2. A. Creates an environment The student teacher is unfair in The student teacher attempts to Student teacher to student and In addition to the the treatment of students respond to disrespectful behavior student to student interactions are characteristics of of respect and rapport “proficient,” Interactions with students are with uneven results. The student uniformly respectful. The student the student teacher mostly negative, inappropriate, teacher attempts to make teacher responds to disrespectful demonstrates knowledge and or insensitive to ages, connections with individual behavior among students. The caring about individual students’ cultural backgrounds, and students, but student reactions student teacher makes some lives beyond school. students’ developmental levels. Teacher indicate that the efforts are not connections with individual When necessary, students does not deal with disrespectful successful or are unusual. students correct one another in their behavior. Student teacher to student and conduct toward classmates. student to student interactions are The student response teacher’s generally appropriate but may to a student’s incorrect reflect occasional response respects the student’s inconsistencies, favoritism, or dignity. OR There is no disregard for ages, disrespectful behavior among students’ cultures, and developmental students. needs. NA NO 1 2 3 4 Comments for 2.A.: The student teacher conveys that The student energy for The student teacher indicates the In addition to the 2. B. Establishes a culture for teacher’s learning, keeping in mind the the reasons for work are external the work is neutral. Students importance of learning and the characteristics of “proficient,” or trivializes the learning comply with the student assurance that with hard work, all the student teacher diversity of student learners goals/assignments, and conveys expectations for students can be successful, and demonstrates a genuine passion teacher’s to at least some students that the learning, but they indicated demonstrates a high regard for for the subject. Student don’t work is too challenging. High commitment on their own student abilities. The student questions and comments expectations are reserved for initiative for the work. Many teacher has high expectations for indicate a desire to understand only a few students, students students indicate that they are student effort and students put the content. Students assume NA NO 1 2 3 4 demonstrate little pride in their looking for an easy path. forth effort to complete quality responsibility by initiating work, and class time is devoted work. improvements and revisions. more to socializing. Comments for 2.B.:
2. A. Creates an environment of respect and rapport NA NO 1 2 3 4 The student teacher is unfair in the treatment of students Interactions with students are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Teacher does not deal with disrespectful behavior. The student teacher attempts to respond to disrespectful behavior with uneven results. The student teacher attempts to make connections with individual students, but student reactions indicate that the efforts are not successful or are unusual. Student teacher to student and student to student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ ages, cultures, and developmental needs. Student teacher to student and student to student interactions are uniformly respectful. The student teacher responds to disrespectful behavior among students. The student teacher makes some connections with individual students In addition to the characteristics of “proficient,” the student teacher demonstrates knowledge and caring about individual students’ lives beyond school. When necessary, students correct one another in their conduct toward classmates. The student teacher’s response to a student’s incorrect response respects the student’s dignity. OR There is no disrespectful behavior among students. Comments for 2.A.: 2. B. Establishes a culture for learning, keeping in mind the diversity of student learners NA NO 1 2 3 4 The student teacher conveys that the reasons for work are external or trivializes the learning goals/assignments, and conveys to at least some students that the work is too challenging. High expectations are reserved for only a few students, students demonstrate little pride in their work, and class time is devoted more to socializing. The student teacher’s energy for the work is neutral. Students comply with the student teacher’s expectations for learning, but they don’t indicated commitment on their own initiative for the work. Many students indicate that they are looking for an easy path. The student teacher indicates the importance of learning and the assurance that with hard work, all students can be successful, and demonstrates a high regard for student abilities. The student teacher has high expectations for student effort and students put forth effort to complete quality work. In addition to the characteristics of “proficient,” the student teacher demonstrates a genuine passion for the subject. Student questions and comments indicate a desire to understand the content. Students assume responsibility by initiating improvements and revisions. Comments for 2.B.:
Student%20Teaching%20Handbook%202015-2016%20revised%205%2012.docx