Lincoln Memorial University

Department of Education

Collaborative Partnership Manual

Dr. Mildred T. Headley

Center for Professional Collaboration

Lincoln Memorial University

Cumberland Gap Parkway

Harrogate, Tennessee 37752

423-869-6385

www.lmunet.edu/cpc

2008-2009

CENTER for PROFESSIONAL COLLABORATION MANUAL

 TERESA BICKNELL, Ed.D ~ CHAIR , DEPARTMENT OF EDUCATION

423-869-6266  ~  teresa.bicknell@lmunet.edu

 CONNIE WRIGHT, Ed.S~DIRECTOR of CENTER for PROFESSIONAL COLLABORATION

423-869-6321~  connie.wright@lmunet.edu

 ANTHONY MAXWELL, Ed.D~ASSISTANT DIRECTOR of CENTER for PROFESSIONAL

COLLABORATION   423-869-6257   ~ tony.maxwell@lmunet.edu

SUE ENGLAND~ADMINISTRATIVE ASSISTANT to DIRECTOR of CENTER

for PROFESSIONAL COLLABORATION 423-869-6253  ~  sue.england@lmunet.edu

L.M.U. / CPC FAX~423-869-6455

*FOR CURRENT PROFESSIONAL DEVELOPMENT, SERVICE LEARNING OPPORTUNITES, AND UNIVERSITY PARTNERSHIPS WITH

K-12 SCHOOLS  CALL 423-869-6385 OR GO TO lmunet.edu/cpc

Table of Contents

Center for Professional Collaboration                                              1  

Mission and Purpose Statement                                                        1

Department of Education Mission Statement                                  2

Program Goals                                                                                      3

Center for Professional Collaboration Description                         4

Field Based Schools                                                                             5

Professional Development                                                                  6         

Multicultural Experiences                                                                    7

Professional Development Schools of Partnership                          8

Developmental Guidelines                                                                   9

What is a Partnership?                                                                      11

The Stages of Partnership Development                                        13

Modules of Candidate’s Partnerships                                             14

Suggested four year plan                                                                  15

PDS standards                                                                                    17

Partnership Roles and Responsibilities                                            22

Appendices:

A.      Lesson Plan

B.      Description of Partnership and Student Teachers

C.      Partnership Helping Hands Evaluation

D.      Partnership Academic Assistant Evaluation  

E.   Pre Clinical Practice Evaluation

F.    Field Experience Log Sheet

G.   Background Check

H.   Dispositions Checklist

I.       Student Liability Insurance

J.     Confidentiality Statement

K.  Checklist for Lead Faculty

L.    Checklist for Mentoring Teachers

M. Mentoring Teacher Benefits

N.   Tennessee Standards

O.   Kentucky Standards

P.     Definitions of Terms

Q.    References

a.     Professional Development ~ Inservice – Preservice

b.    Diversity ~ Multi-cultural Education ~ Professional Developments

c.      Field Experiences ~ Professional Development Schools of Partnership

www.lmunet.edu/cpc    sharepoint.lmunet.edu/Undergraduate_Education/

he Department of Education houses the Dr. Mildred T. Headley Center for  Professional Collaboration (CPC).  The CPC is a multidimensional center that has as its purpose fostering individual development through collaborative opportunities and school partnerships, lifelong learning, and multicultural education.  The teacher education candidate is introduced to the CPC in Module I by becoming familiar with requirements regarding participation in multicultural education, preservice professional development, and K-12 Partnerships.  Pre-service teacher candidate will be informed of specific CPC teacher education program requirements while continuing studies in Module II and Module III. 

For example, candidates will participate in current professional development workshops in each program module.  Opportunities will be extended in Module I, II, and III for the pre-service teacher candidate to complete multicultural education requirements by traveling to various metropolitan schools to study school organization, the teaching and learning process with diverse cultures, and to enjoy events, such as Broadway plays, museums, and life in the city.  Pre-service teacher candidate will experience collaboration and application of educational theory with university faculty, classmates, and PK-12 administrators, teachers and candidate in a partnership experience in Module II, III, and IV. Enhanced student teaching experiences have often resulted in an offer of employment at the end of Module IV for many teacher education candidates. 

The CPC is an integral component of the Teacher Education Program that enriches the candidate’s acquisition of knowledge and skill by providing educational experiences that creates excitement and challenge to the pre-service teacher candidate while providing a foundation for current and innovative best teaching practices. Pre-service teacher candidates are encouraged to visit the CPC office in BE 217 and the CPC Resource BE 213.

Lincoln Memorial University

Mission and Purpose

     Lincoln Memorial University is a values based learning community dedicated to providing educational experiences in the liberal arts and professional studies. The University strives to give students a foundation for a more productive life by upholding the principles of Abraham Lincoln’s life: a dedication to individual liberty, responsibility, moral and ethical standards; and a belief in a personal God.

     The University’s curriculum and commitment to quality instruction at every level are based on the beliefs that graduates must be able to communicate clearly and effectively in an era of rapidly and continuously expanding communication technology, must have an appreciable depth of learning in a field of knowledge, must appreciate and understand the various ways by which we come to know ourselves and the world around us, and must be able to exercise informed judgments.

     The University believes that one of the major cornerstones of meaningful existence is service to humanity. By making educational and research opportunities available to students where they live and through various recreational and cultural events open to the community, Lincoln Memorial University seeks to advance life in the Cumberland Gap area and throughout the region.

 Reaffirmed by the Board of Trustees 3 May 2002

 Department of Education Mission Statement

The Department of Undergraduate Education is dedicated to preparing professional educators who:

·         are diverse in teaching and learning strategies and dispositions acquired through rigorous academic studies and partnerships in P-12 schools;

·         are capable of meeting the challenges of an ever-increasing global society;

·         have a knowledge and understanding of moral, social, and political dimensions;

·         have the ability to teach all students;

·         inspire renewal through continued professional development.

-  Approved by the Teacher Education Committee     2008 May

The DOE adheres to the constructivist theory of learning as evidenced throughout the course work and field-based teaching and learning experiences.

                                        Conceptual Framework

Teacher: Integrator of Cognitive, Behavioral,

and Affective Learning

• Domain I is depicted in the steps leading up and into Lincoln’s Memorial.   They form the general studies foundation of the program.
• Infusion Themes permeate the entire program.  The pillars represent knowledge, skills and dispositions stressed by state, national and professional standards.
• Domain II offers intense study in the major area of the program.
• Domain III provides competencies in professional knowledge, skills and dispositions. 
• The Teacher (candidate) emerges from the model empowered with the ability to integrate teaching strategies that appeal to a student’s factual and conceptual needs (cognitive) while developing in him/her the skills (behavioral) and inclination (affective) toward continuous professional renewal.

