STUDENT TEACHING HANDBOOK - Southern Adventist … · INTRODUCTION The publication of the Student Teaching Handbook is based on the ... Get-acquainted Interview with cooperating teacher

SOUTHERN ADVENTIST UNIVERSITY SCHOOL OF EDUCATION AND PSYCHOLOGY

STUDENT TEACHING HANDBOOK

2016 - 17

2 Link to table of contents


CONTACT INFORMATION

Shipping Address Southern Adventist University School of Education & Psychology Summerour Hall 5010 University Dr. Collegedale, TN 37315 Mailing Address P.O. Box 370 Collegedale, TN 37315 Phone: (423) 236-2765 Fax: (423) 236-1765 www.southern.edu/edpsych [email protected] Dean: John McCoy (423) 236-2444 [email protected] Director of Teacher Education Program: Krystal Bishop (423) 236-2774 [email protected] Field Experience Coordinator: Patricia Salazar 423.236.2024 [email protected] Secondary Coordinators: Faith Laughlin 423.236.2414 [email protected] Cathy Olson (423) 236-2631 [email protected] Certification Officer: Cathy Olson (423)236-2631 [email protected]


INTRODUCTION The publication of the Student Teaching Handbook is based on the belief held by the faculty of the

School of Education & Psychology that structure, content, and organization are important

characteristics of an effective program; furthermore, that these characteristics should be communicated

with the student teacher, cooperating teacher, and other professionals involved in the Teacher

Education Program (TEP) at Southern Adventist University. The need for a handbook that contains

policies, procedures, and a framework for documenting the growth of the student teacher becomes

critical when one considers the number and variety of individuals involved, and the complexity of the

student teaching experience.

The purpose of this handbook is to make available to student teachers the policies governing the

capstone experience in the TEP. This handbook covers the student teaching philosophy, objectives, and

information pertaining to the student teaching experience. It provides an organized format for the

collection and presentation of the professional experiences of student teachers. Policies, procedures,

and guidelines affecting the student teacher, cooperating teachers, and university supervisors are

presented in detail, including samples of forms for planning, supervision, and evaluation.

The School of Education & Psychology subscribes to the philosophy that human beings were created in

the image of God. As a result of willful disobedience, sin has marred their God-given attributes and

divine likeness. This philosophy recognizes that the object of education is also the object of redemption-

to restore in people the image of their Maker, bringing them back to the perfection in which they were

originally created. Thus the work of redemption is also the work of education, involving the

development of the whole person-physical, mental, social, and spiritual.

The TEP is founded upon the basic assumption that there is a body of information, research, and

practice that make up the knowledge base for the teaching profession. Acquisition of this knowledge is

a significant part of the teacher’s preparation. Demonstration of the application of this knowledge is

equally important. The TEP further confirms the belief that a teacher should be a good example in

health, intellect, character, and professionalism. The TEP is guided by the following statement of

mission:

The mission of the School of Education & Psychology at Southern Adventist

University is to prepare effective Christian professionals who demonstrate a commitment to the

pursuit of truth, wholeness, and a life of service in a diverse society.

The TEP requirements are based upon Council for the Accreditation of Educator Preparation (CAEP),

Interstate New Teacher Assessment and Support Consortium (INTASC), TN Department of Education,

and North American Division certification standards.


TABLE OF CONTENTS

Contact Information ................................................................................................................................................ 3

Introduction ............................................................................................................................................................. 4

Table of Contents .................................................................................................................................................... 5

Timeline of Activities for Student Teaching ........................................................................................................ 7

Part I General Information .................................................................................................................. 11

The Student Teaching Experience ...................................................................................... 13

Student Teaching Handbook Objectives ........................................................................... 15

Conceptual Framework ........................................................................................................ 16

Explanation of Resources and Roles .................................................................................. 17

Policies .................................................................................................................................... 19

Christ the Teacher – His Methods ...................................................................................... 23

Guidelines for Ethical Behavior .......................................................................................... 24

Guidelines for Student Teachers ......................................................................................... 25

Suggested Participation Schedule ...................................................................................... 27

Part II Becoming a Reflective Decision-Maker ................................................................................. 29

Becoming a Reflective Decision-Maker ............................................................................. 31

Presenting Yourself as a Professional ................................................................................ 32

Interview with Cooperating Teacher ....................................................................... 32

Letters of Introduction ................................................................................................ 32

Professional Growth Experiences ............................................................................. 32

Structured Observations ...................................................................................................... 33

Classroom Management ...................................................................................................... 36

Classroom Management Plan ............................................................................................. 37

Description of Community and School Contexts ............................................................. 38

Influence of Community and School Contexts ................................................................. 39

Reflective Professional Journal Entries .............................................................................. 39

Coaching Strategies .............................................................................................................. 39

List of Adaptations ............................................................................................................... 39

Case Study ............................................................................................................................. 40

Part III Planning for Instruction ............................................................................................................ 41

Lesson Planning (includes condensed plans) ................................................................... 43

Detailed Lesson Plan Template ........................................................................................... 44

Impact on Student Learning – Lesson Plans Sequence / Unit ……………………… .. 45

Part IV Assessments for Student Teaching ......................................................................................... 47

Student Teaching Formative/Summative Evaluation ..................................................... 49

Comprehensive Evaluation of Student Teaching Assignments ..................................... 57

Continued


Part IV Assessments for Student Teaching, continued

Reflective Self-assessment ................................................................................................... 59

Self-evaluation Based on Videotaped Lesson ................................................................... 61

Reflective Self-evaluation Responses for Capstone Interview ....................................... 63

Part V Forms ............................................................................................................................................. 65

Employment/Additional Course Responsibilities: Petition for Approval ................... 67

Weekly Schedule of Planned Student Teaching Activities ............................................. 69

Student Teaching Absence Report/Request ..................................................................... 71

Observation and Conference ............................................................................................... 73

Grade Your Student Teacher/ELAT .................................................................................. 75

Grade Your Student Teacher/Secondary .......................................................................... 77

Student Teaching Mileage Report ...................................................................................... 79

Cooperating Teacher Information ...................................................................................... 81


SUGGESTED TIMELINE OF ACTIVITIES FOR STUDENT TEACHING (This is tentative. Cooperating teacher and/or Southern supervisor may modify these requirements)

WEEK 1

Read Student Teaching Handbook

Get-acquainted Interview with cooperating teacher

Write letter of introduction to students and to parents. Obtain approval from cooperating

teacher and supervisor before distributing.

Plan interactive activity for becoming acquainted with students

Complete structured observations

Identify student for case study (2nd placement)

Review the behavior management plan with cooperating teacher. Outline the plan, including

ideas you might incorporate that have been discussed by you and your cooperating teacher

Begin collecting information to complete description of community and school contexts

Begin Professional Growth Experiences list

Collaborate with your cooperating teacher as to what 2 subjects (elem.) or 2 classes (sec.) you

will begin teaching daily next week

Complete/submit the Cooperating Teacher Information form

Submit Student Teaching Assignments for Review in LiveText

Attend seminar

WEEK 2

Submit Weekly Schedule to Southern supervisor(s) via email. Secondary student teachers

should also submit placement information & weekly schedule to major advisor

Submit lesson plans for the 2 subjects (elem.) or 2 classes (sec.) you are teaching each day

Identify unit to be taught

Confer with cooperating teacher

Begin collecting resources and brainstorming ideas for unit

Begin list of adaptations (1st placement)

Submit Reflective Professional Journal in LiveText

Collaborate with cooperating teacher to plan teaching schedule for weeks 3-8

Continue case study (2nd placement)


Attend seminar


WEEK 3

Submit Weekly Schedule to Southern supervisor

Submit lesson plans for all lessons taught. Use condensed lesson plan format upon approval of

SAU supervisor

Identify Common Core and Content Standards for unit

Continue the list of Technology integration


Schedule a coaching lesson with the cooperating teacher (2 lessons) and Southern supervisor (1

lesson)

Create pre- and post-assessments for unit to be taught. Submit to Southern supervisor for

approval.

