate the ways in

which positive changes in

schools and communities

could benefit the well-

being of students.

Can articulate only

limited understanding

of the ways in which

positive changes in

schools and

communities could

benefit the well-being

of students.

Candidate is an

advocate in emerging

trends and initiatives.

InTASC #9:

Professional Learning

and Ethical Practice

Anticipates and is

responsive to emerging

trends/initiatives impacting

their students through

teaching, resources,

standards, and assessments

and implements them into

daily practice.

Is aware of emerging

trends/initiatives

impacting their

students through

teaching, resources,

standards, and

assessments and

implements them

into practice.

Stays aware of emerging

trends/initiatives impacting

their students through

teaching, resources,

standards, and

assessments.

Is not aware of

trends/initiatives

impacting their

students through

teaching, resources,

standards, and

assessments.

Candidate advocates

for/with students and

families.

InTASC #10:

Leadership and

Collaboration

Demonstrates the abilities

to advocate for and/or with

students and families

towards their needs and

concerns, both inside and

outside the school.

Demonstrates the

ability to advocate

for and/or with

students and families

towards their needs

and concerns, inside

of school.

Seeks to understand the

broader needs and

concerns of students and

their families.

Does not engage with

students and/or their

families to better

understand their

broader needs and

concerns inside and

outside of the school.

Commitment to

Student Learning

Candidate is flexible

and resourceful in

meeting student

learning needs.

CAEP 1.4

InTASC #4: Content

Knowledge

Embraces and accepts that

change is necessary and

seeks to incorporate

adjustments for student

learning while pursuing

materials, research, and

support to meet student

learning needs.

Recognizes that

change is necessary

in education and

makes adjustments

with students’ needs

in mind. Seeks tools

needed for success

for student learning.

Recognizes that change is

necessary in education and

attempts to adjust,

however, may not consider

student needs effectively or

may rely on others to

provide necessary tools for

change.

Shows frustration or

intense stress during

change, but passively

awaits assistance when

in need of support or

assistance.

Candidate recognizes

the importance of

accepting responsibility

for what occurs school-

wide, especially

responsibilities that

contribute to student

Proactively maintains order

and safety in the learning

environment. Accepts and

reflects on personal

responsibility in conflict or

problem situations and

seeks involvement in

Maintains order in

learning environment

and acts in a manner

that protects students

while identifying and

accepting personal

responsibility in all

Acknowledges the

importance of order and

safety, however, is reactive

to normal situations.

Acknowledges, but does

not assume personal

responsibility for their

Fails to understand the

importance of order or

safety. Does not

assume personal

responsibility for

outcomes or school-

wide responsibilities.

Old Dominion University Darden College of Education and Professional Studies

Criterion

Exceeds Expectations

Meets Expectations

Developing

Does Not Meet

Expectations

learning and a safe,

orderly environment

InTASC #3. Learning

Environment

additional school-wide

responsibilities.

situations. Supports

school-wide

assignments and

responsibilities.

learning environment,

actions, or involvement in

school-wide

responsibilities.

Candidate understands

and involves a wide

variety of resources in

the school, family,

culture, and community

to facilitate student

learning.

InTASC #8.

Instructional Strategies

Celebrates the unique

community culture and

provides materials and

opportunities for students

of different cultures.

Welcomes involvement of

family and community

members while utilizing

additional assets from

within the community.

Appreciates the

unique community

culture. Provides

materials for students

of differently

cultures, and

recognizes, values

and utilizes assets

from families and

community to

facilitate student

learning.

Recognizes that the

community has resources

available to facilitate

student learning but does

not actively engage to

involve these in student

learning.

Does not acknowledge

the school,

communities, or

families have a unique

culture and can

provide valuable

student resources.

Candidate collaborates

with other professionals

to improve the overall

learning of students.

InTASC #10:

Leadership and

Collaboration

Initiates conversations and

contributes collaboratively

with other professional to

share ideas regularly that

will enhance student

learning.

Early and effectively

collaborates and

cooperates with

colleagues and other

professionals in ways

that positively

impact student

learning.