Department of Education Teacher Education

Program Goals and Performance Expectations

 primary purpose of the Teacher Education Program is to prepare teachers who demonstrate acquisition of appropriate content knowledge, dispositions and pedagogical skills that enable them to be effective and successful in the classroom.  To accomplish this, the program has established the following goals based on Tennessee, NCATE, INTASC, NBPTS, and professional organization’s standards and guidelines for teacher preparation.  Each goal is accompanied by one or more performance expectation that is to be satisfied by each candidate.  The professional Education core course syllabi are directly connected to the strategic goals and performance expectations.  The goals and performance expectations are introduced at the sophomore level in MODULE I and are sequenced throughout MODULE II, MODULE III, and MODULE IV.  Evidence that each pre-service teacher candidate  has achieved/accomplished each goal and performance expectation is housed in the pre-service teacher candidate s Professional Portfolio that begins development in MODULE I and culminates with the Senior Exit Interview in MODULE IV.  The Teacher Education Program’s goals and performance expectations include:

TEACHER EDUCATION GOALS      

Based on INTASC Standards

Knowledge Base

Goal 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Pedagogy

Goal 2: The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

Diverse Learners

Goal 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Curriculum, Instruction, & Assessment

Goal 4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving and performance skills.

Learning Environment

Goal 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Communication

Goal 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Planning

Goal 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Assessment

Goal 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual and social development of the learner.

Reflective Practice

Goal 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Collaboration

Goal 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being

Description

he Department of Education houses the Center for  Professional Collaboration (CPC).  The CPC is a multidimensional center that has as its purpose fostering individual development through collaborative opportunities and school partnerships, lifelong learning, and multicultural Education.  The teacher Education pre-service teacher candidate  is introduced to the CPC in MODULE I by becoming familiar with requirements regarding participation in multicultural Education, professional development, and PK-12 Partnerships.  Pre-service teacher candidate s will be informed of specific CPC Teacher Education Program requirements while continuing studies in MODULE II and MODULE III.  For example, pre-service teacher candidate s participate in professional development workshops in each program MODULE.  Opportunities will be extended in MODULE I, II and III for the pre-service teacher candidate  to complete multicultural education requirements by traveling to various metropolitan schools to study school organization, the teaching and learning process with diverse cultures, and to enjoy events, such as educational museums, and exposure to life in the city. 

Pre-service teacher candidate s will experience collaboration and application of Educational theory with University faculty, classmates, and PK-12 administrators, teachers and pre-service teacher pre-service teacher candidate  s in a partnership experience in MODULE II and III.  On different occasions, partnership experiences have resulted in an offer of employment at the end of MODULE IV for many teacher Education pre-service teacher candidate s.  The CPC is an integral component of the Teacher Education Program that enriches the pre-service teacher candidate ’ acquisition of knowledge, skill, and dispositions by providing Educational experiences that creates excitement and challenges to the pre-service teacher candidate  while providing a foundation for current and innovative best teaching practices.  The CPC is driven by and implements the local, state, national and professional standards in the areas of collaboration, professional development, and multicultural Education.   The CPC is an integral part of assisting the pre-service teacher candidate  in meeting the Department of Education’s eight goals.   Pre-service teacher candidate s are encouraged to visit BE 213, the CPC Resource Center, and the CPC office in BE 217 or for more information consult the CPC Manual.

It is also a vital educational link to the surrounding Appalachian and the world. The Center reflects the need to reflect the theory in the real world of practice. 

The Purpose of the Center for Professional Collaboration is:

§  To provide ongoing professional development for inservice, preservice, and university faculty  

• To promote  student autonomy          
• To offer quality holistic professional development to rural Appalachia
• To offer preservice teachers authentic professional development
• To initiate and establish collaborative educational opportunities
• To promote an awareness of diversities         

The dimensions of the Center for Professional Collaboration are:

1. Professional Development (pg. 6)
2. Field Experiences (pg. 5)
3. Diversity - Multicultural Experiences  (pg. 7)

Professional Development Schools of Partnership(PDS)

1. Bell Central School Center -606-337-3104
2. Bell County High School – 606-337-7061
3. East End Intermediate- 606-248-8840
4. Ellen Myers Elementary-423-869-2172
5. Elydale Elementary-276-445-4439
6. J. Frank White Academy -423-869-6295
7. Pineville Elementary -606-337-3412
8. Springdale Elementary423-626-9142
9. Yellow Creek School  -606-248-1794

Field Based Schools (Non PDS)

1. Bean Station – 865-767-2131
2. Bell County High School – 606-337-7061
3. Big Ridge Elementary – 865-992-8687
4. Campbell County High School- 423-562-8308
5. Cawood Elementary- 606-573-2502
6. Cumberland Elementary- 606-589-2511
7. Evarts Elementary School- 606-837-2386
8. Jacksboro Middle School – 423-562-3773
9. LaFollette Middle School – 423-562-8448
10. Livesay Middle School- 423-869-4663
11. Luttrell Elementary School- 865-992-3441
12. Middlesboro High School – 606-242-8820
13. Middlesboro Middle School- 606-248-8880
14. Midway Elementary – 423-626-3067
15. Powell Valley Elementary – 423-869-4659
16. Rosspoint Elementary- 606-573-4600
17. Rutledge High School – 865-828-5291
18. Rutledge Middle School – 865-828-5530
19. Sharps Chapel Elementary – 865-278-3294
20. Soldiers Memorial Middle School- 423-626-3531
21. Wallins Elementary -606-664-3444
22. Washburn School- 865-497-2557
23. West End Primary- 606-242-8860

…..as related to Lincoln Memorial University Mission Statement

            - individual liberty

            - personal initiative and individual effort

            - unselfish leadership

The university believes that one of the major cornerstones of meaningful existence is service to humanity.

Lincoln Memorial University's curriculum and commitment to teaching are based on the belief that graduates must be able to communicate clearly and effectively.

The university seeks to advance the Cumberland Gap region through community service programs in continuing education, leadership development, recreation, and the fine and performing arts. As an educational, cultural, and recreational center of the region, Lincoln Memorial University is committed to developing and maintaining facilities which are conducive to the development of body, mind, and spirit.

The professional development of educators is a collaborative responsibility shared by the Center for Professional Collaboration, Lincoln Memorial University, educational institutions, and local communities of the Cumberland Gap region of Appalachia. The benefits and expectations as they relate to professional development are:

• achieving goals
• for the attainment of specific knowledge and skills through demonstration,

                        practice, feedback, and reflection                           

• dual mentorship of preservice teachers and inservice teachers in a "coaching" setting
• the transfer of new skills and practices as they relate to the classroom.
• participate in the development and implementation of programs in a variety of educational settings
• integration of recent research based on teaching and learning methods and strategies
• mentorship of interns
• effectively exhibit a commitment to professional growth and engage in ongoing professional development

            - love and respect for fellow people

            - an appreciation for the common people

            The university believes that one of the major cornerstones of meaningful existence is service to humanity. Thus, it is dedicated to making educational opportunities available in central Appalachia to all persons without reference to social status. As an equal opportunity instruction, Lincoln Memorial University serves students without regard to race, national origin, sex, age, or religion.

            Lincoln Memorial University's curriculum and commitment to teaching are based on the belief that graduates must appreciate and understand the various ways by which we come to know ourselves and the world around us, and must be able to exercise informed judgments.

            The university seeks to advance the Cumberland Gap region through community service programs in continuing education, leadership development, recreation, and the fine and performing arts. As an educational, cultural, and recreational center of the region, Lincoln Memorial University is committed to developing and maintaining facilities which are conducive to the development of body, mind, and spirit.