Continue list of adaptations (1st placement)



Attend seminar

WEEK 4



Submit condensed lesson plans

Develop activities list for unit


Request cooperating teacher to complete Formative Student Teaching Evaluation. Discuss the

evaluation with SAU supervisor and cooperating teacher; set goals for areas marked Developing




Attend seminar


WEEK 5 (Full time teaching)






Schedule a coaching lesson with the cooperating teacher


Attend seminar






Create additional assessments for unit

Submit video in LiveText and complete video evaluation




Attend seminar




Complete Reflective Self-assessment

Write final reflection on behavior management


Plan for the one or two classes you will teach Week 8

Schedule final conference with cooperating teacher and Southern supervisor for Week 8




Attend seminar


WEEK 8


Administer pupils’ evaluations of student teacher

Complete final conference with cooperating teacher and Southern supervisor (Student Teaching

Formative/Summative Evaluation)

Complete list of adaptations (1st placement)

Complete case study (2nd placement)

Complete description of community and school contexts

Complete list of Professional Growth Experiences

Complete Reflective Professional Journal (Committed Professional)

Submit Student Teaching Assignments

CAPSTONE ACTIVITIES (at completion)

Complete Early Field Experience Candidate Survey in LiveText

Prepare self-evaluation responses for Capstone Interview in LiveText

Attend Capstone Interview

Attend certification seminar


Part I

GENERAL INFORMATION

“It is [the teacher’s] ambition to inspire them with principles of truth, obedience, honor, integrity and purity.” -Education, p. 29



THE STUDENT TEACHING EXPERIENCE:

BECOMING A REFLECTIVE DECISION-MAKER Course Prerequisite: Admission to student teaching Admissions to student teaching are voted by the Teacher Education Council (TEC). A letter from the Dean is sent to teacher candidates informing them of admission status. In the event that the Teacher Education Council recommends a conditional acceptance student teachers

will be notified of the condition(s). Student teachers accepted conditionally must complete a Plan of

Remediation. Failure to meet the conditions in a satisfactory manner will result in a third placement or

termination of the student teaching placement. If the student teacher fails to meet the conditions of the

Plan of Remediation the TEC will meet to determine eligibility for continuing student teaching and to

create an action plan. The student teacher will not be allowed to continue student teaching until this

action plan has been approved. In this case the time lost must be made up.

Rationale:

Student teaching is an integral part of the TEP at Southern Adventist University. This experience is

designed to assist the candidate in translating theory into practice. Furthermore, it provides the

candidate with an opportunity to demonstrate the competencies needed to perform effectively in the

teaching profession. It is a full semester, 16-week, field-based practicum. Candidates are expected to be

at the school daily, participating full time. During this practicum the candidate participates as a pre-

professional in both a public school and Seventh-day Adventist school system.

Course Expectations:

The student teacher is expected to:

Attend student teaching orientation

Attend Teaching Seminar

Submit student teaching assignments on LiveText

Become an active member of an instructional team focused on making professional decisions

Participate in professional and school activities designated by Southern faculty and/or host

institution

Student teachers are expected to share in the teaching related experiences of the cooperating teacher.

Teaching responsibilities such a bus duty, playground supervision, and lunch duty are included in

teaching related experiences. Student teachers should attend faculty meetings, in-service meetings, and

extracurricular activities sponsored by the school.

Evaluation of Student Teaching Performance:

Rubrics, based on the Hamilton County Project Coach Evaluation, provide the basis for the evaluation

of the student teacher’s growth in the classroom and in other professional activities. Formative

assessments are completed at the midpoint of the first and second placement as well as at the end of the

first placement. The summative assessment is cumulative and occurs at the completion of student


teaching. The summative evaluation is one measure for determining the final grade. The final grade for

student teaching will be determined by the faculty of the School of Education & Psychology.

Evaluations from cooperating teachers, Southern supervisors, and the quality of the Student Teaching

assignments will serve as the basis for determining the final grade.

EDUC 464, Teaching Seminar:

The student teacher must attend and actively participate in regularly scheduled student teaching

seminars. The grade for EDUC 464 will be based on attendance and active participation.

Those teaching at a distance greater than 50 miles will be expected to participate in Seminar. A contract

for requirements will be developed by the Teaching Seminar professor in consultation with the student

teacher. Distant student teachers must also have capabilities for online attendance.

Student Teaching Schedule:

The student teacher must plan to coordinate spring break with the schedule of the school where the 2nd

placement will be done. In many cases this spring break will not correspond with the spring break

schedule at Southern. Note: Fall or spring breaks are not included in the 16 week practicum.

Student teachers who complete the optional Pre-session Practicum will have a fifteen week practicum.

The teaching schedule will need to be adjusted for those with a 15 week placement. The journal for Pre-

session must be submitted as a LiveText assignment in the first placement.

Student teachers should participate with their cooperating teachers in the daily schedule, in-service

meetings, faculty meetings, and parent-teacher conferences. Typically full time classroom instruction

and management lasts from three to five weeks; however this time frame may vary.

During the final week of the semester student teachers will participate in capstone activities. These

activities include a final self-assessment, exit interview, and completing documentation for licensure.


STUDENT TEACHING HANDBOOK OBJECTIVES

This handbook gives guidelines to those who are involved in the student teaching experience in the

TEP. It is assumed that all state, denominational, and university requirements have been met (with the

exception of the student teaching semester) by the candidate. The purpose of this handbook is to:

Provide procedural information pertaining to student teaching

Outline the enhanced student teaching program, enabling the student to progress toward the

fulfillment of the requirements for the State of Tennessee and the Seventh-day Adventist

denominational certification credentials

Provide an organizational format for the collection and presentation of professional experiences of

the student teacher

Provide the documentation forms necessary for enhanced student teaching

Maintain the concept that enhanced student teaching is a cooperative program in which the school

administration, cooperating teacher, university supervisors, and student teacher work together as

team members

This handbook has been designed to be both an informational tool and a working document. It is a

resource student teachers will build upon as the student teaching experience progresses. This

handbook should be used to assist student teachers in planning and recording progress toward the

goal of successfully completing the teacher preparation program.


Southern Adventist University School of Education & Psychology

Conceptual Framework To Serve, To Lead, To Transform

Institutional Mission

Southern Adventist University, as a learning community, nurtures Christ-likeness and encourages the pursuit

of truth, wholeness, and a life of service.

The Mission – School of Education & Psychology

Our mission is to prepare all students to be effective Christian professionals who demonstrate a commitment to the pursuit of truth, wholeness, and a life of service in a diverse society.

The Goal

The goal of the professional education unit is to facilitate the comprehensive development of school professionals as servant leaders in their communities.

The Core Objectives and Expected Proficiencies

1. As a caring person, the candidate/school professional will demonstrate knowledge, skills, and dispositions by a. designing experiences that honor best practices related to multicultural and academic diversity b. nurturing relationships by showing warmth, care, respect, and fairness to all individuals c. reaching out to families and community agencies d. emulating the Christ-centered principles of discipleship and service

2. As an informed facilitator of learning, the candidate/school professional will demonstrate knowledge, skills, and dispositions by

a. providing nurturing environments and services based on developmentally and culturally appropriate practices

b. knowing the content and conveying the importance of subject matter c. developing a repertoire of discipline strategies and procedures that encourage positive learning

environments d. planning for differentiation and scaffolding to ensure that all students experience success e. utilizing technology to enhance student learning and communication

3. As a Christian reflective decision maker, the candidate/school professional will demonstrate knowledge, skills, and dispositions through

a. demonstrating intellectual curiosity, critical thinking, and strategic decision making b. planning lessons that incorporate evidence-based practices and appropriate materials c. using informal and formal assessment data for instructional planning and evaluation d. reflecting on observation, instruction, and assessment through a Christ-centered world view

4. As a committed professional, the candidate/school professional will demonstrate knowledge, skills, and dispositions by

a. collaborating, consulting, and engaging in opportunities to achieve professional excellence b. demonstrating professional demeanor and ethical behavior, and carrying out responsibilities

conscientiously and punctually c. recognizing the value of health and a commitment to a lifestyle of wellness d. demonstrating appropriate written and verbal communication skills e. studying God’s Word and seeking His will


EXPLANATION OF RESOURCES AND ROLES

Student teaching is the capstone experience of the TEP. It provides the student teacher with

opportunities to develop competencies through observation, decision making, planning, teaching,

reflecting on practice, conferencing, and goal setting based on formative evaluations. The student

teacher, cooperating teachers, building/system administrators, and university supervisors must work

as a team in an effort to maximize the value of the experience. The cooperative efforts of each are

essential for the success of the program.

Selection of Student Teaching Sites

The Coordinators of the Secondary and Elementary Programs will give consideration to requests for

student teaching locations. The Field Experience and Student Teaching Coordinator will contact school

administration to secure these placements. Student teachers will have two placements. One placement

for elementary majors will include a multi-grade or multiage setting. Student teachers will typically

have one placement in an SDA school and one in a public or non-SDA school. K-12 students will have

at least two placements, one in elementary (grades K-6) and one in middle and secondary (grades 7-12).

Secondary students will have two placements, one in grades 7 and/or 8 and one in a high school

setting.

SDA student teaching placements must be completed within the Southern Union

Conference region. Public school placements must be completed within a radius of 30

miles of the Southern campus. Exceptions to this policy must be applied for and

approved by the TEC.

While efforts are made to accommodate requests for local placements, it must be recognized that some

student teaching assignments will be located at a distance. In this case, efforts will be made to place

several student teachers in the same school.

Cooperating Teachers

Professional educators who have demonstrated a commitment to teaching are selected as cooperating

teachers. These teachers must be certified and have taught at least four years. They have been approved

by both their administrative staff and the School of Education & Psychology at Southern. Most

cooperating teachers consider it a privilege and an opportunity to make a significant contribution to

their chosen profession by helping young people develop into confident and competent teachers.