Willingly collaborates with

colleagues in ways that

positively impact student

learning.

Does not effectively

collaborate/cooperate

with colleagues.

Commitment to

Professional Growth

Candidate sets and

pursues short and long-

term professional goals.

InTASC #9:

Professional Learning

and Ethical Practice

Has a plan in place to

reflect upon professional

short and long-term goals

and can adjust course or re-

set goals if/and when

needed.

Avoids complacency

in professional life.

Does not embrace

the notion that if it

isn’t “broken” it

shouldn’t be

improved. Can

articulate short-term

and long-term goals,

as well as plans for

meeting them. Is

carrying out steps to

meet those goals.

Can articulate short-term

and long-term goals, as

well as plans for meeting

them, however, lacks the

follow through in

achieving them.

Can express goals but

has no clear plan in

place for how to reach

them.

Candidate participates

in professional growth

activities within and

outside of the school.

InTASC #9:

Professional Learning

and Ethical Practice

Actively pursues

opportunities to attend and

present at meetings of the

school system/staff

development, or

professional organizations.

Attends school,

school system/staff

development

sessions when the

opportunity presents

itself. Pursues

opportunities to join

professional

education

organizations and

associations.

Attends school, school

system/staff development

sessions when prescribed

or mandates. Is aware that

professional organizations

exist.

Does not attend school

or school system/staff

development sessions

and shows no interest

in professional growth

activities.

Old Dominion University Darden College of Education and Professional Studies

Criterion

Exceeds Expectations

Meets Expectations

Developing

Does Not Meet

Expectations

Developing Digital

Citizens

CAEP 1.5

InTASC #8.

Instructional Strategies

Creates experiences for

learners to make positive,

socially responsible

contributions online that

build relationships and

community. Establishes a

learning culture that

promotes curiosity and

fosters digital literacy and

media fluency. Mentors

students in safe, legal, and

ethical practices with

digital tools.

Creates experiences

for learners to make

positive socially

responsible

contributions online

that build

relationships and

community. Begins

to promote a learning

culture that

encourages curiosity

and/or fosters digital

literacy and/or media

fluency. Addresses

the need for students

to engage in safe,

legal, and ethical

practices with digital

tools.

Creates experiences for

learning online but does

not emphasize positive and

socially responsible

decision making.

Establishes a learning

culture that addresses

digital literacy and/or

media fluency minimally.

Incorporate some aspect of

teaching safe or legal or

ethical practices with tools.

Does not create

experiences for

learners to make

positive, socially

responsible

contributions online

that build relationships

and community.

Establishes a learning

culture that does not

allow for curiosity and

does not address

digital literacy nor

media fluency. Does

not actively

incorporate teaching of

safe, legal, or ethical

practices with tools.

Candidate is a self-

regulated learner and

shows initiative.

InTASC #9:

Professional Learning

and Ethical Practice

Actively seeks

opportunities for expansion

in knowledge, going above

and beyond the minimum

requirements and focuses

on creating a community of

creative learners within the

school.

Seeks opportunities

for growth, meeting

and achieving set

benchmarks and

focuses on growing

as an educator by

displaying creative

ideas and

applications to

emerging educational

concepts.

Meets responsibilities

without relying on others

for reminders, carefully

noting minimum

requirements and ensuring

that they are met.

Relies on others to

ensure responsibilities

are met or falters in

meeting

responsibilities.

Candidate practices

active listening.

InTASC #9:

Professional Learning

and Ethical Practice

Listens, synthesizes, and

responds in a way that

demonstrates understanding

and empathy. Conveys

attentiveness/interest,

respect, and understanding

that fosters positive,

thoughtful relationships and

mutual clarity for all

involved.

Listens, synthesizes,

and responds in a

way that

demonstrates

understanding.

Conveys

attentiveness/interest,

respect, and

understanding that

fosters positive

relationships.

Responds (verbally or

nonverbally) to convey

understanding and interest

in what is being

communicated.

Listens ineffectively

and/or does not

respond appropriately

to demonstrate

understanding.

Candidate solicits and

uses feedback for

continuous

improvement.

