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Professional Year Activities Field Guide
School/University Collaboration
Stay updated on Boise State University’s coronavirus
response and policy guidelines:
https://www.boisestate.edu/coronavirus-responsePROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
Table of Contents
Teacher Candidate Checklist of Requirements 3
Professional Year Activities 4
Activity 1: Expectations Continuum 4
Activity 2: Inquiry Project 4
Activity 3: Lesson Planning 8
Activity 4: Supervision Team Observation and Conferences 8
Activity 5: Video and Video Reflection 9
Activity 6: Professional Year Assessment 10
Activity 7: Reflection on Professional and Ethical Practice 11
Activity 8: Standard Performance Assessment for Teachers (S-PAT) 12
Appendix A: Expectations Continuum 14
Appendix B: Standard Reflection Rubric 16
Appendix C: Idaho Teacher Candidate Evaluation 17
Appendix D: Individual Professional Learning Plan 36
Candidate’s Professional Action Plan 36
Appendix E: Reflection on Professional and Ethical Practice 36
Assessment Rubric: 36
Working with Parents 38
Working with Colleagues 39
Working with/in the Community 40
Professional Development 41
Professional Leadership 42
Appendix F: Boise State Lesson Plan Template 36
Appendix G: Formative Observation Form 1
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2020-2021 Field GuidePROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
Teacher Candidate Checklist of Requirements
Culminating in Standard Performance Assessment for Teachers (S-PAT)
INTERNS/SEMESTER ONE
• Activity 1: Expectations Continuum
• Activity 2: Culminating Inquiry Project
• Activity 3: Lesson Planning
• Activity 4: Formative Observation Cycles
• Activity 5: Video Recording and Reflection
o Video Reflection 1
• Activity 6: Professional Year Assessment (midterm and end of term) and Individual
Professional Learning Plan (end of term).
• Activity 7: Reflection on Professional and Ethical Practice
STUDENT TEACHERS/SEMESTER TWO
• Activity 1: Expectations Continuum (if applicable)
• Activity 3: Lesson Planning
• Activity 4: Formative Observation Cycles
• Activity 5: Video Recording and Reflection
o Video reflection 2
o Video reflection 3
• Activity 6: Professional Year Assessment (midterm and end of term) and Individual
Professional Learning Plan (end of term).
• Activity 7: Reflection on Professional and Ethical Practice
• Activity 8: Standard Performance Assessment for Teachers (S-PAT)*
o Unit Plan
o Assessment Analysis
o Concluding Reflection
*See Professional Year S-PAT Handbook for S-PAT procedures, templates, and rubrics.
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Professional Year Activities
See Checklist of Requirements above
Activity 1: Expectations Continuum
The purpose of this activity is to provide a foundation for the mentor teacher-teacher candidate
relationship. This relationship is critical to the success of a collaborative approach to the
Professional Year. This is a requirement for interns and any student teacher who is with a new
mentor.
Idaho Core Teacher Standards/Danielson Domains Addressed: Standards 9 & 10; Domain 4
Objectives: To foster candidate-mentor teacher communication regarding expectations for the
Professional Year experience.
Instructions:
1. Complete the Expectations Continuum form. Candidate groups will debrief this experience
together. [See APPENDIX A].
2. Have your mentor teacher complete the Internship Expectations form independently.
3. Set up a time to jointly discuss expectations for the semester with your mentor teacher(s).
Take notes and make decisions for roles in the classroom based on individual expectations.
4. Be prepared to share this with your liaison
Assessment: Assessment will be based on participation in activity and reflective participation in
seminar discussions.
Activity 2: Inquiry Project
The purpose of this assignment is to provide opportunities for candidates to investigate community,
school, and classroom contexts. You will engage in inquiry related to a question or problem of
practice that you develop. In order to do so, you will take into account your perspectives, your
context, what research has to say about this issue, and data that you collect to try and further your
understanding of the issue. Because of the multiple layers involved in inquiry, there are multiple
components to this research-based activity.
Idaho Core Teacher Standards/Danielson Domains Addressed: Standards 1-10, depending on
the issue; Domains 1, 2
Instructions (liaisons will tailor how and when these each section is to be completed):
PART I: Educational Context
Teaching and learning occur in complex social settings. Analysis of these contexts is a necessary part
of teaching. This context assignment will also lend itself the S-PAT context section and implications
to inform planning, instruction, and reflection.
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Objectives:
1. To describe and understand the following contexts and any effects on teaching/learning
a. Community in which the school is set
b. School context and climate
c. Classroom context
d. Implications of context on teaching decisions
2. To become acquainted with mentor teacher and various staff members whom you may not work
directly with so that you are able to understand their roles within the school and how they contribute
to the school learning.
1) Community Context
1) Using various sources such as district/school websites, driving through the community, talking
with school personnel, describe the community in which the school is situated. Is it primarily
residential? Business? What resources are in close proximity (e.g., public library, museums, police
station, fire station, boys and girls club, etc.)? What are the demographics of the school
attendance area? Include SES. What resources could you take advantage of?
2) Explain how you feel the community context will affect you and your practice as a teacher.