Cooperating teachers have been given the responsibility of helping student teachers develop a sense of

confidence and efficacy. They assist student teachers in attaining the skills necessary to successfully

begin their teaching careers. They provide opportunities for knowledge and skill development not

found in textbooks or in college classes.


Building/System Administrators

The administrator’s participation in the student teaching experience is of great importance to you, your

cooperating teachers, and the School of Education. The administrator plays a key role in selecting

qualified cooperating teachers for the program and helping the student teacher become a contributing

professional to the school program. The administrators will assist you as they observe and as they

inform you of resources that will enhance your experience.

University Supervisors

The university supervisors are a part of the team assisting in the professional development of student

teachers. They serve as an advisor, a consultant for cooperating teachers, and a liaison between

Southern and the host institutions. Secondary student teachers will have supervisors from their major

area as well as from the School of Education.

University supervisors accept the responsibility for facilitating positive learning experiences for student

teachers. Supervisors will make notes during observations. Based on these they will confer, affirm

strengths, and offer suggestions for improvement. It is the responsibility of the supervisor to respond

to student teaching assignment submissions. The supervisor is available to recommend resources and

to give feedback in designing learning experiences and implementation of those experiences.

Student Teachers

Student teachers are assigned to experienced and dedicated teachers who have expressed a willingness

to assist student teachers in gaining practical teaching skills. Student teachers are encouraged to take

the initiative in informing the cooperating teacher of ideas they would like to implement.

Student teachers must demonstrate exemplary professional and ethical standards both at school and in

the community. Student teachers must dress as professionals, reflecting the dress code standards for

Southern as well as the local school.

Student teachers are members of the instructional team in the host institution, serving as colleagues in

making instructional decisions that impact student learning. They are involved in a variety of school

based activities directed at the improvement of teaching and learning. This may include activities such

as collaborative projects with peers, using information technology, and engaging in service learning.

Student teachers will develop and demonstrate proficiencies that support learning by all students as

shown in their work with students with exceptionalities and those from diverse ethnic/racial,

linguistic, gender, and socioeconomic groups.

It is expected that student teachers will demonstrate a commitment to excellence and take the initiative

to seek out opportunities for full immersion. Student teachers who complete minimum requirements

will not have a successful student teaching experience. Student teaching should be regarded as a

privileged obligation and accepted with a deep sense of responsibility.


POLICIES

Student Teaching Candidates admitted to Student Teaching are required to become

Handbook familiar with policies outlined in the Student Teaching Handbook.

Schedule Student teachers will follow the schedule of the school where student teaching is

done. Typically you should arrive 30 minutes prior to the beginning of school

and remain a minimum of 30 minutes after dismissal. There will only be one

week of spring break so the schedule must be coordinated with the school where

the 2nd placement is done.

Absence Student teachers do not have personal days. Up to two days will be excused for

illness, death in the family, or job interviews. Additional absences must be made

up after the scheduled student teaching date. The student teacher is responsible

for notifying the Southern supervisor, the cooperating teacher, and other

designated school personnel if he/she is going to be absent. The student teacher

is responsible for providing the cooperating teacher with appropriate plans for

the day(s) absent, just as a teacher would prepare plans for a substitute teacher.

A copy of the plans must be submitted to the Southern supervisor. All absences

must be documented using the Student Teacher Absence Form. A student

teacher who foresees an absence should complete the first portion of the Student

Teacher Absence Form and give it to the cooperating teacher and supervisor who

will approve or disapprove the request.

Extracurricular Student teachers are encouraged to participate in extracurricular activities at the

Activities school where student teaching is being done (clubs, athletic events, musical

programs, and academic events). Participation in extracurricular activities should

correspond with the standards of the Seventh-day Adventist Church and

Southern.

Although student teachers are expected to be involved in extracurricular

activities, at no time should they transport elementary and/or secondary

students in their vehicle.

Transportation At no time should a student teacher transport elementary and/or

of Students secondary students in his/her vehicle.

Seminar Student teachers are required to attend and actively participate in EDUC 464,

Teaching Seminar.

CPR/First Aid Documentation of certification in CPR and First Aid is required for acceptance to

student teaching.


Impact on For each placement, student teachers must document the impact on

Student Learning student learning. This will typically occur through data analysis

and reflection on pre- and post-assessments.

Classroom During each placement, student teachers must present and teach detailed plans

Responsibilities until the supervisor approves the writing of condensed lesson plans. Student

teachers should assume that there will be repeated informal observations with

accompanying feedback. It is through this process that instructional abilities are

improved.

Assessment Assessment takes place throughout student teaching. It involves continuous

monitoring of the candidate’s classroom performance and student teaching

assignments using both verbal and written feedback. Student teaching assessment

consists of two phases.

Phase One, Formative Assessment: Formative assessments are used for coaching

student teachers. These assessments are both informal and formal. Informal

assessments include observations completed by the cooperating teacher and SAU

supervisors. Observations are followed up with conferences which provide

opportunity for coaching. At midpoint of each placement and at the end of the first

placement the cooperating teacher completes the Formative Assessment

instrument. A collaborative conference involving the student teacher, cooperating

teacher, & Southern supervisor will be scheduled. The student teacher will

formulate written goals based on these formative assessments.

Phase Two, Summative Evaluation: The cooperating teacher and the University

supervisor each complete the Student Teaching Summative Evaluation.

Performance assessments used are the Student Teaching Summative Evaluation,

the Disposition Instrument, and the Student Teaching assignments. A self-

evaluation is completed by the student through a video-taped lesson. An analysis

of these assessments should be included in the Reflective Self-assessment.

Monitoring: The faculty of the School of Education and Psychology will monitor a

candidate’s academic progress, dispositions, and social and professional skills

during the student teaching placements. The SAU supervisor will observe a

minimum of five times per placement. If a student teacher fails to demonstrate

commitment to the development of knowledge, skills, and dispositions for

teaching, he/she may be asked to withdraw from student teaching. In this case the

Teacher Education Council will design an action plan that must be successfully

implemented for a passing grade.

Pupil evaluation: Student teachers benefit from the evaluation of the pupils in their

classrooms. The student teacher should use an appropriate form for this evaluation.

Sample forms are provided in the Forms section of this handbook.


Student Teacher Assignments: Assignments will be submitted according to the schedule on LiveText.

The Southern supervisor will review assignments weekly and provide any necessary feedback on the

assignment. The final grade for student teaching assignments is scored using the Comprehensive

Evaluation of Student Teaching Assignments (CESTA) Rubric.

Final Grade: The final letter grade for the student teacher’s performance is determined by the supervising

faculty from both placements. The final grade is based on scores for the Summative Evaluation,

Dispositions Assessment, and student teaching assignments scored using the CESTA rubric. In addition

to numerical data, the supervisor and cooperating teacher may determine that the grade should also

reflect dispositions exhibited in individual placements. Failure to complete student teaching with a

satisfactory grade of B-, or above, may result in a candidate being assigned to a third placement.

Student Teaching Grade Scale

A = 160 points and above

A - = 157-159 points

B + = 149-156 points

B = 143-148 points

B- = 137-142 points

C = 136 points and below

Other Courses: Because of time commitments during the student teaching experience, it is

expected that all courses will be completed prior to student teaching. Enrollment in

additional courses must be approved by the Teacher Education Council.

Employment Student teachers needing to work must submit a petition for approval by the

School of Education & Psychology. If permission has not been granted, the

student teaching practicum may be terminated. Student teachers may not work

more than 15 hours per week. If the student teacher is unable to effectively balance

work and student teaching requirements, the permission for work will be

withdrawn.

Remuneration Remuneration for student teaching is not permitted.

Substitute Teachers In the event of the cooperating teacher’s absence, it is the host school’s responsibility to arrange for a substitute teacher who will remain with the class throughout the school day.

Mileage Student teachers commuting more than 20 miles from Southern’s campus to their

placement will be reimbursed for a portion of their travel expenses. The Student

Teaching Mileage Report must be submitted to the SEP office. No reimbursements

will be made for student teaching outside the Southern Union.

Capstone Interview At the completion of student teaching the TEP faculty will conduct a capstone

interview with student teaching candidates. The Capstone Interview Questionnaire

is completed as an assignment but should be brought to the Capstone Interview.


Withdrawal If a candidate finds it necessary to withdraw from student teaching there must be

immediate written notification to the cooperating teacher, administrators, and

Southern faculty.

Termination Policy Candidates who represent the School of Education & Psychology are expected to

comply with the rules, regulations, and expectations of the host institution. It is

expected that student teachers will keep current with planning, instruction,

providing student feedback, and activities related to student teaching. Student

teachers must maintain physical, mental, and moral fitness throughout the

placements. Failure to do so will result in termination of the student teaching

placement. At the request of the host institution, the student teacher may be

removed from the site at any time during the placement.

Upon termination the Teacher Education Council will meet with the student

teacher to define an action plan that must be implemented before a subsequent

placement is determined. Decisions about subsequent placement(s) for candidates

terminated from student teaching will be made in light of factors associated with

prior placements and in compliance with university policies related to students’

right and responsibilities.