InTASC #9:

Professional Learning

and Ethical Practice

Actively seeks feedback

toward professional growth

from university faculty,

colleagues, and

administrators, while also

recognizing the importance

of feedback from students

and families.

Systematically reflects and

acts upon feedback to

improve practice.

Actively seeks

feedback toward

professional growth

from university

faculty, colleagues,

and administrators.

Systematically

reflects and acts

upon feedback to

improve practice.

Accepts feedback readily

by may not reflect and act

upon feedback

systematically to improve

practice.

Struggles to accept

professional feedback

toward growth. May

respond defensively or

make excuses

regarding difficulties

in practice, rather than

reflecting and acting

upon it to improve

practice.

Ethics

Old Dominion University Darden College of Education and Professional Studies

Criterion

Exceeds Expectations

Meets Expectations

Developing

Does Not Meet

Expectations

Candidate protects

confidentiality (follows

FERPA)

InTASC #9:

Professional Learning

and Ethical Practice

CAEP 3.6: Professional

Ethics

Takes responsibility for

executing all aspects of

FERPA laws and attends to

proper disposal of

confidential student

documents after the legal

holding period.

Keeps all written

(printed, digital)

communications,

assessment, or other

confidential student

data regarding

students stored

safely. Takes

responsibility for

knowing and

following the law.

This includes

avoiding discussing a

student’s confidential

information in ways

that could identify

the student to others.

All verbal

conversations are

held only with “need

to know” parties in a

location where others

cannot overhear.

Uses language that

meet “professional

standards”.

Maintains confidentiality

with written (printed or

digital) information from

point of creation through

safe storage. However,

does not take care to have

conversations with only

legally “need to know”

parties present in a private

location where others

cannot overhear.

Understands language

must meet “professional

standards”.

Fails to maintain

confidentiality with

written (printed or

digital) information

(must be kept

confidential upon

creation and stored

safely thereafter).

Does not take care to

have conversations

with only legally

“need to know” parties

present in a private

location where other

cannot overhear. Uses

demeaning or harmful

language.

Old Dominion University Darden College of Education and Professional Studies

PART FIVE

APPENDIX

APPENDIX 1.1

Old Dominion University Darden College of Education and Professional Studies

DEVELOPMENT OF THE CONCEPTUAL FRAMEWORK

The Unit’s Conceptual Framework Committee has as its charge the oversight and management of

the Conceptual Framework. This Committee reviews the Framework, considers modifications and

updates, and approves any changes to the framework. The Committee consists of a representative group

of both internal and external constituents. Additionally, the College meets with regional school divisions

once each year to review the Unit’s Conceptual Framework as well as a variety of other documents,

including student teaching documentation. This group also discusses observations, issues, and concerns

related to the performance of the Unit’s candidates as well as the changing environment of education in

the region. As a result, programmatic and process improvements are often identified that may positively

affect the performance of teachers, other school professionals, and educational leader candidates.

The Unit’s Conceptual Framework remains a living document and a work in progress. The Unit

developed the Conceptual Framework theme of Educator as Professional nearly two decades ago to

reflect the Unit’s position on both content and pedagogy. Revisions to the Conceptual Framework were

made in the late 1990s, 2001 and 2009. The Unit has a single Conceptual Framework for initial and

advanced preparation programs, aligned to national, state, and institutional professional standards. As a

result, a coherent statement of the mission of the unit has continued to evolve. Its most recent revision

includes the creation of a new graphic that represents the philosophy of the unit, while the previous

graphic depicted the processes of the unit. Modifications have been made to address changes in

technology, methodology, and various Committee recommendations. The Conceptual Framework is

circulated as a separate, stand-alone document and is available on the website of the Darden College of

Education and Professional Studies for use by the Unit’s faculty, candidates and partners in the public

schools.

University and Unit Mission and Vision

The Conceptual Framework for the Professional Education Unit

Old Dominion University Darden College of Education and Professional Studies

Old Dominion University

November 2009

Educator as Professional

The Conceptual Framework for the professional education unit at Old Dominion University is guided by

the theme, Educator as Professional.