                       The definition of culture used by anthropologists is “culture encompasses the learned behaviors, beliefs, attitudes, values, and ideals that are characteristic of a particular society or population” (Ember and Ember 1990).  Multicultural education is a collaborative responsibility initiated and shared by the Center for Professional Collaboration, LMU, K-12 schools and local communities of the Cumberland Gap Appalachian region.  The Center for Professional Collaboration (CPC) supports the philosophy of the Teacher Education Program’s conceptual framework by developing multicultural field experiences.  The conceptual framework reflects the national curriculum standards as well as NCATE standards for the implementation of multiculturalism and diversity into the professional program of studies.  The CPC collaborates with the Department of Education faculty to provide  diverse field experience that connects the clinical pre-service classroom setting to the real world of diversity.  Multicultural education embraces many different aspects of developing the whole person.

The CPC collaborates with the Teacher Education faculty and processes the integration of the goals of multicultural education.  Pre-service teacher candidate s are required to complete two multicultural field experiences or portfolio pieces before graduation.  The course requirements for all multicultural field experiences are stated on the course syllabi. Documentation will be housed within the CPC and submitted to each faculty member for course documentation as well.

The benefits and expectations as they relate to multicultural education are:

§  educational equity

§  empowerment of students and their caretakers

§  cultural pluralism in society

§  intercultural, interethnic and intergroup understanding and harmony in the classroom, school, and community     

§  students, teachers, support staff, and administrators who think, plan, and work with a multicultural perspective

§  an expanded multicultural, multiethnic knowledge base or students,   

      teachers, administrators, and support staff

• achieving goals.
• preparing teachers to mediate scholarly knowledge in the language and  

      culture of various world culture

• realizing the individual and cultural diversity of both the prospective teachers   and the elementary and secondary school students.
• display tolerance of diversity
• express an appreciation of cultural differences, strengths and weaknesses 

      of self and others

• the diversity of our students,
• the need for intercultural understanding children’s needs for acquiring  

      English as a second language

       Pre-service teacher candidates are exposed to a broad brush of developmental field experiences from Module I throughout Module IV enhanced student teaching. Field experiences are integrated into the coursework as evidenced in course syllabi. There are two types of field experiences: K-12 Professional Development Schools (NCATE, 2008) or K-12 Non -DS schools. PDS’s are designed according to NCATE’s 5 PDS standards. Non-PDS are setting used as needed. Non-PDS are not organized according to NCATE’s 5 PDS standards. PDS organizational have defined roles and responsibilities (explanation on pages 23-29). The PDS roles are:

• Partnership Core Team  (PCT)
• Monitoring and Assessment Team (MAT)
• Lead Faculty (LF)
• Pre-service Teacher Pre-service teacher candidate  (PTC)
• Mentoring Teacher(s) (MT)
• CPC Director and Co-Director
• CPC Administrative Assistant

K-6 Pre-service Teacher Pre-service teacher candidate s are described as:

• O- Observation (Module I)
• HH- Helping Hands a(Module I or II)
• AA – Academic Assistant (Module II)
• PCP – Pre-Clinical Practice (Module III)

    Each semester pre-service teacher candidates are assigned to either a PDS or Non-PDS by the center for Professional Collaboration.   Team pre-service teacher candidates begin their field-based experience by meeting with the school faculty, course instructor and lead university faculty.  Team assignments are made according to the field of study and/or major of the pre service student and the partnership school’s need according to the school improvement plan or other identified school needs. Faculty collaboratively design and communicate the connection of the partnership experience to the university course work. This provides the benefit to grow professionally in areas that may not be otherwise available to them.

     Professional Development Schools of Partnership (PDSP) are institutions created among universities, schools and other organizations including school districts and teacher organizations. They are intended to improve teacher preparation, field experiences, professional development, and to promote self and school renewal through collaboration of the partnering institutions and constituencies. Although partnerships are a complex social invention, attempts at organization improvement and enhance learning are supported. Conceptually, PDS’s are analogous to teaching hospitals in their functions and high leverage position: each has professional preparation and research as its mission; each view this mission in the context of providing quality service to their respective clients; and each sits at the intersection of theory and practice. Similar to teaching hospitals, PDS’s seek to bring the best available knowledge and the best practice to those they serve (Levine, 1999).

     Team assignments are made according to the pre-service teacher candidates field of study and/or major and the PDS need according to the school improvement plan or other identified school needs. Faculty collaboratively design and communicate the connection of the partnership experience to the university course work. These provide carefully constructed field experiences the benefit to grow professionally in areas that may not be otherwise available to them.

       Many pre-service teacher candidates will be able to observe, teach and learn during their junior year, and possibly student teach in the PDS site during their partnership student teaching. Employment of first year intern teachers in PDS should increase due to the PDS experiences.   Also due to PDS experiences, intern teachers have a sustained relationship with the university for professional support and life-long learning opportunities.

      An overarching goal of the PDS site is to provide an environment where education pre-service teacher candidate’s will be able to demonstrate their knowledge and skills in content and pedagogy according to the program’s goals and learner expectations.  PDS experiences are connected to the program modules in selected courses.  University faculty, K-12 faculty, students and often parents, and education pre-service teacher candidate’s work collaboratively identifying and designing the curriculum to be studied and assessment to be implemented during the partnership experience.  

      One main initiative of Lincoln Memorial University’s PDS is to combine resources and work together to improve pre-service teacher candidate successes for K-12 students and to improve the quality pre-service teacher candidates education training at LMU. LMU’s curriculum and commitment to teaching are based on the belief that graduates must have an appreciable depth of learning in a field of knowledge and to be able to demonstrate this knowledge within an authentic school setting.

     The mission of the Professional Development Partnership School is aligned to the Department of Education’s and LMU’s mission and philosophy. The shared belief of the partnership entities is that the preparation of future teachers is the responsibility of the entire profession both schools based personnel and those in higher education. It supports the goals of the most current educational initiatives from accrediting agencies and researchers on the positive effects of earlier involvement of   pre-service teacher candidate’s in a “real world” setting linked to problem solving and action research projects.

            The partnership school is a collaborative responsibility shared by the Center for Professional Collaboration, Lincoln Memorial University’s DOE, educational institutions, and local communities of the Cumberland Gap region of Appalachia. The benefits and expectations as they relate to partnership schools are:

            - achieving goals.

            - integrate course work with clinical and field experiences.

            - modeling is an essential aspect of an effective teacher education program.

            -skilled practicing teachers should be involved in a significant way in a teacher   

             education program

      Pre-service teacher candidates seeking Tennessee licensure will complete the  field experiences   as it relates to program modules.   PDS experiences are planned by a collaborative team in order to provide the most effective and successful experience.  The PDS collaborative team includes:

-  Lincoln Memorial University Director and Co-Director of CPC/ Partnership Schools

-  Monitoring and Assessment Team (MAT) Representation

-  Mentoring Teacher(s) and Administrators

-  Lincoln Memorial University Lead Faculty

-  Lincoln Memorial University Pre-service teacher candidates  

-  Partnership Core Team (PCT) and Chair  

 The Partnership teaching experience provides the  pre-service teacher candidate  with appropriate grade level placements, consisting of (designated per semester) weeks including the following:  observation, teacher assistance, classroom planning and instruction, and related professional development.  Successful completion each semester is a prerequisite to beginning the next module.  Courses requiring  field-based  teaching experiences are not offered for enrollment in summer sessions unless special arrangements are made with the CPC office.