Awards Awards are presented at the Senior Recognition Banquet. Awards presented are (a)

Dean’s Award, (b) Elementary Student Teacher of the Year, (c) Secondary Student

Teacher of the Year (d) Leadership, (e) Elementary Professional Growth, and (f)

Secondary Professional Growth.

Guidelines for selection of awards include: (a) shows evidence of initiative;

outstanding lesson plans, including engaging ways of presenting lessons;

reflection; and ability to connect theory to practice, (b) all assignments completed

and presented in a professional manner, and (c) active participation in Student

Teaching Seminars or equivalent.


CHRIST THE TEACHER-HIS METHODS

The methods Christ used in His teaching, whether imparting instruction to a crowd or an individual,

reflected His knowledge of human nature and behavior and the application of sound principles of

teaching. He is held up as an example for present-day teachers to emulate.

Principles 1. His teaching was direct.

2. He taught as one who was master of His subject, without hesitancy or doubt, and as one having authority.

3. He made contact with people, meeting them on familiar ground and their level of understanding.

4. He spoke in the language of everyday life.

5. He adapted His instruction to fit time and place, the rich and poor, the educated and uneducated.

6. He attended to the felt needs of His listeners and tried to help them.

7. Christ used simple language, His instructions were simple, and He used simple terms and the plainest of symbols.

8. He made His teaching interesting.

9. He used frequent and varied illustrations from daily life, nature, and household experiences.

10. He made His listeners feel that He had identified with their interests and happiness.

11. His manner was sympathetic, cheerful, informal, loving, interested, and patient.

12. He brought His listeners into nature and helped them interpret its spiritual lessons.

13. Illustrations were chosen which appealed to different types of audiences.

14. The abstract was illustrated by the concrete.

15. He aroused a spirit of inquiry through the use of parables.

16. He clothed heavenly principles in story form.

17. His language was pure and refined.

18. He ministered to the physical needs of His audience.

19. He practiced what He taught.

20. There was an earnestness about His teaching that convinced and convicted.

21. He reproved gently, with an attitude of compassion.

22. He taught in terms of eternity as well as the passing events of everyday life.

23. Christ’s teaching reflected His sympathetic nature and His understanding of all the problems and circumstances of life.


GUIDELINES FOR ETHICAL BEHAVIOR 1. All information which the student teacher receives about students is to be kept confidential. 2. A student teacher should be primarily concerned with student achievement and only

secondarily with the impression being made on the cooperating teachers or Southern supervisors.

3. The student teacher should maintain the dignity necessary to gain the respect of the students. 4. The student teacher should show enthusiasm concerning the learning process. 5. The student teacher should be a member of the school community and act accordingly. 6. The student teacher should be sympathetic and courteous toward all students, faculty, and staff. 7. Disciplinary measures should conform to procedures used by the cooperating teacher. 8. The student teacher must be an example to students, both academically and ethically. 9. The student teacher must realize that each student is an individual and must take into

consideration individual abilities, interests, and capacities for learning. 10. The student teacher must be completely impartial in dealing with students and must constantly

strive to be fair in judging students’ actions. 11. The student teacher should refrain from imposing personal religious or political views upon the

students and should exhibit a broad-minded tolerant attitude toward other groups and individuals.

12. Student teachers must respect and protect the professionalism of their cooperating teachers.

13. Due process for complaints or concerns is to meet with the: a) person involved, b) Southern supervisor, c) TEP Program Coordinator, d) TEP Director of Program Area, e) SEP Dean.


GUIDELINES FOR STUDENT TEACHERS 1. Give priority in time, attention, and preparation to the student teaching assignment, which

includes all school-based activities and responsibilities 2. Keep non-student teaching responsibilities to a minimum. 3. Dress professionally and be well groomed at all times. 4. Attend orientation meeting prior to the beginning of student teaching. 5. Be punctual and regular in attendance. School board policies dictate the established work day

and student teachers are expected to follow these policies. 6. Do not leave the school during school hours without the prior approval of your cooperating

teacher. 7. Address your cooperating teachers by proper name and title when in front of students and

parents. Students in your assigned school should not be allowed to call you by your first name. 8. Conform to the Schedule of Activities, using all experiences to increase your knowledge of the

total school environment. 9. Schedule a weekly conference with your cooperating teacher. See page 31 for the three areas to

focus on. 10. Take the initiative to arrange time as needed for assistance with planning and evaluating.

Remember that your cooperating teacher and university supervisor are here to assist you. 11. Determine with the cooperating teacher what classes you will teach and what unit you will

develop and teach. 12. Make long range lesson plans in coordination with the cooperating teacher. 13. Submit lesson plans, unit plans, assignments, materials, etc., to the cooperating teacher prior to

instruction. 14. Prepare thoroughly and carefully for each day of teaching. 15. Be creative when planning lessons and preparing materials to present the lessons. 16. Inform the cooperating teacher and university supervisor as soon as possible in the event of an

unavoidable tardiness or absence. 17. Become acquainted with the secretary, school nurse, librarian, custodian, and other auxiliary

personnel as well as the principal and teaching staff. Be appreciative of the services they provide.

18. Become acquainted with the various learning materials and resources available.


19. Do not discuss student problems, parents, teaching staff, etc., outside the classroom. Discussions with the cooperating teacher should stay with the teachers or Southern supervisors. Confidentiality is a must!

20. Become acquainted with the cumulative records and other files pertinent to the students with whom you work.

21. Become familiar with the population served by the school to which you are assigned. 22. Know the school regulations and rules affecting the students for whom you are responsible. 23. Attend faculty meetings, PTA/Home & School, and other school related functions whenever it

is appropriate to do so. 24. Attend student teaching seminars and other meetings scheduled for student teachers. 25. Continually engage in self-evaluation of your teaching performance for the purpose of sharing

information with your cooperating teacher and university supervisor. 26. Take responsibility to make sure all forms are completed and submitted to your cooperating

teacher and Southern supervisor. 27. Keep current regarding educational issues involving your school and district. 28. Maintain your commitment for achieving spiritual, physical, and social well-being.

29. Encourage your students to become involved in some type of community service


SUGGESTED PARTICIPATION SCHEDULE Designed as a full-time practicum for one semester, candidates will be placed in two different settings:

elementary in at least one multi-grade or multiage setting; secondary in grades 7-9 and 10-12. Art

Education, Music Education, and Physical Education majors will be placed in an elementary and a

secondary setting.

You will probably be anxious to begin teaching once you are in the classroom. The School of Education

& Psychology recommends that you, your cooperating teacher, and your university supervisor

mutually agree on the best time for your taking over teaching responsibilities. It is necessary to make

observations of the students, classroom routines, and the teaching methods of your cooperating teacher

before beginning to teach. You will find it beneficial to have experiences with individuals and small

groups prior to taking full responsibility of the entire class. By blending observation and actual

teaching you are afforded important background knowledge and the experience necessary for the

smooth transition from student observer to classroom teacher.

Each student teacher, as well as each student teaching setting, is unique. Your cooperating teacher, the

school administration, your university supervisor, and you will determine the nature of the total

experience as appropriate to the specific conditions in your classroom and school. Each host institution

will determine the best way to immerse student teachers into the climate of the institution; therefore,

experiences in different settings will differ slightly.

Student teachers will be provided with activities and classroom observation opportunities to quickly

acquaint them with the host institution. In addition, they will spend time in classroom and/or offices

outside their content area such as exceptional education, related arts, physical education, or guidance

services. These experiences will help student teachers understand the complex and interactive nature of

school programs. Candidates will gradually assume responsibilities for the entire class.



PART II

BECOMING A REFLECTIVE DECISION-MAKER

“Each should aim just as high as the union of human with divine power makes it possible

for him to reach.” -Education, p. 267



BECOMING A REFLECTIVE DECISION-MAKER According to James Henderson there are three themes in reflective teaching. The caring theme drives

the themes of inquiry and reflection. The student teacher who truly cares for students and teaching will

continuously engage in a quest for finding better and more meaningful ways to make connections

among themselves, their students, and the curriculum. The reflective decision-maker will study the

learning patterns of students, engage in professional growth experiences, and seek to understand the

reason for everything that goes on in the classroom. It should become your goal as a student teacher to

engage in the activities that will help you toward becoming a reflective decision-maker.

The Christian teacher engages in yet another dimension in the reflective process-reflecting Christ, the

Master Teacher. “As the highest preparation for your work, I point you to the words, the life, the

methods, of the Prince of teachers. I bid you consider Him. Here is your true ideal. Behold it, dwell

upon it, until the Spirit of the divine Teacher shall take possession of your heart and life. This is the

secret of power over your pupils. Reflect Him.” (Education, p. 282)

Reflective decision-makers reflect the following attitudes:

Value alternative points of view

Assume responsibility for one’s decisions and actions

Engage in self-evaluation through introspective thought

Engage in dialogue and critique

Reflective decision-makers demonstrate knowledge of the following:

Recognizing personal beliefs, attitudes, and values related to education

Identifying ways to assess and reflect on personal beliefs and practices

Seeking to understand the influences of beliefs and practices on student learning

Internalizing the principles of effective teaching practices and efficient management strategies

Appreciating cultural and social influences on people

Reflective decision-makers develop the following skills:

Assess and analyze personal beliefs, attitudes, and values

Take action based on personal choices and reflect on consequences/influence/results of these

actions

View teaching as a complex endeavor which involves individuals, schools, parents, communities,

and social service agencies

Engage in dialogue and critique with other individuals in an effort to foster opportunities for

growth and modification of existing beliefs and practices

These attitudes, knowledge, and skills will provide a framework which will enable you to assess your

own beliefs about learning and teaching as you engage in the complex process of student teaching.