Vision and Mission of the Institution and Unit

Vision of the Institution

Old Dominion University will be recognized nationally and internationally as forward-focused

metropolitan university with a collaborative and innovative approach to education and research that spurs

economic growth, focuses on student success, engages civic and community partners, and uses its

connections with the military and maritime industries and its exceptional strengths and leadership in

related areas to provide practical solutions to complex, real world problems.

Mission of the Institution

Old Dominion University, located in the City of Norfolk in the metropolitan Hampton Roads

region of coastal Virginia, is a dynamic public research institution that serves its students and enriches

the Commonwealth of Virginia, the nation, and the world through rigorous academic programs, strategic

partnerships, and active civic engagement.

The University’s Mission Support describes, in detail the principles and practices that underlie the

university’s undergraduate and graduate teaching, research, and service missions: a sound general

education program; critical thinking; diversity; academic freedom; serving the needs of the local, national,

and international communities, including military members and their families; and collaborating with

government, industry, and alumni. Finally, the Major Goals of the University are described in detail:

Learners; Faculty; Academic Programs; Teaching; Research, Scholarship and Creativity; International

Connections; Life-long Learning; Community Service; Campus Life; Alumni; and Quality. Both the core

mission statement and the detailed support statements constitute the foundation of all aspects of the

University’s 2014-2019 Strategic Plan. All documents related to the University’s mission can be found on

the first few pages of the current University Graduate and Undergraduate Catalogs.

Vision and Mission of the Unit

Together, the Darden College of Education and Professional Studies, the College of Arts and

Letters, and the College of Sciences comprise the Unit and strive to prepare the highest quality school

professionals, at all levels, capable of positively impacting the education of tomorrow’s leaders, one

student at a time.

Old Dominion University Darden College of Education and Professional Studies

The Unit’s mission is to prepare professional educators to fulfill the needs of the education

community, now and in the future. The vision and mission of the Unit are derived from those of the

Darden College of Education and Professional Studies.

The vision of the Darden College of Education and Professional Studies is to become recognized

as one of the top 50 colleges of education in the country and to increase its rankings in national opinion

surveys by focusing its resources to achieve:

• Collaboration among departmental, College, and University colleagues with professional

colleagues throughout the world;

• Adherence to the highest standards of professionalism and prominence in our professions; and,

• A reputation for innovation in teaching, research, and service in the preparation of teachers and

other professionals, leaders, and scholars as we meet the needs of Hampton Roads, the

Commonwealth of Virginia, the nation, and the world.

The College’s mission is to provide excellence in teaching, scholarly activities, and service while

meeting the needs of its community and maintaining national and international prominence. The mission

is fulfilled through the Unit’s undergraduate and graduate programs in the fields of education, counseling

and human services, exercise science, sports management, recreation, training, fashion, speech-language

disorders, instructional and occupational technology, as well as its many continuing education activities.

Unit Theme- Educator as Professional

The Educator as Professional theme embraced by the Unit is an expression of what candidates

can expect to obtain from their academic experience. It reflects the culmination of the Unit’s purpose, to

prepare teachers, other school professionals (school counselors and speech professionals), and educational

leaders who have knowledge of their teaching disciplines, the ability to provide state-of-the-art instruction

to students of various cultural and socioeconomic backgrounds, and who demonstrate attitudes which

promote commitment to teaching and learning, as well as lifelong professional growth and development.

Philosophy, Purposes, and Goals of the Unit

Unit Philosophy

The Monarch Creed applies to all members of the University community and is inherent to all

academic programs within the Unit and beyond. It reads:

Make personal and academic integrity fundamental in all my endeavors.

Offer service to the University and the community.

Nurture a climate of care, concern, and civility to others.

Accept responsibility for all my actions.

Respect the dignity, rights, and property of all people.

Commit to the ongoing pursuit of intellectual and personal development.

Old Dominion University Darden College of Education and Professional Studies

Heighten my awareness of individual and cultural similarities and differences.