2) School Context
1) Adults in the School (respond to the questions below)
“Shadow” and/or interview a professional in the building other than a traditional
classroom teacher (PE teacher, custodian, paraprofessional, ELL teacher, nurse, etc.)
What roles does this person play and how do these roles affect others?
2) Physical Spaces
Walk through your school site’s hallways using your five senses. Take notes of aspects
such as cleanliness; plants and artwork; bulletin boards – including character or academic
focus, for example, and if student work is displayed; classroom doors being open or
closed; sounds coming from various classrooms; classroom arrangements when
noticeable from hallway; entryway signs; the office as a “first impression” of the
building; and “people presence” in hallways – adults? students – alone, in small groups?
Describe your impressions.
3) Students in the School:
Consider class sizes at each grade level, student-teacher ratios, attrition, and turnover.
4) Programs
What resources and programs are available to parents, children, and teachers?
5) School philosophy
What is the philosophy of teaching and learning of this school? What is the mission statement of
the school?
3) Classroom context (Create a brief report on your classroom context by gathering the data listed below.)
1) Students’ demographics
Investigate the Race/ethnicities, languages, and cultures represented among your students, i.e.
with your mentor teacher, discuss English language development levels of ELLs and diverse
learning needs of students with disabilities.
2) Anecdotal Records
Make a seating chart of your students the first week. Keep anecdotal records on each student in
one class period with data gathered during observations of classroom interactions. These sort of
notes may have been helpful in selecting focus students for your final S-PAT artifacts.
3) Mentor Teacher Practices/decisions (Interview/observe mentor to answer these questions):
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What is the philosophy of teaching/learning held by your mentor teacher and how is it enacted?
How does the mentor teacher plan, assess, use standards, make decisions, manage the classroom,
etc?
4) Narrative description of implications of the community, school and classroom context on
teaching decisions.
PART II: Inquiry into a Problem of Practice
One of the goals during the professional year is to develop an inquiry stance. One of the ways you
do this is to develop a question of your own, based on your experiences, and investigate this
question closely.
Objectives:
1. To use literature and data to help better understand a question that you have about practice.
2. To inform the field by communicating what you learned and how it may assist you and others in
serving P-12 student needs.
1) Identify a Problem of Practice
5) With your mentor(s), identify a “problem of practice” – what is a problem you have come into
contact with in the classroom? Think about something within your context that you want to
understand better, that concerns you, that you are curious about. Use any written reflection you
have done as a starting point and consult with your mentor teacher and peers, as they may have
some ideas.
6) Formulate a question based on this. Your question should be a “how” or “why” question that is
open ended and cannot be answered with a “yes” or a “no”.
2) Research
● Read several journal articles related to your question. Before drawing conclusions about your topic,
it is necessary for you to find out what has already been written about it. There are a number of
professional journals published for the practicing teacher (e.g., The Reading Teacher, Teaching K-8,
Instructor Magazine, AIMS Magazine, Educational Leadership, Journal of Research in Childhood Education,
etc.)
● Develop a plan of action to address the question within your context and collect further data. This
plan should include specific methodology and a timeline.
3) Implementation
● Implement your plan and collect data to further your understanding of this topic in your setting.
● How will you demonstrate whether or not your goal has been met? What information/data will you
collect that will demonstrate this? This information will help you make sense of the topic you have
chosen to explore. Data will come in different forms, and in part, will be determined by the focus of
your inquiry. Possible information sources include:
o Field notes from your classroom/school/inquiry context
o Selected transcript of teacher/personnel interview
o Professional articles
o Collection of artifacts (e.g., curriculum guide/handouts/classroom policies/assignment
sheets/student work/ etc.)
o Selected transcript from student interview or observation of a student
● Consider your own self. As you explore your topic, it is necessary to also appreciate the particular
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lens through which you view this educational situation. How does your history, school experiences,
ethnicity, gender and other positions affect how you look and how you see the world? What are your
biases and values when it comes to teaching and learning?
4) Report
● Summarize; share what you learned from your research and how it can help you and others.
● Consider your data. Begin to make some conclusions. What did you learn? What are the major
themes that emerge from your project?
● Write an “inquiry brief” outlining your findings and be prepared to publicly share key insights at an
Inquiry Roundtable Session at the end of the semester.
● Examples of teacher inquiry projects may be found online through PennState College of Education.
Activity 3: Lesson Planning
Lesson planning is a central skill of teaching. This activity provides opportunities for candidates to
deepen understandings and skills of appropriate lesson planning. Candidates will have opportunity
to see the connections between planning and instruction.
Idaho Core Teacher Standards/Danielson Domains Addressed Standards 1, 2, 3, 4, 5, 6, 7, 8,
10;
Domains 1, 2, 3, 4
Objectives: By mid-semester candidates will write a lesson plan at least once weekly that they will
implement in the classroom. The transition to co-planning should be well-established by mid-
semester. Lesson plans can be written for either small group or whole class.
Instructions: Follow liaison and Danielson Domain 1 guidelines for planning and preparation.