They will also assist you in formulating questions about teaching and learning which will enable you to

reflect upon your own professional practice.


PRESENTING YOURSELF AS A PROFESSIONAL INTRODUCTORY INTERVIEW WITH COOPERATING TEACHER Your cooperating teacher has been asked to conduct an interview with you during your first week of

student teaching. Be prepared to share your responses to the following:

What influenced you to want to become a teacher?

What is a strength you feel you will have as a student teacher?

What attributes do you hope your cooperating teacher will see in your interactions?

What particular things do you hope to see your cooperating teacher modeling to you?

What are some strategies you would like to try in this placement?

What interests do you have in addition to teaching?

WEEKLY CONFERENCE WITH COOPERATING TEACHER

Schedule a weekly conference with our cooperating teacher. Ask the teacher to provide you with feedback on (a) something you have done well this week, (b) an area to focus on for growth, and (c) ways you are demonstrating growth. Provide date and time of each conference in LiveText form. LETTERS OF INTRODUCTION Communication is a critical component in effective teaching. The students and their parents with

whom you will be working will appreciate getting to know you as a person. To foster this

communication, you should develop two letters of introduction. These letters should be written,

approved by cooperating teacher and supervisor, and distributed during the first week of each

placement. It is suggested that a photo be included on the letter.

One letter should be written to the students. This should be an informal letter in which you relate

information that will help them see you as a real person. It is appropriate to tell them some little

anecdote about yourself as a learner when you were their age. Share a little about your current

interests/hobbies. Tell some of the things you hope to involve them in while student teaching.

Another letter, written to the parents, should be more formal. Include information about your teacher

education program, telling them some of the things you found to be most important to you. Briefly

explain your philosophies about teaching. Invite them to get to know you during the time you will be

teaching their child.

PROFESSIONAL GROWTH EXPERIENCES Committed Professionals are involved in numerous experiences that nurture their professional growth.

In addition to independent activities such as reading professional literature, reflecting, web searches,

etc. you will also be a member of an instructional team, participating in school-based activities that are

directed at the improvement of teaching and learning.

Develop bulleted lists of all the professional growth experiences that you engage in throughout each

placement. One list will be for independent activities and the other for collaborative activities.


STRUCTURED OBSERVATIONS

As you become a reflective decision-maker, you come to realize that observation involves much more

than just looking at what is going on in a classroom. As a reflective observer you will be involved in

careful observation of details, analyzing and evaluating the things you observe, and assimilating new

ideas into your existing store of knowledge.

During the first week of enhanced student teaching for each placement, you will be given time to

become acquainted with the students, the physical environment, routine procedures, instructional

materials, and teaching techniques. Three (3) 50 minute observations will be completed while

observing three teachers.

The following frames of reference may guide you in determining what to observe and how to develop

the report. Remember to be positive, looking for the teaching strengths of the professional teacher you

are observing. Look for things you might adapt to be used in your own classroom.

Use the following format for reporting your observations:

[Note: Choose ONE different frame of reference for EACH structured observation.] Suggested Observation Frames of Reference: TEACHER: What image does the teacher project? How does dress and general approach contribute to

this image? How does the teacher move around the room during instruction, cooperative learning

activities, and independent work? Do these movements distract from or reinforce the progress of the

lesson? How does the teacher convey his/her interest in the topic and enthusiasm for the lesson during

instruction?

FEEDBACK: How does the teacher solicit feedback from the students concerning his/her instruction?

In what ways is the effectiveness of instruction evaluated (i.e., oral questions to clarify, quizzes, reading

non-verbal cues)? Does the teacher ever ask the students directly if they understand? In other words,

how does the teacher know if the students are mentally engaged with the presentation?

Date of observation Time of observation Subject observed

Frame of reference

Notes from observation

What you have learned about teaching as a result of this observation.


ENCOURAGING STUDENT PARTICIPATION: What is done to get students involved in discussions?

Are questions a significant instructional tool? What type of questions are asked? How is this done?

How are incorrect responses handled? Are students ever put on the spot to answer questions? Are

questions used to keep the attention of students? What is done to insure that all students are

participating?

REINFORCING STUDENT PARTICIPATION: How are the students reinforced for active

participation? What types of verbal and non-verbal reinforcements are used? In what ways are students

encouraged to affirm one another? Is silence ever used to encourage student participation? Under

what circumstances? What cues are used to encourage participation? In what ways does the teacher

probe for deeper understandings and responses?

STUDENT NON-VERBAL COMMUNICATION: Give specific examples of ways students use non-

verbal communication. How does the teacher respond to non-verbal communication? Classify the

students’ non-verbal communication according to types and frequency under the following categories:

(a) facial expression, (b) gestures, (c) body movements and posture, (d) space relationships, and (e)

vocal intonation and inflections.

TEACHER NON-VERBAL COMMUNICATION: Classify the non-verbal communication used by the

teacher in each of the following categories: (a) facial expressions, (b) body movement and posture, (c)

gestures, (d) space relationships, and (e) vocal intonation and inflections.

PREVENTATIVE DISCIPLINE: What methods does the teacher use to prevent disciplinary problems

from developing? How does the instruction encourage self-control? What is the plan to keep the lesson

focused on active learning and participation? In what ways does the teacher attend to the attention

span of students? What is done to prevent minor problems from becoming major? Does the teacher use

change of pace, humor, affirmations, etc. effectively? How are students involved in discipline?

BEHAVIOR MANAGEMENT: How do classroom rules relate to the students? What is done to make

the students aware of classroom rules? Are the rules enforced consistently? How does the teacher deal

with individual student disruptions? How does the teacher re-engage a student who appears to have

lost interest in the instructional activities? How does the teacher show respect for individual students

and the group as a whole?

CONTINUITY OF THE LESSON: How does the teacher bring the class to attention before beginning

instruction? What is done to motivate students to get involved in the lesson being presented? How

does the teacher connect new learning to prior learning? In what ways are students helped to make

connections to real life learning? What is done to help students see the big picture of what is being

presented? What type of direct instruction is given? What is done for guided practice? What type of

activities are students involved in to demonstrate understanding? What is done for the closure?


QUESTIONING TECHNIQUES: How does the teacher direct questions so that every student has

opportunity to respond? Classify the types of questions and frequency according to the following

categories: (a) factual knowledge/recall, (b) comprehension, (c) synthesis, (d) application, (e)

evaluation. How does the teacher handle a noncommittal or incomplete answer? How much wait-time

is given? In what ways are students encouraged to ask questions? List all questions that students ask

during the observation.

ORGANIZATION & ROUTINE: How is attendance taken? What is done to prevent taking attendance

from consuming instructional time? How are completed assignments collected? How are graded

assignments returned? What method is used if students grade their work during class? Give specific

examples of how the classroom environment promotes thinking and learning. How does the teacher

use technology during instruction? What student behaviors indicate that they are familiar with the

classroom routines and procedures?

INCLUSIVE ENVIRONMENT: What types of exceptionalities are represented in the classroom? Are

there students who display exceptional abilities and if so, what types? Are there students who appear

to need additional time or assistance for learning? Are there students who seem to be aggressive or

withdrawn? How many students in the classroom speak English as a second language? What

accommodations are made for students with special needs? How is the curriculum differentiated to

meet all levels of ability? How do students demonstrate a respect for academic and cultural diversity?

Give examples of how students and the teacher accept and nurture students with special needs. Under

what circumstances are heterogeneous and homogeneous groupings used? How are rules and routines

modified to meet individual student needs?


CLASSROOM MANAGEMENT Classroom management is a critical factor in creating an environment conducive to learning.

Management includes aspects related to (a) organizing routines and resources; (b) establishing a

discipline plan which includes expectations, rules, reinforcements, and consequences; and providing

instruction that fosters a positive attitude toward learning. A classroom atmosphere conducive to

learning requires sound instructional planning, using a variety of teaching strategies, and a

commitment to working with the whole child. These factors are of more importance than a set of rules

and consequences.

Although you will be doing your student teaching in a classroom that has an existing management

plan, this experience will provide you with opportunity to begin formulating and practicing your own

ideas of effective management. You are encouraged to take the initiative in requesting permission to try

some of your ideas.