Additionally, the Darden College of Education and Professional Studies emphasizes

collaboration, professionalism, ethical practice, and innovation. The value-added activities of its 100-

strong faculty support these beliefs through their work in undergraduate and graduate degree programs,

continuing education opportunities, research, and service to the community.

Unit Purpose

The Old Dominion University Professional Education Unit’s purpose is to prepare teachers, other

school professionals, and educational leaders who have knowledge of their teaching disciplines, with the

ability to provide state-of-the-art instruction to learners of various cultural and socioeconomic

backgrounds, and who demonstrate attitudes which promote commitment to teaching and learning, as

well as lifelong professional growth and development. The Unit routinely works to make improvements

and modifications that strengthen its purpose and reflect the changing environment of the profession.

Unit Goals

The Unit’s goals are aligned with the goals of the University as stated in its Mission Support statement

and Strategic Plan. Specifically, the unit embraces the following goals:

• Provide candidates rich content experiences in each of the colleges to develop the required

knowledge to effectively contribute to their specialization.

• Provide diverse opportunities for candidates to explore, understand, and become skilled in

pedagogy.

• Provide a learning environment where appropriate professional dispositions are taught, modeled,

emphasized, and ethical practice is valued.

• Emphasize the importance of understanding and appreciating the various cultures and

socioeconomic backgrounds of learners from both rural and urban settings.

• Provide candidates the opportunity to experience and implement technology infused instruction.

• Emphasize the importance of a culture of examination, assessment, and reflection for the purpose

of improving student learning.

• Provide opportunities for candidates to become familiar with, and engage in, professional

organizations to emphasize the importance of lifelong professional growth, development, and

service.

Candidate Proficiencies

The Unit emphasizes five candidate proficiencies in both content and pedagogy at the initial

licensure level and in advanced professional studies as it prepares Professional Educators. The

proficiencies emphasized include professional dispositions, understanding diverse learners, developing

learning environments, professional growth and development, and assessment.

Old Dominion University Darden College of Education and Professional Studies

Professional Dispositions

As defined by the Council for the Accreditation of Educator Preparation (CAEP) dispositions are

professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as

educators interact with students, families, colleagues, and communities. These positive behaviors support

student learning and development.

The Darden College of Education and Professional Studies has adopted the following as key

dispositions and behaviors essential for each teacher candidates to demonstrate across his/her/their

programs of study: professionalism, respect for diversity, advocacy, commitment to student learning,

commitment to professional growth, and ethics.

The Teacher Education Council adopted Policies and Procedures for Assessing Teacher Candidate

Dispositions at Old Dominion University. Programs have identified the points in their program

assessment systems when these unit-level disposition outcomes are assessed. A three-point assessment

process has been developed and implemented to increase candidate awareness of the importance of

developing these characteristics.

• Demonstrates positive work habits and interpersonal skills including: a positive attitude,

dependability, honesty, and respect for others.

• Uses sound judgement and thoughtful decision making with written and oral communication,

while considering the intended audience and consequences.

• Exhibits organization skills.

• Exhibits emotional maturity and expresses concerns properly and professionally.

• Maintains his/her/their position as a positive role model in the school.

• Promotes social justice.

• Reflects upon and addresses biases by promoting achievement of students at all levels.

• Exhibits social consciousness.

• Recognizes the importance of students’ unique prior knowledge, life experiences and interests as

part of student learning.

• Values diverse cultures, identities, and perspectives, inclusive of learning exceptionalities,

gender, sexual orientation, religion/worldview, race/ethnicity, SES, language, national origin,

immigration status, age, family structure.

• Demonstrates commitment to helping all students learn.

• Advocate in the broader school community.

• Advocate in emerging trends and initiatives.

• Advocates for/with students and families.

Old Dominion University Darden College of Education and Professional Studies

• Flexible and resourceful in meeting student learning needs.

• Recognizes the importance of accepting responsibility for what occurs school-wide, especially

responsibilities that contribute to student learning and a safe, orderly environment.

• Understands and involves a wide variety of resources in the school, family, culture, and

community to facilitate student learning.

• Collaborates with other professionals to improve the overall learning of students.

• Sets and pursues short and long-term professional goals.