     A sequential plan for partnership teaching allows a gradual induction of the preservice teacher into the authentic classroom.  The pre-service teacher candidate progresses through four modules (observation, participation, and team and solo teaching), respectively.  During this time the mentoring classroom teacher and university lead faculty provide a strong mentorship foundation which guides the pre-service teacher candidate through successful collaborative teaching experiences.

 and we have ignored the collaboration among teachers and between teacher preparation

 programs and administrators.

Collaboration and the forming of partnerships between schools and universities are frequently viewed a primary thrust in any program to improve teacher education and, ultimately, the education of students. Working together toward a common goal requires much planning, commitment, and effort. One of the main obstacles to collaboration is that working toward a shared vision often confronts the conflicting organizational values of both institutions. The university community tends to esteem the scientific; the schools are steeped in practice (Reiman, Head, & Thies-Sprinthall, 1992). As a result, programmatic approaches to teacher education require an extra effort to merge diverse opinions and frames of reference in order to reach agreement on the best of professional practice (Smith). It is important to anticipate the clashes between the theoretical and idealistic notions of the university and the more realistic and practical orientations of the school. Recognition of these pitfalls will result in less discouragement and more of a commitment to a long-term relationship between partners. Partnerships that evolve from the collaborative efforts between universities and schools can be highly rewarding (McIntyre, 1994).

An 8-step process is used to develop and implement the process for designing a professional development partnership school. Depending on the circumstances of the partnership, its goals, and the time and resources available some of the steps are emphasized more than other. On the onset, however, all the steps are used as a guide to develop and implement the 8-step process (Austin and Davies, 1998). The steps are Step 1: Awareness, Step 2: Needs Assessment/Teacher Survey, Step 3: Identifying Potential Resources and Constituencies, Step 4: goals and Objectives, Step 5: program Design, Step 6: Partnership Management, Step 7: Program Implementation and Step 8: Monitoring and Evaluation.

The 8-step conceptualization process for establishing a Professional Development School of Partnership may be applicable to educational partnerships in general. The formation of an education partnership appears to involve a progression through a number of developmental stages (Trubowitz, 1986) that may take up to ten years to achieve institutionalization (Fullan, 1991).

The Stages of Partnership Development- The 8 Step Process

There is no “one way” to implement a school–university partnership.  Partnerships can evolve from both formal and informal efforts.  However, most partnerships go through distinct partnership stages.  Depending on the circumstances of the partnership, its goals, and the time and resources available, we may want to emphasize some steps more than others do.  However, it is important that we think of all the steps at the beginning.  It is a good partnership plan to refer back to as the partnership unfolds over time. 

MODULES OF PRE-SERVICE TEACHER CANDIDATE ’S PARTNERSHIPS AND CLINICAL PRACTICE

The pre-service teacher candidate should be placed in the PDSP according to the student’s level within the Teacher Education Program. Partnership mentoring classroom teachers should be aware of the requirements associated with the levels before pre-service teacher candidate s are placed in the PK-12 classroom setting. The following are the modules of field-based / partnership site experiences connection to coursework:

              Module                 K-6                                   *Secondary

*Depending on major – see advisor

*25 hours = 20 hours of direct interaction with K-12 students and 5 hours of working with the mentoring teacher, going to workshops, staying for information meetings pertinent to the preservice teacher’s role in the classroom.  When EDUC 290 is taken concurrently with other Module I courses (290, 300, 320), the EDUC 290 hours take precedent. If Module I courses EDUC 300 or EDUC 320 are not taken concurrently with EDUC 290 then 25 hours are required for that course.

Observation Students

Each observation pre-service teacher candidates completes 25 hours split among several schools while observing different areas such as technology, students with special needs, early childhood, middle school, etc. The pre-service teacher candidate  usually spends two hours in each school.

Helping Hands Assists the teacher with management and everyday classroom duties

Academic Assistants (Full partnership students): Assists with instructional duties including classroom management and K-12 student assessment. The Academic Assistants may be team or solo teaching.

Pre Clinical Practice: The Senior pre-service teacher candidate  is preparing for the next semester of student teaching. (The Senior may assist with every level of curriculum, instruction, class management, and K-12 student assessment.)

Clinical Practice:  Pre-service teacher candidate is in current semester of Enhanced Student Teaching and is completing all related requirements in the K-12 classroom

Lincoln Memorial University                                                     

Suggested 4-Year Plan

Student_____________________________________           

Student signature_____________________________

Advisor____________________________________                             

Date ______________________________________

Testing required:

ACT (21) or PPST (Reading, Writing & Math) for Admission

^PLT 30522 Principles of Learning & Teaching

^10011 Elementary Education: CIA

^10014 Elementary Education Content Knowledge

^20201 Reading Across the Curriculum

Please visit www.ets.org for updated info on tests and state requirements

Developmental Guidelines

The standards may be used by PDS partnerships at varying stages of development. To

facilitate this, developmental guidelines accompany the standards. They also were

developed on the basis of data collected during the field test. Four stages of development

are identified. The standards apply to all stages of development; what varies is the degree

of commitment, level of expertise, the degree of institutionalization and support, and the

impact the PDS partnership has outside its partnering institutions.

The guidelines are cumulative in structure, e.g., expectations at any given stage include

all expectations for preceding stages of development although the language is not

repeated. The content included for each stage stresses those policies and practices that are

associated with the specific criteria for that stage.

The criteria are as follows:

Beginning Level — Beliefs, verbal commitments, plans, organization and initial

work are consistent with the mission of PDS partnerships. This means that even at

the earliest stage of development PDS partners are committed to the key concepts

of PDS’s and their earliest work addresses how to take initial steps in that

direction.

Developing Level — Partners are pursuing the mission of the PDS partnership

and there is partial institutional support. At the developing stage, partners are

engaged in PDS work in many ways. However, their supporting institutions have

not yet made changes in their policies and practices that would provide evidence

of institutionalization.

At Standard — The mission of the PDS partnership is integrated into the

partnering institutions. PDS work is expected and supported, and it reflects what

is known about the best practices. At this stage partners work together effectively

resulting in positive outcomes for all learners. Partnering institutions have made

changes in policies and practices that reflect what has been learned through PDS

work, and that support PDS participants in meaningful ways.

Leading Level — Advanced PDS work is sustaining and generative, leading to

systematic changes in policy and practice in partner institutions, as well as to

impact on policy at the district, state, and national levels. At this stage of

development, the PDS partnership has reached its potential for leveraging change

outside its boundaries and its supporting institutions, and has an impact in the

broader education community.

How are the Standards Structured?

There are five standards that address the characteristics of PDS’s:

� Learning community

� Accountability and quality assurance

� Collaboration

� Equity and diversity

� Structures, resources and roles.

PDS partners implement these characteristics in unique ways. The five PDS standards are

strongly connected and in many instances they overlap. Consequently, they should be

viewed together as a whole.

STANDARD I: LEARNING COMMUNITY

The PDS is a learning-centered community that supports the integrated learning and

development of P–12 students, pre-service teacher candidates, and PDS partners through inquiry-based practice. PDS partners share a common vision of teaching and learning grounded in

research and practitioner knowledge. They believe that adults and children learn best in

the context of practice. Learning supported by this community results in change and

improvement in individual practice and in the policies and practices of the partnering

institutions.