Classroom management is a major concern for beginning teachers. Understand that management is

partly a point of view, partly a feeling of self-confidence, partly the relationship between the teacher

and the students, but mostly a feeling that the class develops about its own behavior. There is no recipe

for ensuring a positive learning environment. Rules and routines that you establish may change

depending on the factors such as room size, activities, time of year, administration, and your own

personal philosophy toward management. Yet there are some practical considerations to keep in mind.

Indirect Methods Make the learning relevant Provide equality of opportunity for all students Believe that all students can succeed Provide work that is differentiated in difficulty so that all student achieve success Expect appropriate behavior Show your belief in students’ ability to cooperate and behave with dignity Believe in yourself and have high expectations for yourself Direct Methods Be proactive and set students up for successful behavior Engage students in establishing expectations for appropriate behavior Establish a limited amount of rules which are specific and enforceable Teach behavioral expectations Utilize an appropriate attention signal Provide reasons for rules Articulate the rights and responsibilities of both students and the teacher Establish procedures for following rules (i.e., if the rule is to ‘respect others’ what procedures will

be needed so that students might understand the rule) Establish consequences that are fair and appropriate Be consistent in following through with the consequences Remember the benefits of positive reinforcers, both intrinsic and extrinsic Periodically examine rules and routines, making adjustments as needed


CLASSROOM MANAGEMENT PLAN

For each placement you will need to become familiar with the management plan of your cooperating

teacher. As you work with his/her plan you will also be learning more about your own plan.

During the first week of each placement you should interview your cooperating teacher about the

behavior management plan in effect. Be prepared to explain what discipline techniques you would like

to incorporate into his/her plan. It is suggested that you become familiar with Harry Wong, The First

Days of School. He gives many suggestions for classroom management that are effective at all grade

levels.

A. During the first week of each placement you should provide the following information:

A written list of the classroom rules

A written list of routines and procedures the teacher uses to enforce the rules

A description of preventative discipline techniques you observe

An outline of the classroom management plan you will use as discussed by you and your

cooperating teacher

B. At the conclusion of each placement you will:

Create a bulleted list of all routines and procedures you implemented that were not a part of

your cooperating teacher’s plan

Reflect on what you have learned about classroom management

Compare and contrast your ideas regarding classroom management before and after your

student teaching experience.


DESCRIPTION OF COMMUNITY AND SCHOOL CONTEXTS

The purpose of this activity is to assist the student teacher in gaining a comprehensive understanding

of the contexts of their practicum. This understanding of the context in which instruction is delivered is

critical to working effectively with students and professional colleagues.

GENERAL INFORMATION 1. Name and location of school 2. Superintendent of school system 3. Principal 4. Office secretary 5. Specialty area teachers (list specialty and name of teachers) 6. School board chairperson 7. Pastor of church 8. Other personnel (custodian, etc.) DESCRIPTION OF PHYSICAL ENVIRONMENT 1. Estimated age of facility 2. Facility capacity 3. Description of school grounds and playground 4. Description of physical aspects of: (a) library, (b) media center, (c) guidance office, (d) principal’s

office, (e) cafeteria, (f) teachers’ lounge, (g) gym, (h) classrooms, (i) labs, (j) workrooms DESCRIPTION OF SOCIAL AND COMMUNITY ENVIRONMENT 1. Type of community in which school is located 2. Primary occupations of parents 3. Percentages of students representing each ethnic/cultural background 4. Percentage of students for whom English is a second language 5. Socioeconomic status of students 6. Community churches 7. Religious activities 8. Types of community sports and entertainment 9. Social activities 10. Involvement of local business in school programs 11. Social agencies that contribute to school program INSTRUCTIONAL ENVIRONMENT 1. Types of library materials available to students and faculty 2. Technological equipment, supplies, and services 3. Type of P.E. program and participation by students 4. Description of art program 5. Description of music program 6. Availability of instructional resources in your classroom (maps, charts, curriculum guides) 7. Predominant philosophy of teaching methods 8. Description of student instructional materials (texts, workbooks, manipulatives, etc.) 9. School-wide behavior management plan


INFLUENCE OF COMMUNITY AND SCHOOL CONTEXTS

At the conclusion of each placement provide a thoughtful analysis, including specific examples, of how you used the above information to be a (a) Caring Person, (b) Informed Facilitator, (c) Reflective Decision-maker, and (d) Committed Professional.

REFLECTIVE PROFESSIONAL JOURNAL ENTRIES

Reflective decision-makers frequently engage in thoughtful analysis of experience. Your reflective

professional journal entries provide you with the opportunity to begin this process. The entries will

include a record of your thoughts and feelings as they relate to experiences you encounter during

student teaching.

For each placement you will write four comprehensive reflective journal entries. There must be one

entry for each pillar of the Conceptual Framework: (a) Caring Person, (b) Informed Facilitator, (c)

Reflective Decision-maker, and (d) Committed Professional. The entry for Committed Professional is

completed at the end of each placement. Use the Reflective Self-Assessment form to complete this

reflection. Refer to the Conceptual Framework proficiencies to determine the types of appropriate

reflective entries. Identify the knowledge, skills, or dispositions that you demonstrated as a part of the

experience you are journaling.

Because journal entries reflect the depth and breadth of your experience you will need to provide a

minimum of 500 words for each entry. Begin each entry with a brief description of the experience and

go on to reflect on ways that this shows the connection to the specific pillar of the Conceptual

Framework. Finally, identify the decisions that you have made as a result of this reflection.

COACHING STRATEGIES

Three coaching lessons will be completed in each placement. It is the student teacher’s responsibility to

schedule two coaching lessons with the cooperating teacher and one with the SAU supervisor.

Documentation for the coaching is completed in the Field Experience Module (FEM).

LIST OF ADAPTATIONS (First Placement) Keep a bulleted list of adaptations used to accommodate the students in your classroom. These

adaptations deal with diversity such as ethnic/racial, linguistic, gender, and socioeconomic groups as

well as gifted and learning disabled learners.


CASE STUDY (2nd Placement )

One of the greatest challenges in classrooms today, as well as one of the greatest privileges, is the

ability to meet the needs of a diverse student body. During your student teaching experiences you will

encounter numerous types of diversity. You and your cooperating teacher will find yourselves seeking

new and better methods to meet the needs of all the students in the classroom. To assist you in

developing your skills as a reflective decision-maker you will focus on one particular student for this

placement.

You will be developing a case study for one student. During the first week of your placement identify a

student you are particularly interested in working with to help them succeed in a specific area (i.e., self-

esteem, behavior, attitude, reading, social skills, etc). Follow the outline to develop a case study that

will demonstrate your ability to differentiate instruction and provide the support this student will need

to be successful. Keep your case study current and have it available for your supervisor to respond to

during each visit.

Week One: Describe the student (use a pseudonym) and the exceptionality. Include your observations

and initial impressions of this student. Include comments made by your cooperating teacher or other

support personnel. Tell why you want to focus on helping this student during your placement.

Week Two: Write a daily observation of this student. Include objective data such as specific behaviors,

comments, reactions. It is also appropriate to include your subjective thoughts on what might be going

on for this student.

Week Three: Develop an informal plan for meeting the needs of this student. Include details related to

ways you will provide emotional support, ways you will differentiate the curriculum, accommodations

you would like to try, and alternative assessments you will use. This plan must include documentation

of at least three professional resources used to inform your decisions. Present this plan to your

cooperating teacher and ask for additional suggestions. If you are in a school where there are support

personnel you may want to enlist recommendations made by them. Include these in your plan.

Weeks Four-Seven: Keep a record of each type of differentiation you make. Include a note explaining

the reaction of the student and the levels of success experienced as a result of specific interventions.

Include samples of differentiated assignments.

Week Eight: Reflect on the effectiveness of your plan. Identify the techniques that were most effective.

Include your reactions related to the success the student experienced while you were working with

him/her. You may want to interview the student to determine his/her perspective on the things you

have done to assist him/her toward meeting the goals.


PART III

PLANNING FOR INSTRUCTION

“He constantly seeks higher attainments and better methods. His life is one of continual growth.

In the work of such a teacher there is a freshness, a quickening power, that awakens and inspires his pupils.”

-Education, p. 278



LESSON PLANNING

Effective teaching always involves having a purpose. Plans must be developed and implemented in a

manner that shows the objectives have been met. A lesson plan is a tool that enables you to focus on

what is to be taught and learned in the time allotted.

As a student teacher you will be expected to plan in more detail than your cooperating teacher. The

weekly plan book style used by experienced teachers is not considered adequate planning for a student

teacher. At the beginning of each placement you will be required to submit detailed lesson plans. As you

demonstrate proficiency in planning and implementing, your supervisor will give you permission to

begin writing condensed plans in your plan book. Condensed plans must include objectives,

pedagogical strategies used for instruction (see list below for ideas), and assessment. Your detailed

lesson plans should include lessons based on use of the adopted text as a primary teaching tool and

alignment of standards, objectives, instruction, and assessments. To support student learning and meet

the needs of a diverse student population, you must differentiate instruction using research-based

teaching strategies and assessments. Pre- and post-assessment need to be included in your lesson plans.