Refer to S- PAT requirements for lesson design. Engage in formal reflections (written and verbal) on
lesson plan implementation. You may also include lesson planning reflection in your Reflection on
Professional and Ethical Practice, Video Reflection, Inquiry Project, and Individualized Professional
Learning Plan.
Please use the lesson plan template found in Appendix F.
Assessment: Assessment will vary per liaison. Ongoing assessment can be done using Danielson
Framework and final assessment will be done in S-PAT and on the Professional Year Assessment
Domain 1.
Activity 4: Formative Observation Cycles
Next to the actual experience of working with students in a school setting, interactive feedback from
experienced teachers is one of the most important activities in the candidate’s Professional Year.
The purposes of these formative observation cycles are to collectively discuss issues of teacher
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practice, provide support and formative assessment for the candidate, and set goals for future
practice.
Interns* and Student teachers need at least four formative observations entered into Taskstream each
semester. At the midterm and end of the semester, Interns* and Student Teachers will also engage in
evaluative conferences where they self-assess and are assessed by their mentor teacher and liaison(s)
according to the 22 components of the Framework. If candidates are in TWO eight-week
placements, there would be two formative observation cycles with written feedback and reflection
and one summative evaluation in each placement for a total of SIX feedback cycles entered into
Taskstream over the course of one semester.
*Dual ESP candidates, please refer to your University Liaison for expectations.
Idaho Core Teacher Standards/Danielson Domains Addressed: Standards 1 – 10; Domains 1
–4
Objectives:
1. Interns will demonstrate they are developing the knowledge, skills, and dispositions
required to advance into student teaching. Student teachers will demonstrate they are
developing the knowledge, skills, and dispositions required for a novice teacher. All
candidates will demonstrate abilities to reflect on lessons and receive feedback from
others.
2. Candidates will teach a lesson they have planned while the mentor teacher and liaison(s)
observe the lesson.
3. Candidates will debrief the observation feedback and identify strengths and areas for
refinement.
Instructions: The candidate is responsible for setting up the observation and debriefing times.
● Pre-Observation
The candidate will write a lesson plan and share it with the university liaison(s) and mentor teacher
for feedback prior to teaching.
● Teaching
The candidate will teach the lesson with the university liaison(s) and/or mentor teacher observing.
● Post Conference
The candidate will meet with the liaison(s) and/or the mentor teacher to discuss the lesson feedback
as a means to discuss goals and guide future growth. Learner-focused discussion should focus on and
be framed within the Danielson Framework.
Assessment: Candidates may or may not evidence all areas of Idaho Core Teacher Standards in
individual lesson observations. However, the post-conference is an excellent space for discussing
areas for growth and celebration connected to any one of the 10 standards and 4 domains in the
Danielson Framework. Please use the Boise State Observation Form (APPENDIX G) for discussing the
lesson, as well as for formative assessment purposes. The formative observation cycle data will be
entered into Taskstream by the liaison(s).
Activity 5: Video and Video Reflection
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Reflection is a process, both individual and collaborative, which begins with uncertainty. It involves
identifying questions and key elements of a matter that has emerged as significant, then taking one’s
thoughts into dialogue with oneself and with others. One evaluates insights gained from that process
with reference to: 1) additional perspectives, 2) one’s own values and beliefs, and 3) the larger
context within which the questions are raised. Through reflection, one reaches newfound clarity, on
which one may base changes in action or disposition. One of the most powerful learning tools for
educators is to observe oneself teach and engage in reflective analysis. Toward that end, candidates
will be required to set a goal for their instruction, video record at least one instructional moment,
and write a reflection based on their original goal. Candidates will be required to engage this process
twice – once as a part of the –SPAT. Liaisons will schedule seminars dedicated to collegial sharing
of video observation and goal setting.
Idaho Core Teacher Standards/Danielson Domains Addressed: Standards 1 – 10; Domains 1
–4
(depending on the issue addressed in the reflection, different standards/domains may be addressed)
Objectives:
1. Candidates will cultivate the capacity for reflection and gain new insights into their
professional practice. They will learn to share experiences and wonderings about them
through “self-talk” as well as in community.
2. Candidates will develop reflective skills as a professional educator.
3. Candidates will learn to become more self-aware and participate in a community of
practice.
4. Candidates will observe a video recording of their teaching and reflect on a pre-
determined specific aspect of that instructional moment based on their original goal for
instruction.
Procedures: Candidates are to video themselves working with students (small or large group), for a
minimum of 15 minutes. Candidates are then to review the video with an identified focus
(connected to professional learning goal and Core Standards/Danielson Framework) and write a
reflection guided by the Standard Reflection Rubric (Appendix B). Candidates will engage in at least one
seminar in which they share their video and reflection with peers and engage in collegial
study/professional growth with support of liaison.
Assessment: Due date varies per liaison: submit written reflections as liaison specifies and with
analysis connected to the Standard Reflection Rubric (Appendix B). Evidence of deep reflection and
new understandings based on reflection with self and in a community will be assessed according to
the Standard Reflection Rubric (Appendix B).
