1. Texts & Resources

Texts

You will have shared readings assigned across all three Kawaikini (Interdisciplinary) hui. The readings can be accessed via links on the Term 1 Schedule or by accessing the Common Interdisciplinary Readings folder. Additional readings may be assigned throughout the term.           

Resources

2. Portfolio Assignments

Over the course of the entire ITE Secondary program you will progressively develop a Professional Portfolio that reflects your commitment to social justice through the five pillars and embodies who you are as a teacher. You are required to successfully complete this Portfolio in order to be recommended for licensure. Your complete Professional Portfolio will consist of the following components: resume, teaching, Context for Learning, Design: Planning & Preparation Commentary, Learning  Environment and Instruction Commentary, Assessing Student Learning Commentary, Informed Action & Social Justice Advocacy Program, Professional  Development and Growth Plan, and Critical Annotated Bibliography. In term one, we will be working on the following components in the portfolio.

Term 1 Portfolio Assignments

In addition to working on the portfolio components listed above, you will also be expected to complete additional Term 1 assignments that will reflect your experiences in the seminar and in the field. A number of these assignments will involve in person classroom observations and video recording teaching-related tasks–please remember that you must obtain signed permissions from the parents/guardians of students at your placement classroom prior to video recording. In the section below is an explanation of how all of the Term One assignments will be assessed and evaluated.

3. COE Assessments

The College of Education (COE) has developed four shared assessments that are being used across all teacher preparation programs. In Term 1 we will be focusing on the following 2 COE assessments: Planning & Instruction and Professional Dispositions.

  1. Planning & Instruction. The purpose of this assessment is to demonstrate your ability to plan instruction for P-12 learners. Your evidence for this assessment is a minimum of three lesson plans, which will be scored on Domain 1 (Planning and Preparation) of the Charlotte Danielson Framework for teaching (CDF). This assessment is completed prior to advancing to your Term 2 Field Practicum.
  2. Professional Dispositions. Establishing and maintaining appropriate professional dispositions is essential to being a successful teacher. Teacher candidates must demonstrate appropriate dispositions in all aspects of their professional lives, including: UHM classes, field-based courses, public and private settings, face-to-face and online. This assessment is a tool to reflect on candidate performance, engage in relevant discussion about dispositions, and help candidates work to maintain and/or develop appropriate dispositions. Candidates, UHM faculty, and applicable school partner personnel (mentor teachers, principals) may initiate the use of this form at any time and as program policies dictate. Candidates/applicants are scored on their professional dispositions using the following rubric. This assessment will be completed by your UC during the midterm and at the end of the term.

Note: The Charlotte Danielson Framework illustrates a continuum of growth and provides a shared language about teaching for teachers at all levels. Your instructors will work with you on expectations for teacher candidates prior to student teaching. Your lesson plans will be scored on Domain 1 (Planning and Preparation) of the CDF. The CDF Scoring Rubric, provided separately, gives detailed criteria for each level (Distinguished, Proficient, Basic, Unsatisfactory, or No Evidence/Not Observed). Your instructors will score each component and provide an overall score based on the preponderance of evidence. Your instructor also will provide feedback and a rationale for the score in the space provided on the Scoring Form (next page).

In addition to assessing your progress throughout the semester with the COE shared assessments, your performance on other Term 1 assignments will be assessed using rubrics and checklists designed specifically for the ITE Secondary Program. Please see the Professional Portfolio for the rubrics that are designed for each of the portfolio components, especially as they relate to what you are being asked to complete during Term 1. Weekly assignments outside of the portfolio assignments will be by you seminar and field instructors. Criteria of weekly assignments will be provided by your individual instructors.

4. Grading

ITE 440 and ITE 401 are taught as integrated seminars on Tuesdays from 5-8pm and Thursday evenings from 5-7pm. As such, the grades you receive on assignments related to seminar work count as reported grades for both ITE 440 and ITE 401. You will receive a letter grade for ITE 401 and ITE 440. If you receive a C- in either of these courses you will not be allowed to continue on to Term 2.

ITE 403 is a field-based course taught Thursday evenings from 7-8pm. These “Field (403) Meetings” bridge the work taking place in ITE 401 & ITE 440 seminar meetings with your field observation experiences. This course is graded separately from ITE 401 and ITE 440, on an A+ – F scale. In order to continue to the Term 2 Field Practicum, students must score a C or better in ITE 403. Your field (ITE 403) instructor/UC with provide the syllabus for their section.

Final letter grades will be posted in the Laulima Gradebook and are determined by percentages. The grading scale is as follows:

Grading Scale

5. Participation Expectations

Please see Student Expectations Attendance section of the Program Handbook.

6. Late Work Policy

Late assignments will receive a 10% reduction in points for each day past the due date. Late work will not receive full credit unless you have prior approval or an emergency arises that is beyond your control.