Technology: Because of the positive impact of the use of technology, it is expected that many of your

lesson plans will incorporate some type of digital technology. Create a list of multiple ways technology

has been incorporated in the teaching/learning process.

Partial List of Research-based pedagogical strategies:

Cooperative learning (structures and/or social skills)

Graphic organizers

Integrating technology (required)

Questioning (Bloom’s Taxonomy and/or Webb’s Depth of Knowledge)

Manipulatives

Establishing background knowledge

Mini-lessons

Interactive read-alouds (all grades)

Guided reading

Shared reading

Problem-based learning

Independent research

Concept attainment

Content specific pedagogical methods

Natural Learning Cycle (4MAT wheel)

Social Interaction

Differentiation


Detailed Lesson Plan Template Based on the Natural Learning Cycle and 4MAT

Name: Grade:

Date(s): Time: Subject(s): Topic(s):

ESSENTIAL QUESTION: SPIRITUAL /LIFE VALUE CONNECTION: STANDARDS: OBJECTIVES: ASSESSMENTS: (aligned with objectives) MATERIALS: TEACHING / LEARNING EXPERIENCES:

Connecting/Engagement:

Informing/Direct Instruction:

Practice:

Applying:

45

Impact on Student Learning – Lesson Plans Sequence / Unit You will plan and teach a sequence of lesson plans in each placement. As you plan and implement,

give attention to the inclusion of technology, differentiation, research based instruction, and

activities that focus on the use multiple intelligences. To document impact on student learning

each sequence of lesson plans /unit must include pre/post assessment data and an analysis of

student progress. The analysis is defined through a rubric (provided)

DEMOGRAPHICS OF CLASSROOM: Provide a well written, in-depth description of the demographics in your classroom. Include number of learners, gender breakdown, ages of learners, ethnicity, and diverse learning needs. PRE-TEST:

Description – Candidates are to provide a well written description of the Pre-Test given to their class. Include when the assessment was given, Teacher Candidate expectations, and specific information taken into consideration when creating the Pre-test. Include an actual copy of the Pre-test.

Data and Analysis of Pre-test Data – Provide the data of the pre-test. The pre-test should be disaggregated by learner sub-groups. An analysis of the results of the pre-test should include reviewing class means, individual learners scores (use a learner variable not name when reporting data), sub-group comparisons (gender, age, ethnicity, and diverse learners), range and percentages. Analysis should also include suggestions for making instructional decisions for the different sub-groups.

SEQUENCE LESSON PLANS / UNIT

Lesson plan sequence / Unit Implementation – Provide a well written summary of the attached

lesson plans / unit implementation that has been taught. (Follow School of Education Program

detailed lesson plan outline) Attach lesson plans.

POST-TEST:

Description – The post-test should be the same as the pre-test given to your class. Include when the

assessment was given, Teacher Candidate expectations, and specific information taken in consideration

administering the post-test. This should include the number of instructional lessons in the unit, if there was an

unexpected delay in administering the post test, etc.

Data and Analysis – provide an analysis of the results of the post-test, Analysis and data should include class

means, individual learner scores (use a learner variable not name when reporting data), sub-group

comparisons (gender, age, ethnicity, and diverse learners), range and percentages. Analysis should


also include major strengths and weaknesses of learners and suggestions for effectively meeting the

needs of those making least progress

Comparison of Pre and Post Test Data – Data from the pre-test and post-test for the individual

learners and different sub-groups should be compared. Analysis should include the raw score,

percentage, range of scores and percentages of growth for individual learners and sub-group

comparisons (gender, age, ethnicity, and diverse learners). Analysis should also include suggestions

for effectively meeting the needs of those individuals making the least progress.

REFLECTION AND REACTION Personal Impact on Student Learning – Provide a well written in –depth summary of your personal impact on

student learning. Provide information on the instructional strategies that were effective and those that were

less effective. As a teacher, what would you do differently to meet your learner’s instructional needs?

47

PART IV

ASSESSMENTS FOR STUDENT TEACHING

“He who discerns the opportunities and privileges of his work will allow nothing to stand in the way of earnest endeavor

for self-improvement. All that he desires his pupils to become, he will himself strive to be.” -Education, p. 281

48


STUDENT TEACHING FORMATIVE / SUMMATIVE EVALUATION Purpose: An assessment of the student teacher in terms of fulfillment of the expected competencies

outlined by Hamilton County Department of Education and approved by the State of Tennessee Department of Education.

Completion: Formative Assessments will be completed at: mid-1st placement, end of 1st placement and mid-

2nd placement. Summative Assessment will be completed at the conclusion of the second placement by the SAU Supervisor in collaboration with 2nd placement Cooperating Teacher. All assessments will be completed in the LiveText Field Experience Module.

Instructions: Formative Assessments will be completed by the Cooperating Teacher in collaboration with the

Student Teacher. Note: When a Student Teacher exceeds expectations at the end of either placement, a written

rationale must be provided.

Formative: □ Mid 1st Placement □ End of 1st Placement □ Mid of 2nd Placement

Summative: □ End of 2nd Placement

Domain I: Planning and Preparation for Learning The student teacher

Undeveloped Developing Expectation Met Exceeds Expectation

Rationale to justify score that exceeds expectation. (End of 1st / 2nd placement)

Knowledge Has little familiarity with the content and few ideas on how to teach it and how students learn

Is somewhat familiar with the content and has a few ideas of ways students develop and learn.

Demonstrates adequate content knowledge and has a grasp of how students learn.

Assessments Doesn’t use formative assessment; depends solely on summative assessments.

Occasionally uses formative and summative assessment to monitor student learning; rarely adapts assessments to meet students’ needs.

Plans formative and summative assessments to monitor and adjust student learning.


Domain I: Planning and Preparation for Learning (Cont.)

The student teacher Undeveloped Developing Expectation Met Exceeds Expectation


Lessons Plans aimed primarily at occupying students or covering textbook material.

Occasionally designs lessons based on best practices; aligns objectives with state standards

Consistently designs lessons based on best practices; aligns objectives with unit goals and state standards.

Resources Doesn’t enhance student learning by utilizing appropriate resources.

Inconsistently uses developmentally and culturally appropriate resources.

Enhances student learning though the use of developmentally and culturally appropriate resources.

Differentiation Does not differentiate.

Differentiates instruction to accommodate some students.

Designs instruction that targets diverse learning needs, styles, and interests.

Domain II. Classroom Management

The student teacher



Expectations

Is inconsistent in implementing rules and consequences.

Generally implements classroom rules and consequences.

Clearly communicates and consistently enforces high standards for student behavior.

Social-emotional

Is sometimes unfair and disrespectful; plays favorites.

Encourages a mutually respectful classroom that fosters positive interactions among students and teaches useful social skills.

Shows caring, respect and fairness, and successfully develops positive interactions and social emotional skills.

Routines and Strategies

Struggles to maintain student attention; has few classroom management strategies.

Utilizes some routines and classroom management strategies.

Evidence of established procedures and classroom management strategies are in place and maintained.


Domain II. Classroom Management (Cont.)

The student teacher



Responsibility

Is unsuccessful in fostering self-discipline in students.

Attempts to get students to be responsible for their actions.

Provides instruction to help students develop self-discipline; teaches them to take responsibility for their own actions.

Efficiency

Loses a great deal of instructional time because of confusing instruction, interruptions and ragged transitions.

Sometimes loses instructional time due to lack of clarity, interruptions, and inefficient transitions.

Maximizes instructional time through the use of clarity, lesson pacing, and seamless transitions.

Prevention

Is unsuccessful at identifying and preventing discipline problems that frequently escalate.

Tries to prevent discipline problems but sometimes allows little things to escalate into big problems.

Is a confident, dynamic presence and deals with most discipline problems immediately.

Domain III: Delivery of Instruction

The student teacher



Expectations

Minimizes the importance of subject matter; fails to support students so they learn from their mistakes.

Conveys the importance of subject matter without encouraging students to learn from their mistakes

Conveys the importance of subject matter; emphasizes the value of effort while encouraging students to take risks and learn from their mistakes.

Goals/ Objectives

Initiates lessons without giving students a sense of where instruction is headed.

States the intended learning objective for most lessons.

Provides students with a clear sense of purpose for each lesson.


Domain III: Delivery of Instruction (Cont’d) The student teacher Undeveloped Developing Expectation Met Exceeds

Expectation Rationale to justify score that exceeds expectation. (End of 1st / 2nd placement)

Connections

Begins lessons without engaging students’ interest or making connections to their lives.

Attempts to make the subject interesting and relevant to students.

Activates students’ prior knowledge and engages their interest in each lesson.

Clarity

Presents material that uses language and explanations that are incorrect, confusing, or inappropriate.

Sometimes uses effective questions, clear explanations, appropriate language, and relevant examples to present material.

Consistently uses effective questions, clear explanations, appropriate language, and relevant examples to present material.

Repertoire

Relies on only one or two pedagogical strategies; fails to reach most students.

Uses a limited range of pedagogical strategies, materials, and practices with mixed success.