Activity 6: Professional Year Assessment
Constructive, formative, and summative feedback is an integral aspect of the Professional Year
experience. Candidates will self-assess according to the Professional Year Assessment at the midterm and
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end of semester. Mentor teacher(s) and university liaisons will also complete the Professional Year
Assessment (APPENDIX C) at the midterm and end of term. Utilizing the results of these
assessments and the dialogue that ensues, candidates will fill out the IPLP (APPENDIX D) to set
goals. The Professional Year Assessment (APPENDIX C) form will be completed in Taskstream, at the
midterm and end of each semester, while the IPLP (APPENDIX D) will be completed in
Taskstream at the end of term.
Idaho Core Teacher Standards/Danielson Domains Addressed: Standards 1-10; Domains 1-4
Objectives:
1. Candidates will gain valuable insights into professional practice through their self-assessment.
Candidates, mentor teachers, and university liaison(s) will document progress and candidate
performance.
2. Candidates will set goals for future practice based on collegial conversations connected to the
Professional Year Assessment using the IPLP.
Procedures:
Twice a semester, at the mid-term and end:
1. Candidates will self-assess with the PYA.
2. Candidates will meet with mentor teacher(s) and university liaison(s) to discuss
progress/performance and set goals.
3. At midterm and the end of the semester/field experience, mentor teacher(s) and
university liaison(s) will submit the Professional Year Assessment (APPENDIX C) to
Taskstream.
4. At end of term:
1. Candidates will meet with mentor teacher(s) and university liaison(s) to discuss
progress/performance and set goals using the IPLP form (APPENDIX D).
2. Candidates will submit the completed IPLP form in Taskstream.
Activity 7: Reflection on Professional and Ethical Practice
Candidates should always be looking for ways to get involved in the school beyond their classroom.
The Idaho Core Teacher Standards describe the ways professional educators engage in professional
learning and ethical practice and seek out leadership opportunities and collaboration in purposeful
and responsive ways to impact student learning (Standards 9 and 10). Examples of such professional
activity outside of the classroom include, but are not limited to: professional development,
Professional Learning Communities participation, family/teacher conferences, email and face to face
conversations with family members, workshops, IEP meetings, field trips, school events, home
visits.
Idaho Core Teacher Standards/Danielson Domains addressed: Standards 9, 10; Domain 4
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Objectives:
1. To demonstrate an understanding of the multiple ways in which a teacher demonstrates
professionalism.
2. To get involved in the school community beyond the immediate responsibilities in the
classroom.
Procedures:
During both the internship and student teaching semester, candidates should keep track of their
professional activities in each of the following focus areas:
● Working with Families
● Working with Colleagues
● Working with/in the Community
● Professional Development
● Professional Leadership
For each area of focus, candidates should identify an activity that demonstrates their proficiency in
Idaho Core Teacher Standards 9 and 10. Using the format found in APPENDIX E for each activity,
candidates should
1) Identify the area of focus and standard for which the activity serves as evidence.
2) Describe the activity including the candidate’s role and the context of the activity.
3) Provide a written reflective rationale which makes clear the connection between activity,
standard, and student learning, as well as what the candidate has learned from this activity
and what new questions the candidate has because of their participation in this activity.
4) Submit the above to Taskstream at the end of your student teaching semester. Be sure
that activities from both semesters of the professional year are represented.
In all professional activity within and outside of the classroom, it is expected that candidates uphold
the Code of Ethics for Idaho Professional Educators. Written submissions will be evaluated for adherence
to this code.
Activity 8: Standard Performance Assessment for Teachers (S-PAT)
Idaho Core Teacher Standards/Danielson Domains Addressed: Standards 1 – 10, Domains 1
–4
Standard Performance Assessment of Teaching (S-PAT) Description:
The Standard Performance Assessment of Teaching (S-PAT) is the performance assessment teacher
candidates complete upon exit from the program which includes Part 1 Unit Plan (planning), Part 2
Assessment Analysis (assessment) and Part 3 Concluding Reflection (reflection). The three parts of
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the S-PAT align with the Boise State College of Education’s Instructional Model which reflects a
commitment to taking an inquiry stance to teaching and learning.
Part 1 Unit Plan
Teacher candidates develop and implement a unit of study that includes differentiated instruction to
support learning outcomes for diverse learners. Candidates plan for whole class learning, as well as
select three students with diverse learning needs for case studies.
Part 2 Assessment Analysis
Teacher candidates then analyze the impact of their instruction through whole class and individual
student learning outcomes and student work samples.
Part 3 Concluding Reflection
Teacher candidates reflect on their own practice and student data, and create goals for improving
instruction. The reflection is centered around three areas focus on students, inquiry and inform.
These three areas are connected to the S-PAT process of planning, teaching, assessing and
interpreting student learning.
See Professional Year S-PAT Handbook for procedures, templates, and rubrics.
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PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
Appendix A: Expectations Continuum
Directions. Circle your level of agreement or disagreement for each statement.
OBSERVATIONS
1. Candidate is to observe mentor teacher several times at several different levels of instruction and
discuss teaching expectations and student outcomes before taking over any lessons
Strongly Disagree Somewha Somewh Agree Strongl
Disagree t Disagree at Agree y Agree
2. Candidate is to observe mentor teacher’s classroom management and specific strategies used with
specific students and use the knowledge gained to guide the candidate’s classroom management
used in this classroom.