• Participates in professional growth activities within and outside of the school.

• Developing Digital Citizens

• Self-regulated learner and shows initiative.

• Practices active listening.

• Solicits and uses feedback for continuous improvement.

• Protects confidentiality (follows FERPA)

Diverse Learners

Candidates are prepared to establish student-centered and differentiated instruction for students

with special needs and individual learner needs. Candidates learn to honor individual differences among

learners by utilizing multiple approaches to thinking and learning. Developing and implementing an

integrated curriculum that focuses on the needs and interests of children are important candidate

proficiencies.

The Unit prepares candidates to plan instructional activities appropriate to the needs of culturally,

ethnically, economically, and linguistically diverse learners and those with exceptional learning needs.

Candidates must be able to use their knowledge of learners’ diversity to affirm and support full

participation of all learners, and they must be able to use a variety of approaches to instruction in diverse

settings and with learners with diverse backgrounds, interests, and abilities.

Learning Environment

There are several areas of emphasis involving the learning environment. Candidates are provided

opportunities throughout the curriculum to develop knowledge, skills, and abilities in each area of

emphasis. Evidence of their work, in this and all standards of the Unit, is provided in student portfolios

and is applied during field experiences.

Upon program completion, candidates will know, understand, and use the major concepts,

principles, theories, and research related to the development of children and adolescents. They can

effectively consider, accommodate, and integrate the cognitive, linguistic, physical, social, and emotional

development characteristics of children and adolescents. In addition, candidates will plan and implement

Old Dominion University Darden College of Education and Professional Studies

developmentally appropriate, responsive curriculum and instructional practices based on knowledge of

individual learners, the community, and curriculum goals and content.

Standards-based instruction, the knowledge and understanding of major concepts and principles

of a candidate’s teaching discipline(s) as defined by educational state and national standard, is a key

component of preparing candidates to establish effective learning environments. Candidates are expected

to relate plans and resources to professionally developed state and national standards.

Candidates must also be prepared to apply fundamental concepts of their content specialty. They

must know, understand, and use the central concepts, structures of content, and tools of inquiry for

students across the grades. In addition, candidates must know, understand, and use the connections among

concepts, procedures, and applications from content areas to motivate students and build understandings.

Candidates are prepared to teach the basic concepts and skills of inquiry and communication as

integral to all learning. The cultivation of students’ ability to recognize and solve problems, as well as the

development of students’ lifelong habits of critical thinking and judgement are also emphasized as key

objectives.

Not only are the candidates expected to be able to engage preK-12 learners effectively in studies

of the nature of their discipline, they must also define the values, beliefs, and assumptions inherent to the

creation of knowledge within their respective disciplines, and contrast that knowledge to other ways of

knowing. They must also emphasize the interdisciplinary nature of knowledge while drawing upon the

resources inherent in separate subjects. Candidates become skilled at making connections across

disciplines and helping students learn the power of multiple perspectives to understand complex issues.

Authentic learning experiences providing connection to human values and endeavors as well as

the personalities, needs, and interests of the students is another key element of the learning environment.

Candidates learn to encourage the application of knowledge, skills, tools, and ideas to real world issues.

They become capable of helping learners realize how knowledge, skills and ideas relate to their lives and

to other real-world situations. Candidates are also expected to know and understand the relationship of

various disciplines to other human values and endeavors.

Candidates must also develop an understanding of the principles of effective classroom

management. Each candidate is prepared to use a range of strategies to promote positive relationships,

cooperation, conflict resolution, and purposeful learning in the instructional environment. Creating

learning communities, in which students assume responsibility for themselves and one another, participate

in decision-making, work collaboratively and independently, and engage in purposeful learning activities

are critical elements to success in this area.

Candidates are trained to understand and use appropriate and effective interpersonal and small

group communication techniques to create and effective learning environment.

Old Dominion University Darden College of Education and Professional Studies

Professional Growth and Development

The Unit strives to prepare candidates who exhibit professional dispositions, ethical decision-

making, attributes, and habits of mind. They are prepared to use current research, field experiences, and

self-reflection to make effective decisions and to create instruction. Candidates must understand the

dynamics of the surrounding community, various school cultures, and school curricula. In addition,

candidates learn the importance of accessing and effectively utilizing resources in the school and from the

community in order to construct effective educational experiences for their students.

