Demonstrates self-direction and Follows instructions independently Shows desire to learn and teach can work independently. Demonstrates flexibility (e.g. responds positively to unexpected changes) [Conceptual Framework: Action] Demonstrates self-confidence Demonstrates initiative and/or leadership. Seeks opportunities to learn about and implement new activities Asks for greater responsibility in implementing classroom activities [Conceptual Framework: Advocacy] Takes initiative in the classroom (e.g., assists without being asked) Volunteers for school functions Assumes leadership roles Seeks and considers new information, Attends activities/workshops or other meetings to hear various perspectives strategies, and perspectives; demonstrates Asks questions and contributes positively Tries new strategies in the classroom when given the opportunity intellectual curiosity. Considers perspectives different from his/her own [Conceptual Framework: Inquiry] Explores resources (e.g. professional libraries, educational journals, books, Internet) Reflects accurately about own behavior, Identifies personal strengths and weaknesses Demonstrates deliberate and consistent effort toward improvement attitudes, performance, impact on others, Reflects with cooperating teacher/university supervisor/university professor on lesson planning and and makes necessary changes. execution, and/or other classroom activities [Conceptual Framework: Inquiry] Makes appropriate changes Seeks and accepts feedback; makes Asks for and implements suggestions and/or advice from cooperating teacher, liaison/university supervisor and/or U of L faculty necessary changes. Accepts constructive criticism with a positive attitude (without becoming defensive) [Conceptual Framework: Inquiry] Exhibits needed changes Projects a professional image in dress and Maintains professional appearance for an adult teaching in school Follows safety policy and procedural rules of the school behavior. Represents the school professionally during school hours, during school events and in the wider community [Conceptual Framework: Action] Demonstrates ethical behavior towards teaching and the teaching profession Demonstrates standard English in oral and written communication
Demonstrates self-direction and can work independently. [Conceptual Framework: Action] Follows instructions independently Shows desire to learn and teach Demonstrates flexibility (e.g. responds positively to unexpected changes) Demonstrates self-confidence Demonstrates initiative and/or leadership. [Conceptual Framework: Advocacy] Seeks opportunities to learn about and implement new activities Asks for greater responsibility in implementing classroom activities Takes initiative in the classroom (e.g., assists without being asked) Volunteers for school functions Assumes leadership roles Seeks and considers new information, strategies, and perspectives; demonstrates intellectual curiosity. [Conceptual Framework: Inquiry] Attends activities/workshops or other meetings to hear various perspectives Asks questions and contributes positively Tries new strategies in the classroom when given the opportunity Considers perspectives different from his/her own Explores resources (e.g. professional libraries, educational journals, books, Internet) Reflects accurately about own behavior, attitudes, performance, impact on others, and makes necessary changes. [Conceptual Framework: Inquiry] Identifies personal strengths and weaknesses Demonstrates deliberate and consistent effort toward improvement Reflects with cooperating teacher/university supervisor/university professor on lesson planning and execution, and/or other classroom activities Makes appropriate changes Seeks and accepts feedback; makes necessary changes. [Conceptual Framework: Inquiry] Asks for and implements suggestions and/or advice from cooperating teacher, liaison/university supervisor and/or U of L faculty Accepts constructive criticism with a positive attitude (without becoming defensive) Exhibits needed changes Projects a professional image in dress and behavior. [Conceptual Framework: Action] Maintains professional appearance for an adult teaching in school Follows safety policy and procedural rules of the school Represents the school professionally during school hours, during school events and in the wider community Demonstrates ethical behavior towards teaching and the teaching profession Demonstrates standard English in oral and written communication
student-teaching-handbook.docx