MEMORANDUM OF UNDERSTANDING

Due to concerns of both Megan Cerbins, cooperating teacher, and Ginny

McFadden, university supervisor, related to Teacher Xs lesson planning and
preparation, classroom instruction and management, and student
engagement, she will be required to meet the following expectations
in order to successfully complete student teaching on June 10, 2016:

1. Continue to utilize the lesson plan template provided by Ms.

Cerbins, keeping in mind that the components of the Marquette
lesson plan are also required, including:
a. Building on students prior knowledge, learning styles, and
current skills
b. Learning outcomes/objectives
c. Differentiation needs
d. Procedures for delivering lesson content and pacing of those
procedures
e. Assessments that align with the learning outcomes
2. Prepare complete daily lesson plans and submit those plans to Ms.
Cerbins on a weekly basis.
3. Email all lesson plans that Ms. McFadden will observe 24 hours in
advance of her visits.
4. Develop systems to monitor your lesson pacing, keeping grade
level- and age-appropriate activities and timing in mind.
5. Follow existing routines and procedures, while also utilizing an age-
appropriate management system.
6. Continue the role of full time lead teacher for the remainder of the
student teaching semester, understanding that keeping track of
time during lessons as well as the daily schedule are the
responsibility of the lead teacher.
7. Make sufficient progress on the following indicators (currently at a
minimal level) from midterm performance assessments #5 and #8:
a. (4b) Encourages learners to understand, question, and
analyze ideas from multiple perspectives so that they
master the content.
b. (4d) Stimulates learner reflection on prior content
knowledge, links new concepts to familiar concepts, and
makes connections to learners experiences.
 c. (4h) Creates opportunities for students to learn, practice,
and master academic language demands in their content
(vocabulary, function, syntax, discourse).
d. (6l) Analyzes formative and summative assessments to
understand patterns and gaps in learning, and to guide
planning and instruction.
e. (6b) Designs assessments that match learning objectives.
f. (6d) Provides students with effective descriptive feedback
to guide their learning progress.
g. (8b2) Monitors student learning in the context of individual,
small group, and whole class settings and adjusts
instruction accordingly.
h. (8i) Asks questions to stimulate discussion that serves
different purposes (e.g., probing for learner understanding,
helping learners articulate their ideas and thinking
processes, stimulating curiosity, and helping learners to
question). (Danielson 3b)
i. (9c) Uses evidence to evaluate and change teaching
practice. (Danielson 4a)

In order to support her in her student teaching, Marquettes teacher

preparation program will ensure that:

1. Ms. Cerbins continues to coach and support her on the skills outlined
above.
2. Ms. McFadden continues to visit, support, and evaluate her teaching,
with at least three observations prior to May 27, 2016.
3. An additional Marquette supervisor, Kirsten Lathrop, will observe and
provide feedback to her by May 1, 2016.

Should Kelly not make sufficient progress and meet the requirements
outlined above, her student teaching experience may be extended into the
fall, 2016 semester.

_____________________________________________ ________________
Teacher X, Student Teacher Date

_______________________________________________ ________________
Ginny McFadden, University Supervisor Date

_____________________________________________ ________________
Megan Cerbins, Cooperating Teacher Date

____________________________________________ ________________
Kirsten Lathrop, Director of Field Placements Date

______________________________________________ ________________
Dr. Joan Whipp, Director of Teacher Education Date