Strongly Disagree Somewha Somewh Agree Strongl
Disagree t Disagree at Agree y Agree
PLANNING
3. The candidate and mentor teacher plan together every day.
Strongly Disagree Somewha Somewh Agree Strongl
Disagree t Disagree at Agree y Agree
4. The mentor teacher reviews all lesson plans written by the candidate and provides written
feedback on how the plan can be improved. The candidate only teaches lessons that have been
reviewed and approved by the mentor teacher.
Strongly Disagree Somewha Somewh Agree Strongl
Disagree t Disagree at Agree y Agree
5. The mentor teacher provides all curriculum, objectives, teaching materials, activities, and
instructional materials for the candidate
Strongly Disagree Somewha Somewh Agree Strongl
Disagree t Disagree at Agree y Agree
CLASSROOM MANAGEMENT
6. The mentor teacher is the only individual who should discipline students in the classroom. The
candidate is to refer all discipline problems to the mentor teacher.
Strongly Disagree Somewha Somewh Agree Strongl
Disagree t Disagree at Agree y Agree
7. The candidate’s classroom management style and strategies are to always be exactly the same as
the mentor teacher’s discipline and management.
Strongly Disagree Somewha Somewh Agree Strongl
Disagree t Disagree at Agree y Agree
INSTRUCTION
8. The mentor should never interrupt a lesson being taught by the candidatePROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
Strongly Disagree Somewha Somewh Agree Strongly
Disagree t Disagree at Agree Agree
9. The candidate should never interrupt a lesson being taught by the mentor teacher.
Strongly Disagree Somewha Somewh Agree Strongl
Disagree t Disagree at Agree y Agree
PAPERWORK
10. The candidate is responsible for grading all student work regardless of who taught the
lesson.
Strongly Disagree Somewha Somewh Agree Strongl
Disagree t Disagree at Agree y Agree
INSTRUCTIONAL CONFERENCES
11. The mentor teacher observes the candidate every time he/she teaches and provides the
candidate with written formative feedback.
Strongly Disagree Somewha Somewh Agree Strongl
Disagree t Disagree at Agree y Agree
SCHOOL DUTIES
12. The candidate participates in all school duties (lunch, recess, hall, bus, etc.) of the mentor
teacher and any other teacher when asked.
Strongly Disagree Somewha Somewh Agree Strongl
Disagree t Disagree at Agree y Agree
PROFESSIONAL BEHAVIOR
13. The candidate keeps the same hours as the mentor teacher. This not only includes the
required teacher day, but additional hours before and after school.
Strongly Disagree Somewha Somewh Agree Strongly
Disagree t Disagree at Agree Agree
14. The candidate attends all professional meetings with the mentor teacher including team,
grade level, faculty, in-service, and conferences.
Strongly Disagree Somewha Somewh Agree Strongly
Disagree t Disagree at Agree Agree
15. The mentor teacher will introduce the candidate as a teacher candidate rather than a student.
Strongly Disagree Somewha Somewh Agree Strongly
Disagree t Disagree at Agree Agree
16. It is O.K. for the candidate to dress casually, because s/he is not the “real” teacher
Strongly Disagree Somewha Somewh Agree Strongly
Disagree t Disagree at Agree Agree
Note: As you complete your discussion of these expectations, be sure to add any other issues or concerns not addressed
in these exercises.
Davis, D. (2004, March). Developing effective mentors and interns. Workshop presented at the Professional
Development School National Conference, Towson, MD.PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
Appendix B: Standard Reflection Rubric
Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient
Focus is on concerns of self or purely Focus is on specific teaching tasks, but does Focus is on the stude
descriptive in nature. Little to no focus on not consider connections between teaching assessment to interpr
the learning of students. Primary concerns issues. Some basic connection is made to ways students are lea
may include: control of students, time, and student learning. Use of assessment to mark them. Special conside
workload, gaining recognition for personal success or failure without evaluating specific students with specific
success, avoiding blame for failure. qualities of student learning for formative individual needs.
purposes. Little or no reflection on
adjustments to future instruction based on
student learning needs.
Questions about personal change are not Questions are asked by oneself about specific Situated questions lea
asked. Questions about student learning are situations. Frustrations are implied based on Questions are asked
not asked. Often, not acknowledging unexpected results, exciting results, or the consideration of new
problems or blaming problems on others, complexity of the issue. Stops asking questions perspective of studen
limited time, or resources. Analysis is after initial problem is addressed. Does not
limited to critique of others, tends to be expand on situation's effect on individual
generalized. student learning.
Analysis of practice and perspective based Personally responds to a situation, but does Provides a connectio
only on personal response. Analysis is not use the situation to inform practice and/or of practice in order t
treated as a task, but with little distance perspective. Only broad application to about teaching, learn
between self and the situation. Incorrect adjustment of instruction to address future improvement of prac
conclusions are drawn about the lesson's student learning needs. examples provided o
effectiveness. Little to no reflection on instruction to addres
adjusting practice to address student learning needs.
learning needs.