The PDS partnership includes principal and supporting institutions and individuals. The

principal PDS partners are members of the P–12 schools and professional preparation

programs who agree to collaborate. The supporting PDS partner institutions include the

university, the school district, and the teacher union or professional education

association(s). Arts and sciences faculty, other interested school and university faculty,

family members, community members, and other affiliated schools are important PDS

participants in the extended learning community.

Elements

Support Multiple Learners. The PDS provides an environment that simultaneously

supports the learning of P–12 students, pre-service teacher candidates, faculty, and other professionals in an integrated way. Field experiences and clinical practice in the PDS provide pre-service teacher candidates with opportunities for full immersion in the learning community. As members of the school faculty, with role descriptions appropriate to their levels of skills and knowledge, pre-service teacher candidates share responsibility with PDS partners for the learning of P–12 students. Significant numbers of school faculty participate in pre-service teacher candidate s’ preparation by serving as mentors, co-teachers, and colleagues in study groups, seminars, committees, and other professional, collegial activities. University faculty share their expertise, skills, and knowledge to support school improvement through direct and active participation in the PDS. University and school faculty share responsibility for P–12 student and pre-service teacher candidate  learning using a “whole-team” approach that includes family members. University faculty, school faculty, and pre-service teacher candidates work as a team to support the learning of P–12 students.

Work and Practice are Inquiry-Based and Focused on Learning. Practice in the PDS

and partnering university is inquiry-based and an inquiry orientation weaves together

learning, accountability, and faculty development. Inquiry is used routinely at an individual classroom, departmental, and school-wide level (at school and university) to inform decisions about which approaches to teaching and learning work best.

Develop a Common Shared Professional Vision of Teaching & Learning Grounded

in Research and Practitioner Knowledge. Because PDS partners believe that adults and

children learn best in the context of practice, they develop and implement learning

experiences and assessment processes that allow P–12 students, pre-service teacher candidates, faculty, and other professionals to demonstrate what they know and are able to do.

The learning experiences and assessment processes in the PDS reflect the most current

research and the most advanced wisdom of practitioners.

Serve as Instrument of Change. Inquiry-based practice in the PDS sits at the

intersection of professional education reform and school improvement. Because the

professional preparation program and the school both view the PDS partnership as

integral to their individual purposes, the PDS partnership leverages significant change.

By integrating their expertise and knowledge of practice, PDS partners develop new

approaches for examining and improving the practices of individuals and the policies of

both institutions. Changes in policy and practice contemplated by PDS partner institutions are routinely filtered through the lens of the PDS partnership.

Extended Learning Community. The PDS partnership includes multiple partner

institutions and has established relationships with multiple schools. A process is in place to articulate, understand, and address the professional and cultural differences of the various institutional partners. The PDS participants include arts and sciences faculty, family members, and members of the community.

STANDARD II: ACCOUNTABILITY & QUALITY ASSURANCE

PDS partners are accountable to themselves and to the public for upholding professional

standards for teaching and learning. They define clear criteria at the institutional and

individual levels for participation. PDS partners collaboratively develop assessments,

collect information, and use results to systematically examine their practices and establish

outcome goals for all P–12 students, pre-service teacher candidates, faculty, and other professionals. The PDS partnership demonstrates impact at the local, state, and national level on policies and

practices affecting its work.

Elements

Develop Professional Accountability. PDS partners connect their questions about

learning by P–12 students, pre-service teacher candidate s, faculty, and other professionals to the PDS’s purposes and mission, and to the practices and beliefs of participants.

Through the process of asking and answering questions, partners examine whether and

how much the PDS partnership increases learning for all. A continuous process of

assessment and evaluation based on local, state, and national standards is integrated into

the PDS partnership, resulting in continual refinement of practices and increased

professionalism. They use their analyses to make constructive changes at the individual, institutional, and partnership levels.

Assure Public Accountability. PDS partners provide the public with evidence about

what faculty, pre-service teacher candidates, and P–12 students know and are able to do, and the values and commitments toward which PDS partners and pre-service teacher candidate s are disposed. The PDS partnership develops strategies for engaging families, policy makers, and the

business community in sharing responsibility for the learning of P–12 students, pre-service teacher candidates, faculty, and other professionals.

Set PDS Participation Criteria. The PDS partner institutions are accredited. Both

demonstrate a capacity to use results to improve practice. The open and public process for recruiting and selecting PDS faculty and other professionals reflects the partners’ shared beliefs about the skills and knowledge they value. PDS school faculty are licensed in the fields they teach and supervise. All PDS partners are experienced and recognized for their competence in their field. PDS partners participate in professional development activities to prepare for their new roles.

As professionals, PDS partners develop criteria consistent with state and national

standards for pre-service teacher candidates admission to and completion of the preparation program and make recommendations for pre-service teacher candidate certification based on the standards.

Develop Assessments, Collect Information, and Use Results. PDS partners develop the

capacity to take knowledge-based action by regularly collecting information about the

ways in which individuals’ practices and institutional policies affect the achievement of

K–12 students. The partners revise their teaching and learning approaches by testing new ideas and

questioning current norms and practices as they impact individual K–12 student achievement.

As PDS partners systematically examine results related to how well, how much, and

which K–12 students,  pre-service teacher candidates, faculty, and other professionals are learning, they begin a process of continuous assessment, reflection, and action that results in continuous

improvement of learning for all PDS participants. They use multiple measures and

multiple assessors to evaluate faculty and pre-service teacher candidate  skills, knowledge, and dispositions in relation to national, state, and unit standards.

Engage with the PDS Context. The PDS partnership is engaged in continual dialog with

the school district, community, state, professional education unit, and the

college/university regarding achievement of goals and impact of institutional/community

supports and constraints on PDS work. As the PDS partnership continues to develop appropriate and consistent ways to provide all of its “publics” with evidence that participants are achieving their goals, the PDS partnership regularly examines the supports and constraints provided by the larger

institutions and communities to which the PDS and the university are connected.

The partners explicitly examine the congruence between the work of the PDS partnership

and local, state, and national, education policies.

STANDARD III: COLLABORATION

PDS partners and partner institutions systematically move from independent to

interdependent practice by committing themselves and committing to each other to

engage in joint work focused on implementing the PDS mission. They collaboratively

design roles and structures to support the PDS work and individual and institutional

parity. PDS partners use their shared work to improve outcomes for K–12 students,

pre-service teacher candidate s, faculty, and other professionals. The PDS partnership systematically

recognizes and celebrates their joint work and the contributions of each partner.

Elements

Engage in Joint Work. PDS partners use their shared work to improve outcomes for K–

12 students, pre-service teacher candidates, faculty, and other professionals. Deeper levels of collaboration blur the boundaries between and among partner institutions. Fully integrated decision making for the PDS partnership exists in areas that were formerly the sole domain of one of the partner institutions.