The importance of participation in professional education organizations, including those at the

local, state, and national levels, is stressed. Candidates are encouraged to participate in organizations that

unite members of their respective professions and provide opportunities for professional growth. In

addition, candidates are made aware of the importance of personal interests, talents, and related skills

when shaping instruction. Candidates realize that personal interests and talents can serve as a valuable

resource in the classroom.

Candidates understand the importance of effective communication and collaboration with

students, parents, and community members to support the learners’ growth. They are encouraged to

establish community partnerships that support cooperative ventures and reflect a commitment to the

profession. In addition, candidates understand the importance of establishing relationships with and

becoming socially attuned to the needs of learners, parents, and community members. The ability to

effectively communicate and collaborate with other education professionals, particularly colleagues and

administrators, for the purpose of supporting learning and a positive instructional environment is

emphasized as an area for the growth and development over time.

Assessment

Assessment of learning is threaded through the content and pedagogy of all programs leading to

Educator as Professional. From initial licensure to advanced programs, a culture of examination is

encouraged.

Candidates are prepared to apply various formal and informal methods of assessment and

evaluation of learners to inform instruction and learning. Candidates learn to use assessment as an integral

part of instruction. Candidates are expected to be able to align their instructional and assessment practices

and to use formative and summative methods to determine their learners’ understanding and to monitor

their own teaching effectiveness. Candidates are expected to have an understanding of and an ability to

use a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work,

teacher-made tests, performance tasks, projects, learner self-assessments, peer assessment, and

standardized tests).

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100

Figure 1.0

As depicted in figure 1.0, the Unit encompasses four candidate proficiencies in all of its programs and at

its core is assessment. Assessment strengthens the reflective nature of the Unit and its candidates.

In summary, the Unit’s faculty, in both initial licensure and advanced programs, assist individuals

in achieving professional success by providing experiences that develop each of the conceptual

framework’s proficiencies as portrayed in Figure 1.0. Thus, graduates emerge as Educators as

Professionals with scholarship in their chosen disciplines, effective and professional dispositions, an

ability to foster learning environments that are reflective in nature, and the desire to be life-long, inquiring

learners and members of a professional community.

Commitment to Diversity

The Unit’s commitment to diversity is emphasized in the core values and purposes expressed in

the Conceptual Framework. The reality of meeting the values and purposes is expressed through program

activities such as courses, field experiences and clinical practice for all programs at both initial and

advanced levels. The Unit’s adopted set of candidate outcomes and dispositions as expressed in the

Conceptual Framework also reflect the commitment to diversity. The Unit has established performance

standards (proficiencies) that all candidates are expected to develop and demonstrate through coursework,

field, and clinical experiences. All candidates within the initial program have two diversity field

Old Dominion University Darden College of Education and Professional Studies

101

experiences including one urban opportunity and one classroom experience with exceptional learners. Our

expected outcomes and dispositions also reflect our strong commitment to diversity, not only in words,

but also in the actions of both our faculty and candidates.

Commitment to Technology

To become an Educator as Professional at Old Dominion University, candidates must be well

versed in the use of technology both in the classroom and at the University. The Unit strives to meet the

educational technology expectations set by the institution, its constituents, the state, and the federal

government.

Technology integration and knowledge of media resources for instruction, classroom

organization, and student learning are emphasized in the Unit’s programs. Candidates become familiar

with the idea that technology includes, but is not limited to, devices including cell phones, tablets and

laptops, web applications and apps, software, and learning management systems and/or relevant

multimedia. Candidates are expected to use a variety of resources, including technology and non-print

materials.

They must understand and use appropriate technology to help learners become proficient in the

use of technology. In addition, they become skilled at developing the ability of the learners to apply

technological knowledge and skills. Lastly, Candidates understand the importance of appropriately

selecting instructional technologies to effectively teach all student populations.

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