Standards Addressed: Danielson 4a: Reflection on Teaching; Idaho Core 9: Professional Commitment and Responsibility (9.2, 9.3)
Pedagogical Knowledge (1.1); 2: Clinical Partnerships and Practice (2.3)PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
Appendix C: Idaho Teacher Candidate Evaluation
(Based on the Danielson Professional Framework for Teaching)
Teacher Candidate Click here to enter text. Term/Year Click here to enter text.
Institution Click here to enter text.
In order to be recommended for teacher certification, teacher candidates must score a level two or
above in all components of each domain.
* Level four is indicative of an experienced master teacher and is not an appropriate score for novice
teacher candidates.
Planning and Preparation
(Correlated to Idaho Core Teacher Standards 1, 2, and 7)
Strengths Domain 1 1 2 3 4* Growt
A. Demonstrating knowledge of
☐ ☐ ☐ NA
content and pedagogy
B. Demonstrating knowledge of
☐ ☐ ☐ NA
students
C. Setting instructional outcomes ☐ ☐ ☐ NA
D. Demonstrating knowledge of
☐ ☐ ☐ NA
resources
E. Designing coherent instruction ☐ ☐ ☐ NA
F. Designing student assessments ☐ ☐ ☐ NA
The Classroom Environment
(Correlated to Idaho Core Teacher Standard 5)
Strengths Domain 2 1 2 3 4* Growt
A. Creating an environment of
☐ ☐ ☐ NA
respect and rapport
B. Establishing a culture for
☐ ☐ ☐ NA
learning
C. Managing classroom procedures ☐ ☐ ☐ NA
D. Managing student behavior
☐ ☐ ☐ NA
E. Organizing Physical Space
☐ ☐ ☐ NA
Instruction and Assessment
(Correlated to Idaho Core Teacher Standards 3, 4, 6, and 8)PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
Strengths Domain 3 1 2 3 4* Growt
A. Communicating with students ☐ ☐ ☐ NA
B. Using questioning and
discussion techniques ☐ ☐ ☐ NA
C. Engaging students in learning
☐ ☐ ☐ NA
D. Using Assessment in Instruction
☐ ☐ ☐ NA
E. Demonstrating flexibility and
☐ ☐ ☐ NA
responsiveness
Professional Responsibilities
(Correlated to Idaho Core Teacher Standard 9 and 10)
Strengths Domain 4 1 2 3 4* Growt
A. Reflecting on teaching ☐ ☐ ☐ NA
B. Maintaining accurate records ☐ ☐ ☐ NA
C. Communicating with families ☐ ☐ ☐ NA
D. Participating in the professional
☐ ☐ ☐ NA
community
E. Growing and developing
☐ ☐ ☐ NA
professionally
F. Showing professionalism
☐ ☐ ☐ NA
(Signatures indicate that information has been discussed with all parties unless comments indicate
otherwise)
_____________________________________________________________ ________________
Teacher Candidate’s Signature Date
_____________________________________________________________ _________________
Mentor Teacher’s Signature Date
_____________________________________________________________ _________________
University Supervisor’s Signature DatePROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
Appendix D: Individual Professional Learning Plan
Candidate’s Professional Action Plan
Candidate Name: Date: University:
Domain Two Goal (2a – 2d): Identify Component______
Action Steps/Activities Resources Evidence
(Specific Teacher or specialist Professional Activities that are (Principal, Staff, (How will you know if this (Timef
part of this plan.) PD or Materials) goal has been Steps/
accomplished) C
Domain Three Goal (3a – 3c): Identify Component_____
Action Steps/Activities Resources Evidence
(Specific Teacher or specialist Professional Activities that are (Principal, Staff, (How will you know if this (Timef
part of this plan.) PD or Materials) goal has been Steps/
accomplished) C
Third Goal: Identify Component_____
Action Steps/Activities Resources Evidence
(Specific Teacher or specialist Professional Activities that are (Principal, Staff, (How will you know if this (Timef
part of this plan.) PD or Materials) goal has been Steps/
accomplished) CPROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
I have reviewed the above Professional Action Plan:
Candidate’s Signature: Date:
University Representative: Date:PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
Appendix E: Reflection on Professional and Ethical Practice
Assessment Rubric:
Unsatisfactory - 1 Basic - 2 Proficient - 3
Focus Focus is on concerns Focus is on specific Focus is on the
of self or purely teaching tasks, but students. Use of
(What is the focus of descriptive in nature. does not consider assessment to
concerns about Little to no focus on connections interpret how or in
practice?) the learning of between teaching what ways students
students. Primary issues. Some basic are learning in order
concerns may connection is made to help them. Special
include: control of to student learning. considerations for
students, time, and Use of assessment struggling students
workload, gaining to mark success or with specific
recognition for failure without attention on
personal success, evaluating specific meeting individual
avoiding blame for qualities of student needs.
failure. learning for
formative purposes.
Little or no
reflection on
adjustments to
future instruction
based on student
learning needs.