PDS participants invite engagement with and critique from the broader education and

policy communities. Arts and sciences, school, and university faculty together plan for and implement the pre-service teacher candidates curriculum and instruction. PDS partners select and prepare school and university faculty to mentor and supervise pre-service teacher candidate s.  In response to the needs demonstrated by K–12 students, PDS partners collaboratively design staff development initiatives and undertake improvement-oriented inquiries. The PDS partners set standards for participation and learning outcomes together. The PDS partnership involves families.

Design Roles and Structures to Enhance Collaboration and Develop Parity. Norms,

roles, structures, and resource allocations in the PDS partnership reflect the PDS partner

institutions’ commitment to parity. PDS partnership committees include representatives from constituent groups and clearly define the expectations and responsibilities of partner institutions.

The PDS partnership designs structures, including reward structures, to support collaboration among PDS partners, within the partnering institutions, and among the extended learning communities.

Systematically Recognize and Celebrate Joint Work and Contributions of Each

Partner. PDS partner institutions maintain the norm of joint and collaborative work.

Appreciating, valuing, and celebrating PDS work by all members of the partnership is an

important part of the culture and reward structure.

STANDARD IV: DIVERSITY & EQUITY

PDS partners and pre-service teacher candidates develop and demonstrate knowledge, skills, and dispositions resulting in learning for all K–12 students. PDS partners ensure that the policies and

practices of the PDS partner institutions result in equitable learning outcomes for all PDS

participants. PDS partners include diverse participants and diverse learning communities

for PDS work.

Elements

Ensure Equitable Opportunities to Learn. PDS partners and pre-service teacher candidate s systematically analyze data to address the gaps in achievement among racial groups.

PDS partners implement curricula in the university and school programs that reflect

issues of equity and access to knowledge by diverse learners. PDS partners and

pre-service teacher candidates are able to teach from multicultural and global perspectives that draw on the histories, experiences, and diverse cultural backgrounds of all people.

By integrating the aspirations identified by K–12 students and families, PDS partners and

pre-service teacher candidate s increase their capacity to support K–12 students with exceptionalities and those from diverse groups including ethnic, racial, gender, and socioeconomic groups.

Evaluate Policies and Practices to Support Equitable Learning Outcomes. The PDS

partnership implements processes to evaluate the extent to which the PDS partner

institutions provide equitable learning opportunities and outcomes. Partner institutions

evaluate their processes for using results. The PDS partners systematically examine how

their curricula, instructional approaches, and assessment strategies affect outcomes for

diverse K–12 students and pre-service teacher candidate s. PDS partners use multiple and varied assessment approaches to measure learning in the PDS. K–12 students and pre-service teacher candidate s with diverse learning needs show continuing achievement gains. PDS partners engage increasing numbers of families and community members in support of K–12 student learning.

Recruit and Support Diverse Participants. The PDS partner institutions uphold

practices and policies to recruit diverse pre-service teacher candidate s, faculty, and other professionals to engage in PDS work. The PDS partner institutions provide pre-service teacher candidate s with an array of academic, financial, and social support mechanisms to increase their success. Pre-service teacher candidate s and PDS partners develop and demonstrate their capacity to work well with diverse learners and their families at partnership sites. The PDS partnership includes PDS’s or affiliated schools in diverse communities.

STANDARD V: STRUCTURES, RESOURCES, AND ROLES

The PDS partnership uses its authority and resources to articulate its mission and

establish governing structures that support the learning and development of P–12

students, pre-service teacher candidate s, faculty, and other professionals. The partner institutions ensure that structures, programs, and resource decisions support the partnership’s mission. They

create new roles and modify existing roles for K–12 students, pre-service teacher candidate s, faculty, and other professionals, to achieve the PDS mission. The partnership effectively uses

communication for coordination and linkage with the school district, university, and other

constituencies and to inform the public, policy makers, and professional audiences of its work.

Elements

Establish Governance and Support Structures. The PDS partnership is integral to the

operation of both the school and the university; the PDS is used in job descriptions,

course catalogs, integrated into core values, culture and, in general, is “woven into the

fabric” of the partner institutions. A critical mass of participants—both within and across the partner institutions—are engaged in the PDS partnership, including those in leadership and authority positions. The governing council meets regularly and engages a range of faculty, staff, and administrators from partner institutions in systematic oversight of collaborative work. The work, governance, and support structures of the PDS partnership include arts and

sciences faculty, as well as family and community groups.

Ensure Progress Towards Goals. The PDS partner institutions implement a process to

evaluate needs and effectiveness in light of the PDS partnership’s mission.

Create PDS Roles. The PDS partner institutions create and modify existing roles,

moving beyond traditional roles and institutional borders to support the PDS mission.

Partner institutions encourage, develop, and support boundary-spanning roles. The

partner institutions establish job descriptions for roles that include qualifications for

entry, performance criteria, and processes for entry and exit. PDS-related work is woven into the regular job descriptions of PDS partners, and is not an “add-on.” Participants in these new roles are prepared and supported in them through a range of professional development activities. The reward system, including salaries, incentives, promotion, and tenure, at partner institutions reflects the importance of PDS work.

Resources. Partner institutions garner and allocate resources to support PDS work. As

part of their institutional commitment to the PDS partnership, the partner institutions

provide participants with specific resources including time, space, incentives,

professional expertise, leadership, vision, technology, public relations, and access to

community partners to advance the PDS work. PDS partners develop and monitor an annual budget that commits shared resources to the PDS. Adequate resources are available; including budget lines at partner institutions that permit PDS partners to do PDS work during their regular work day.

Use Effective Communication. PDS partner institutions create communication links

with the broader school district and university communities. Partners institutions receive

and exchange information about PDS work plans, resources, and structures.

·       Roles and Responsibilities of Director of Collaborative Experiences for Partnership Site Teaching

·       Roles and Responsibilities of Assistant Director of Collaborative Experiences for Partnership Site Teaching

·       Roles and Responsibilities of School Administrator

·       Roles and Responsibilities of Partnership Core Team

·       Roles and Responsibilities of Monitoring and Assessment Team

·       Roles and Responsibilities of Partnership Mentoring Teacher

·       Roles and Responsibilities of LMU Partnership Lead Faculty

·       Roles and Responsibilities of Pre-service teacher   candidate   

 The role of the Director of Collaborative Experiences for Partnership Site Teaching serves as a liaison to the public schools and is crucial to the success of the student teacher.

The overarching responsibilities of the Director of PDS and Non-PDS Field Experiences are to:

- Coordinate all areas of the PDS with K-12 schools  

-  assist with the need(s) of the partnership site and arrange for pre-service teacher candidates   

   placements with PDS administrators

-  conduct PDS public relations

-  coordinate all partnership meetings, trainings, and events with:

   Lincoln Memorial University Director 

   Partnership School Mentoring Teacher(s)

   Partnership School Principals and Superintendents

   Pre-Service Teacher Candidates

   Monitoring and Assessment Team – MAT 

   Partnership Core Team – PCT

   Lead Faculty

 - collect evaluations and surveys from the Partnership Collaborative Team and/or the MAT

- observe Lincoln Memorial University pre-service teacher candidate upon request of the                                                          

    PCT lead  and / or lead faculty

- organize contracts and assessments of the PDS’s

- coordinate all PDS events, retreats, and training

- mentor and facilitate all roles and responsibilities of the PDS

The role of the Assistant Director of Collaborative Experiences for Partnership Site Teaching serves as a liaison to the public schools and is crucial to the success of the student teacher.

The responsibilities of the Assistant Director of PDS and Non-PDS Field Experiences are:

-  to establish the need(s) of the partnership site and arrange for pre-service teacher candidates 

   placements with  PDS administrators

-  to organize and schedule partnership meetings, trainings, and events with:

   Lincoln Memorial University Director of PDS

   Partnership Core Team, Monitoring and Assessment Team, a

   Partnership School Mentoring Teacher(s)

   Partnership School Principals and Superintendents

   LMU Lead Faculty

   Lincoln Memorial University Pre-Service Teacher Candidates

-  to organize, schedule, and conduct a Lincoln Memorial University Partnership     

   Facilitator(s) workshop regarding observation and evaluation of Lincoln Memorial    

   University Pre-Service Teacher Candidate

- assist with coordinating events, training, and opening event

- assist with self-studies and evaluations

-  collect evaluations and surveys from Partnership Core Team (PCT) and /or Monitoring and

    Assessment Team (MAT)

-  to facilitate all roles and responsibilities of the PDS 

The principal or (designee) of the school where pre-service teacher(s) are assigned have the responsibility of implementing the Collaborative Experiences for Partnership Site Teaching.

-  coordinate the implementation of the partnership with Lincoln Memorial 

   University Directors of Partnership Schools, University Lead Faculty, and Partnership School 

   Mentoring Teacher(s) within the school for placement of Lincoln Memorial University Pre-

   Service Teacher Candidates

-  assist in acclimating Lincoln Memorial University Pre-Service Teacher Candidates to school    

    policies and environment

-  observe Lincoln Memorial University Pre-Service Teacher Candidates periodically, assist   

    Partnership School Mentoring Teacher Candidates, and Lead Faculty by providing feedback or

    input for improvement

-  confer with Partnership School Mentoring Teacher(s), Lincoln Memorial   

   University Pre-Service Teacher Candidates, and Lincoln Memorial University Director of

   Partnership Schools regarding other aspects of professional development and provide

   suggestions for improving the Partnership Program at Lincoln Memorial University

- attend PDS training and Opening Event

The Partnership Core Team consists of five or more “core” mentoring teachers and administrators that facilitate the partnerships direction from planning and to implementation with LMU. The PCT in collaboration with the PDS director(s) governs the entire PDS experience. This includes overseeing the growth changes in curriculum, instruction, assessment and governance.

The PCT responsibilities are to:

-conduct regular planning sessions

-identify Pre-service Teacher Candidates (PSTC) placements with appropriate

 Mentoring teachers

-assure all PSTC placements are insured with appropriate insurance and have

 appropriate background checks (This is in collaboration with LMU’s CPC and the 

 DOE undergraduate Testing and Certification Office)

-identify the partnership needs from the school improvement plan and other

 collaborative documents

-write the three-year PDS contract and the Self-Study

-empower the mentoring teacher in their professional leadership roles

-identify and conduct effective research-based professional developments for PDS 

  pre-service teacher candidates

-regularly work with the MAT to assess and report the PDS for strengths and weaknesses

-publically represent the PDS through various media in collaboration with LMU

-provide opportunities to al stakeholders for share dialog  

-assist the administration with funding and mobilization of resources to assure the

  Success of the PDS

-assist the MAT with the Self-Study visit

-attend PDS meeting, training, (workshops, retreats, etc.) and opening event

- mentor and coach the mentoring teachers and / or the PSTC

The Monitoring and Assessment Team design may be a team of three or more people from the PCT or one leader from the PCT. The MAT's role is to monitor and assess the PDS in collaboration with the school principal(s) and the PCT.

The responsibilities of the MAT are to:

-administer and collect all surveys and evaluations

-to attend PCT/MAT meetings

-identify the needs of the partnership site using the local school improvement plan

-collaborate with the PCT to write the PDS contract and Self-Study

-conduct meetings aligned to the MAT's responsibilities

-coordinate Self-Study visits with director(s) of the PDS's

-diagnose and report PDS strengths and weaknesses

The mentoring teacher plays a critically important support role in the PDS experience.  The mentoring teacher's expertise is of utmost value in the development of the PSTC becoming an effective teacher in the classroom.

Mentoring responsibilities may be the building blocks that lead to partnership student success. The mentoring responsibilities of the classroom teacher are to:

-  model effective teaching and learning practice for all K-12 students

- demonstrate effective classroom instruction using a variety of teaching methods and strategies that

   enhance learning for individual students bodies

- attend PDS trainings, retreat, and opening event

-  supervise the planning of appropriate units, including curriculum, daily lesson plans, and 

    instructional activities that demand each student's involvement

-  supervise the design and implementation of unit lessons through ongoing evaluations  

-   to provide ongoing feedback

-  observe PSTC closely as lesson and / or classroom management is implemented

-  record observation of  PSTC implementing the lesson on appropriate

    evaluation form which provides formative evaluation indicating strengths, weaknesses,

    and specific suggestions for change

-  confer with PSTC to provide assistance with the following:

         -classroom management

         -curriculum and instructional planning

         -diagnosing learner needs and differences

         -evaluating classroom student progress

         -classroom time management

         -selection of appropriate teaching methods, strategies, and instructional materials

         -record keeping

         -school acculturation

        - professional dispositions

         -meet regularly with Lincoln Memorial University Lead Faculty to: 

         -identify PSTC needs based on observed weaknesses and/or needed

          changes (see PSTC Evaluation forms)

         -discuss partnership student progress and actions plans for improvement (if needed)

         -provide input in formative / summative evaluation of partnership PSTC 

         -completes all PDS survey forms 

         -provides planning time with the PSTC

         -provides guidance and assistance with the culminating event

         -provides classroom consumable materials per PDS contract

         -attend, host, and conduct related PDS professional developments

         - supervise the PSTC at all times

 The role of the PDSP’s Lead Faculty is integral in establishing and sustaining the PDS relationship. University-school collaboration involves a continual sharing of information, perspective, and initiatives, and it is the lead faculty who provide the link in that process. Please note, however, that an individual lead faculty’s work is shaped, in part, by the particular needs of her/his PDS.

More specifically, the activities of the lead faculty in any given year include the following:

      - supervise, mentor and coach PSTC’s

- observations of PSTC’s on a regular basis

- attend PDS, PCT and MAT meetings, retreats, opening event, and professional

   developments 

- share PDS information 

- assist with PSTC’s  culminating event

- assist with pre-service teacher candidate’s action research project (when appropriate)

      - work with mentoring teachers

- attend regular lead faculty meetings

- provide overview of CPC Manual with the PDS mentoring teachers

- communicate LMU course and program expectations for PSTC’s

- seek new PDS initiatives and opportunities (related grants and projects with 

  stakeholders)

            - supervise the professional dress and dispositions

- schedule individual meetings with PSTC and mentoring teacher as needed

- review evaluation forms

- communicate LMU PDS needs as needed

      - participate in PDS’s professional development work

            - attend faculty meetings if possible

            - provide advising information as requested

      - meet with PDS principal, Partnership Core Team, Monitoring and Assessment Team, 

         Mentoring Teacher on a regular basis to assure the effective planning, implementation,

          and assessment of the PDS

          - participate in decision-making and problem-solving process related to PDS 

    - participate in opportunities that will support the work of the PDS

          -  facilitate PDS public relations 

          - inform schools of best teaching and learning practices

          - attend university PDS and Lead Faculty meetings to collaborate and problem solve 

            PDS program decisions

          - facilitate the guided self-study  

The role and responsibilities of the pre-service teacher candidate throughout the field experience is one of a passive learner.  