Inquiry Questions about Questions are Situated questions
(What is the process of personal change are asked by oneself lead to new
inquiry?) not asked. Questions about specific questions. Questions
about student situations. are asked with open
learning are not Frustrations are consideration of new
asked. Often, not implied based on ideas. Seeks the
acknowledging unexpected results, perspective of
problems or blaming exciting results, or students, peers, and
problems on others, the complexity of others.
limited time, or the issue. Stops
resources. Analysis is asking questions
limited to critique of after initial problem
others, tends to be is addressed. Does
generalized. not expand onPROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
situation's effect on
individual student
learning.
Inform Analysis of practice Personally responds Provides a
and perspective to a situation, but connection to
(How does inquiry based only on does not use the personal inquiry of
inform practice and personal response. situation to inform practice in order to
perspective?) Analysis is treated as practice and/or develop new insights
a task, but with little perspective. Only about teaching,
distance between self broad application learners,
and the situation. to adjustment of perspective, or
Incorrect conclusions instruction to improvement of
are drawn about the address future practice. Specific
lesson's student learning examples provided
effectiveness. Little needs. on the adjustment of
to no reflection on instruction to
adjusting practice to address future
address student student learning
learning needs. needs.
Focus area 1: Connection made Connection made Connection made
● Working with between professional between between professional
experience and professional experience and
families standards is experience and standards is
incomplete and/or standards is comprehensive,
unpersuasive. satisfactory and multifaceted, and
convincing. compelling.
Focus area 2: Connection made Connection made Connection made
● Working with between professional between between professional
experience and professional experience and
Colleagues standards is experience and standards is
incomplete and/or standards is comprehensive,
unpersuasive. satisfactory and multifaceted, and
convincing. compelling.
Focus area 3: Connection made Connection made Connection made
● Working with/in between professional between between professional
experience and professional experience and
the Community standards is experience and standards is
incomplete and/or standards is comprehensive,
unpersuasive. satisfactory and multifaceted, and
convincing. compelling.
Focus area 4: Connection made Connection made Connection made
between professional between between professionalPROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
● Professional experience and professional experience and
Development standards is experience and standards is
incomplete and/or standards is comprehensive,
unpersuasive. satisfactory and multifaceted, and
convincing. compelling.
Focus area 5: Connection made Connection made Connection made
● Professional between professional between between professional
experience and professional experience and
Leadership standards is experience and standards is
incomplete and/or standards is comprehensive,
unpersuasive. satisfactory and multifaceted, and
convincing. compelling.
Alignment to the Code Activities, reflection Activities, reflection
of Ethics for Idaho on activities or on activities or
Professional Educators connections to connections to
standards indicate standards indicate
ideas or actions alignment to the
misaligned to the Code of Ethics.
Code of Ethics.
Working with Parents
Working with
Parents
Alignment with
Professional
and/or Ethical
Standard(s)
-Identify standard
Description of
Practice/Activities
-Describe the
practice aligned
with standard
Reflection on
Practice
Connected to
Standard(s)
-Reflect on the
connections
between practice
and standardPROFESSIONAL YEAR ACTIVITIES FIELD GUIDE Working with Parents Alignment with Professional and/or Ethical Standard(s) -Identify standard Description of Practice/Activities -Describe the practice aligned with standard Reflection on Practice Connected to Standard(s) -Reflect on the connections between practice and standard Working with Colleagues Working with Colleagues Alignment with Professional and/or Ethical Standard(s) -Identify standard Description of Practice/Activities -Describe the practice aligned with standard Reflection on Practice Connected to Standard(s) -Reflect on the connections
PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE between practice and standard Working with Colleagues Alignment with Professional and/or Ethical Standard(s) -Identify standard Description of Practice/Activities -Describe the practice aligned with standard Reflection on Practice Connected to Standard(s) -Reflect on the connections between practice and standard Working with/in the Community Working with/in the Community Alignment with Professional and/or Ethical Standard(s) -Identify standard Description of Practice/Activities -Describe the practice aligned with standard Reflection on Practice Connected to Standard(s)
PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE -Reflect on the connections between practice and standard Working with/in the Community Alignment with Professional and/or Ethical Standard(s) -Identify standard Description of Practice/Activities -Describe the practice aligned with standard Reflection on Practice Connected to Standard(s) -Reflect on the connections between practice and standard Professional Development Professional Development Alignment with Professional and/or Ethical Standard(s) -Identify standard Description of Practice/Activities -Describe the practice aligned with standard Reflection on Practice Connected to Standard(s) -Reflect on the connections
PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE between practice and standard Professional Development Alignment with Professional and/or Ethical Standard(s) -Identify standard Description of Practice/Activities -Describe the practice aligned with standard Reflection on Practice Connected to Standard(s) -Reflect on the connections between practice and standard Professional Leadership Professional Leadership Alignment with Professional and/or Ethical Standard(s) -Identify standard Description of Practice/Activities -Describe the practice aligned with standard Reflection on Practice Connected to Standard(s) -Reflect on the connections
PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE between practice and standard Professional Leadership Alignment with Professional and/or Ethical Standard(s) -Identify standard Description of Practice/Activities -Describe the practice aligned with standard Reflection on Practice Connected to Standard(s) -Reflect on the connections between practice and standard
PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE Appendix F: Boise State Lesson Plan Template Download the most recent version of the “Boise State Lesson Plan Template” at the Teacher Education Resources Website: https://sites.google.com/a/boisestate.edu/bsu-teacher-education/
PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
Appendix G: Formative Observation Form
Boise State Formative Observation Form 2018- 2019
(Observable Components 2&3 of the Danielson Framework for Teaching)
Candidate: Date/Time:
Liaison: School/Classroom:
Formative observations are for the purpose of promoting growth and
development. Scores range from:
Still Developing1.0,1.25, 1.50,1.75 Basic 2.0, 2.25, 2.50, 2.75 Proficient 3.0
The Classroom Environment
(Aligned to Idaho Core Teacher Standard 1,2, 3)
Domain 2 Score Evidence
A. Creating an
environment of respect
and rapport
B. Establishing a
culture for learning
C. Managing
classroom proceduresPROFESSIONAL YEAR ACTIVITIES FIELD GUIDE D. Managing student behavior E. Organizing physical space
PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
Instruction and Assessment
(Aligned to Idaho Core Teacher Standard 1,2, 5, 6,
8)
Domain 3 Score Evidence
A. Communicating with
students
B. Using questioning
and discussion
techniques
C. Engaging students in
learning
D. Using assessment
in instruction
E. Demonstrating
Flexibility and
ResponsivenessPROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
Core Program Practices Observed
Core Practice Observed Examples Evidence
Equity (& cultural (2A) Candidate recognizes what interests an
competence & (2B) Candidate ensures that all students hav
(2C) Candidate ensures that opportunities fo
attending to (2D) Candidate takes into consideration stud
(3A) Candidate finds multiple ways to comm
individual needs)
(3B) Candidate provides scaffolds and supp
(3C) Candidate ensures that students are op
(3D) Candidate uses assessments and criter
Setting high (2A) Candidate sets expectations clearly an
expectations and (2B) Candidate knows there is no easy path
using appropriate (2C) Candidate knows that instructional
time (2D) Candidate supports classroom
and diverse learning norms b (3A) Candidate sets high yet
tools (includes appropriate ex (3B) Candidate uses high-
technology) level questions an (3C) Candidate uses a
variety of activities a (3D) Candidate works
together with student
Student assumption of (2A) Candidate supports students in listenin
responsibility (& (2B) Candidate supports students such that
(2C) Candidate supports students in engagi
student thinking & (2D) Candidate refers to the expectations to
(3A) Candidate provides directions and scaf
discourse practices)
(3B) Candidate supports student contributioPROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
(3C) Candidate implements activities that re
(3D) Candidate supports students' use of as
Knowledge of (2A) Candidate supports students in sharin
disciplinary core (2B) Candidate conveys the value and impo
ideas and practices (2C) Candidate uses classroom materials t
(2D) Candidate anticipates students' behav
(& developmental (3A) Candidate communicates content clea
appropriateness) (3B) Candidate strategically asks questions
(3C) Candidate uses activities that support
(3D) Candidate creates assessments that tr
ISTE Standards Observed
ISTE Standard Y/N Evidence
1. Facilitate and inspire
student learning and
creativity (Use
technology to engage,
support, inspire student
learning and promote
creative thinking?)
2. Design and develop
digital age learning
experiences and
assessments (Use
technology to
differentiate, personalize,
offer choices, and assess?)
3. Model digital age work
and learning (Use a
variety of technological
tools to communicate and
collaborate?)
4. Promote
and model
digital
citizenship
and
responsibilit
y (Teach
ethical,
legal ,and
safe use of
technology?)PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
College and Career Ready Standards Observed
ELA CCSS Shifts Y/N Evidence
Shift 1: Teacher engaged students in building knowledge and
academic language through a balance of content rich,
complex, nonfiction, and literary texts.
Shift 2: Teacher facilitated Student Reading/Writing/
Speaking that is grounded in evidence from the text, across
the curriculum.
Shift 3: Teacher provided opportunities for students to use
digital resources strategically, and to conduct research and
create and present material in oral and written form.
Math CCSS Shifts Y/N Evidence
Shift 1: Teacher engaged students in working deeply on a
focused topic.
Shift 2: Teacher explained or engaged students in activities
focused on why the math works and asked students to talk
about and prove their understanding.
Shift 3: Students were asked to use math in real-world
situations.PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
WIDA: English Language Development Standards Observed
WIDA Supports Y/N Evidence
Instructional supports provided in lesson to
facilitate language development
1. Sensory Supports (Manipulatives, objects, pictures,
physical activity, videos, models, illustrations)
2. Graphic Supports (Charts, Graphic organizers, Tables,
Graphs, Text, Timelines, number lines)
3. Interactive supports (pairs, partners, small groups,
cooperative structures, internet support in native language)
Goal Setting
Feedback EvidencePROFESSIONAL YEAR ACTIVITIES FIELD GUIDE 1. Strengths 2. Opportunities for Growth 3. Previous Goals Describe the progress this candidate has made toward goals set during the last observation. 4. New Goals
PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE Observation Notes:
PROFESSIONAL YEAR ACTIVITIES FIELD GUIDE
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