The pre-service teacher candidate’s responsibilities are to:

- recognize that he or she is a guest in the school

- abide by the rules, regulations, and expectations of the

   school, including expectations of dress, behavior, etc.

- attend all lead faculty meetings, and opening events

- make his or her day the same as that of the mentoring teacher

   regarding length of the school day and related school activities

- obtains liability insurance and appropriate background checks

- know the classroom expectations are of the mentoring teacher 

- know and successfully completes field experience expectations

- attend and participate in all school functions to which he or she is invited:  faculty

   meetings, professional developments, parent conference, etc.

- read the entire CPC manual, giving special attention to the field-experience expectations

- be punctual and dependable 

- notify the mentoring teacher, principal, and LMU Lead Faculty if he ore she must be absent or

   tardy

- exhibit professional dispositions at all times

- be action oriented and creative to engage all students

- demonstrate the constructivist teacher’s role

- seek assistance and advice from mentors regarding appropriate curriculum, methodology,

   assessment and classroom management

- develop written instructional plans for all classes for which he or she is responsible 

   and to have the plans approved and signed by the mentoring classroom teacher prior to 

   their implementation

 - provide differentiated lessons

- accept the mentoring teacher's decisions regarding the material to be covered and the

   method of presentation

- to professionally represent LMU as a PSTC

- engage in professional growth

 - display knowledge in content area, but exerts effort and a willingness to learn more

   from an experienced teacher

- engage in shared inquiry

- endeavor to establish and maintain effective professional working relationships with

   PDS mentoring team including the mentoring teachers

- accept mentor's suggestions as constructive critique 

- turn in all mentoring teacher evaluation forms to Lead Faculty

- inform Lead Faculty of any PDS problems or concerns.

- protect confidential information (student records, etc.) in a professional, responsible

   manner

- adhere to the NEA "Code of Ethics of the Education Profession"

- attend all seminars and any other events scheduled or assigned by the

   Director of Partnership Experiences

- demonstrate POSITIVENESS toward teaching and learning daily...and all day long

- diligently strive to develop as a well-rounded teaching professional;

   thus promoting the TEACHING PROFESSION and well-being of his or her students

Appendices

Appendix – A

 Lincoln Memorial University

Department of Undergraduate Education

Formal Lesson Plan Format

Student name(s): ________________________________    Course: ___________________

School: ________________________________  Grade:  ______     Subject:  ___________

Cooperating Teacher's Signature:  ___________________________________

I.       Unit Title and Unit Objective(s) or Content Area:

            Unit of study of which this lesson is a part.

            Unit objectives may be long range and non-specific.

II.       Lesson Title:

III.       State Standards:

            List the state standards most appropriate to this specific lesson.

IV.       Instructional Objectives:

Objectives should include both the learning and the behavior expected within each objective.  The Learning should be described as what the student is expected to know at the end of the lesson while the Behavior should be described as what is used to measure the amount of learning that occurred. 

*** Each objective should contain both the learning and the behavior, looking like this:   

Selecting verbs from their weekly word list, the students will write 5 correctly punctuated sentences.  In this case, writing 5 sentences is the behavior; making sure that appropriate punctuation and verbs from their weekly word list were used in these sentences would be the measurement of learning.     

                                                            --OR--

From a list of words, the student will differentiate those found in animal cells from those found in plant cells and appropriately label the illustrations.  In this example, the student’s ability to select terms and label the illustration would be behavior while selecting and labeling correctly would be measurement of the learning.

Be cautious, The student will read a chapter is not an instructional objective.  Although learning may occur, you have no measurement included other than their statement, “I read a chapter”.

V.       Prior Knowledge:

            List the skills, abilities, and vocabulary the student must have in order to be able to accomplish       these objectives.

VI.       Media and Materials:

            List all materials and media needed to teach this lesson.

            Materials must be appropriate to the lesson and the students’ age.

VII.       Instructional Plan:

This section will list sequentially what you will be doing during the lesson.  It must include the sequence, strategies, and format for teaching all parts of the lesson.

a.         Set (Introduction and Motivating Activity):

Involve all the students; Label the learning; Build on previous learning; Relate to the students’ lives; No direct instruction should be given during the set.

b.         Essential Questions (Tennessee)/Key Questions (Kentucky): 

Used to develop the lesson, reinforce, monitor, and adjust.

Always write question(s) on the board.

c.         Instructional Sequence:

·    List the specific teaching strategies used in the sequence and format that will be presented to the students.  Sequence the activities and strategies in a logical order, demonstrate the skill they are to be learning, explain how the media and materials will be used, including assessment and closure.

·    List what the teacher will be doing. 

·    List what the students will be doing. 

·    List new vocabulary that will be used. 

d.         Practice and Review:  The teacher establishes practice patterns and routines, which result in increased learning.  Indicate the purpose: feedback from students/independent practice.  Provide practice time for the skill you just taught.  Sequence the practice in a logical order.  This is the time to monitor the students’ work and adjust their procedures/practices.  This is supervised practice, not homework.

e.         Learner Involvement:  What will promote participation in the learning and the thinking?  What encourages the students to want to do this?  Will this be group/individual work?

f.          Learner Environment:  How will you create a climate in your classroom that is conducive to efficient and effective learning?

g.         Closure:  This is where you tie everything together to determine the level of learning for each student during this class period.  All students should have an active role in this closure so that teachers can determine which students will need remediation, will the class need re-teaching, are students on-target?  This is feedback from the student to the teacher relating what they have learned.  Closure is not homework nor is it the teacher just repeating what has already been said.

h.         Modifications:  To ensure that all students can learn, list adaptations that will be made to the lesson for the students with exceptional/diverse learning needs (including, but not limited to, cultural diversity or identified exceptional learning needs.  List how these adaptations will be managed and graded.

VIII.       Method of Assessment:  Provides for assessment of understanding, this will include your rationale and format for feedback, grading, and independent study.  Every lesson should include Informal/Formative assessment.  Formal/Summative assessment may be included.

Formative (Informal) Assessment:  How will you check the student as they work?  This gives the teacher and student  immediate feedback.  Example:  walk-through, teacher observation, classroom performance system, self-checking, thumbs-up, punchboard.

            Summative (Formal) Assessment:  Example: Quiz, test, skill demonstration, open response            question, or portfolio task.  Include a copy with the lesson plan per instructor's request.  (Identify when this evaluation will occur.)

Your indicated form of evaluation should answer the following questions:

Did the students respond appropriately to questions and activities?  How do you determine this?  Does your evaluation fit your objectives listed in Roman numeral IV?

IX.       Method of Reteaching:  Use a different approach, example, procedure, explanation or activity for          those who did not “get it” in the first lesson.

X.        Reflection:  Include a reflection on how the lesson was taught, did you accomplish the objectives,           how did the students react, was your teaching effective, etc and plans for what you will do in the         next lesson, if applicable.