Utilizes effective pedagogical strategies, materials, and classroom practices to facilitate student learning.

Engagement

Relies on lectures and worksheets; does not recognize or respond when students are disengaged.

Attempts to get students actively involved; has a limited repertoire for involving students who are disengaged.

Involves students in exploration, discussion, and application of ideas and skills being taught.

Differentiation Does not provide differentiated instruction and assignments for students.

Attempts to differentiate instruction for some students with mixed success.

Differentiates and scaffolds instruction to accommodate most students’ learning needs.

Flexibility/ Pacing

Rarely takes advantage of teachable moments; fails to pace the lesson appropriately.

Focused on implementing lesson plans and sometimes misses teachable moments; usually paces lessons appropriately.

Modifies lessons to maximize teachable moments; paces lesson appropriately.


Domain III: Delivery of Instruction (Cont’d)

The student teacher Undeveloped Developing Expectation Met Exceeds


Application

Provides no opportunity to apply learning to real-life situations.

Tells students how this learning connects to real life.

Asks students to think about real-life applications that connect to what they are learning.

Domain IV: Monitoring, Assessment, and Follow-up

The student teacher



Criteria

Expects students to know (or figure out) how to complete assignments satisfactorily.

Tells students some of the qualities that their finished work should exhibit.

Provides clear criteria for expectations of student work, i.e. rubrics and exemplars of student work.

Formative Assessment

Rarely checks for understanding and provides minimum feedback.

Analyzes assessments to see if there is anything that needs to be re-taught and follows up with students.

Uses ongoing assessments to adjust teaching, re-teach, and follow up with students.

Self-Assessment

Allows students to move on without assessing and improving problems in their work.

Urges students to look over their work, see where they had trouble, and aim to improve those areas

Helps students set specific learning goals; provides opportunity for self-assessment.

Recognition Posts some selected samples of student work.

Occasionally shares students’ work/thinking and celebrates their progress.

Frequently shares students’ work/thinking to motivate, direct effort, and celebrate their progress.

Student Expectations

Offers minimum opportunities for student improvement

Offers students some opportunities for success i.e. re-taking test, redoing projects.

Takes responsibility for the performance of all students and provides help.


Domain IV: Monitoring, Assessment, and Follow-up (Cont’d)

The student teacher



Analysis

Records students’ performance levels, but seldom analyzes student data.

Records students’ performance levels and notes some general patterns; may make some modifications to instruction.

Analyzes assessment data and draws conclusions to adjust instruction.

Reflection

Minimum reflection on past performance to adjust instructional practice.

Notes some general patterns relating to what might have been taught better.

Continuously reflects on effectiveness of lessons to improve instruction.

Domain V: Family and Community Outreach The student teacher Undeveloped Developing Expectation Met Exceeds


Respect

Shows insensitivity to culture and beliefs of students’ families, peers, and/or colleagues.

Attempts to show respect for all students’ families, peers, and/or colleagues regardless of different culture and values.

Shows respect for all students’ families, peers, and/or colleagues regardless of different culture and values.

Homework (when applicable)

Relies on the cooperating teacher for making homework assignments; fails to follow up on assigned homework.

Assigns homework, keeps track of compliance, but rarely provides feedback in collaboration with the cooperating teacher.

Assigns appropriate homework, holds students accountable for submitting it, and gives prompt and meaningful feedback in collaboration with the cooperating teacher.


Domain V: Family and Community Outreach (Cont’d)

The student teacher Undeveloped Developing Expectation Met Exceeds Expectation


Responsiveness

Fails to recognize the importance of responding to parental concerns.

Relies on the cooperating teacher for dealing with parental concerns; contributes somewhat to response to parents.

Responds to parental concerns in a professional and supportive manner In collaboration with the cooperating teacher.

Outreach (community)

Does not reach beyond the classroom for resources that support the curriculum.

Relies on the cooperating teacher to plan for utilizing volunteers or other community resources.

Collaborates with cooperating teacher to plan for utilizing volunteers and other community resources.

Communication

Frequently uses incorrect grammar, spelling and inappropriate language.

Inconsistently uses appropriate written and verbal communication.

Consistently uses appropriate written and verbal communication.

Openness to feedback

Is defensive about criticism and resistant to suggestions for change

Listens to feedback and responds constructively to suggestions.

Actively seeks feedback and responds constructively to suggestions; listens thoughtfully to other viewpoints.

Self-Improvement

Rarely uses ideas for improving teaching and learning.

Occasionally seeks out new ideas for improving teaching and learning, but implements on a limited basis.

Seeks out and applies best practices from colleagues, professional literature, and other sources.



Comprehensive Evaluation of Student Teaching Assignments (Initial Exit) Purpose: An evaluation of the student teacher’s assignments in terms of his/her fulfillment of the expected competencies outlines by the Conceptual Framework and professional standards.

Completion: At the conclusion of student teaching in both placements.

Instructions: In scoring each section, mark the score corresponding to the level of attainment described in the cells of the form.

Student teacher’s name: _______________________________________________________________

Please check the appropriate boxes. Placement: 1st 2nd Major: Elem Sec K-12

Undeveloped (1)

Proficient (2)

Exceptional (3)

Enter Score

Caring Person Evidences indicate minimal knowledge and understanding of what it means to be a caring person.

Evidences show adequate knowledge and understanding of what it means to be a caring person.

Evidences show an in-depth knowledge and understanding of what it means to be a caring person who makes a significant impact on student learning.

Informed Facilitator

Evidences indicate minimal knowledge and understanding of what it means to be an informed facilitator.

Evidences show adequate knowledge and understanding of what it means to be an informed facilitator.

Evidences show an in-depth knowledge and understanding of what it means to be an informed facilitator who makes a significant impact on student learning.

Reflective Decision-maker

Evidences indicate minimal knowledge and understanding of what it means to be a reflective decision-maker.

Evidences show adequate knowledge and understanding of what it means to be a reflective decision-maker.

Evidences show an in-depth knowledge and understanding of what it means to be a reflective decision-maker who makes a significant impact on student learning.

Committed Professional

Evidences indicate minimal knowledge and understanding of what it means to be a committed professional.

Evidences show adequate knowledge and understanding of what it means to be a committed professional.

Evidences show an in-depth knowledge and understanding of what it means to be a committed professional who makes a significant impact on student learning.

Content & Pedagogical Knowledge

Evidences demonstrate minimal understanding of content, pedagogical theory, and instructional strategies.

Evidences demonstrate an understanding of content, pedagogical theory, and instructional strategies that impact student learning.

Evidences demonstrate an in-depth understanding of content, pedagogical theory, and instructional strategies that significantly impact student learning.

Assessments Evidences demonstrate that student teacher relies on formal assessments without

Evidences demonstrate that student teacher incorporates formal and

Evidences indicate that student teacher creates formal and informal


Undeveloped (1)

Proficient (2)

Exceptional (3)

Enter Score

aligning them to instruction. informal assessments that are somewhat aligned with instruction.

assessments that are strongly aligned with instruction.

Impact on Student Learning

Pre and post assessments show little alignment. Impact on student learning is minimal.

Pre and post assessments are aligned. Results indicate acceptable impact on student learning.

Pre and post assessments are aligned and provide opportunity for student engagement. Impact on student learning is exceptional.

Use of Digital Technology

Evidences demonstrate that instructional technologies are used minimally or ineffectively to impact student learning.

Evidences demonstrate the ability to select and use instructional technologies that impact student learning.

Evidences demonstrate ability to select and use instructional technologies. Utilizes technology in creative ways that significantly impact student learning.

Diversity Evidences indicate that the student teacher respects diversity but fails to value it. Minimal accommodations are provided for ensuring that all students experience success.

Evidences demonstrate that the student teacher respects and values student diversity. The belief that all students can learn is shown by designing instructional opportunities that ensure success.

Evidences demonstrate that the student teacher embraces diversity. Diversity is used as an instructional tool to impact student learning in a positive manner.

Professional Growth Experiences

Evidences demonstrate that the student teacher only participates in required professional growth experiences.

Evidences demonstrate that the student teacher actively seeks multiple opportunities for professional growth.

Evidences demonstrate that the student teacher actively seeks multiple opportunities for professional growth which influence instruction.

Professional Presentation

Multiple assignments submitted late. Poor organization. Does not have a professional appearance. Many errors in conventions.

Most assignments submitted on time. Adequately organized. Professional in appearance. Some errors in conventions.

All assignments submitted on time. Well organized. Professional in appearance. No errors in conventions.

Undeveloped <16 Proficient 16 – 27 Exceptional 28 – 33 TOTAL

Evaluator: Date:


COMMITTED PROFESSIONAL JOURNAL ENTRY REFLECTIVE SELF-ASSESSMENT

At the end of each placement you will identify three areas you feel are strengths for you in your

development as a teacher. Also identify three areas which you feel need to be strengthened. Give your

reasons for selecting each area. Include an analysis of student evaluations.

Area of strength

Reason for selection

Area of strength


Area of strength


Area to strengthen

Reason for selection Area to strengthen

Reason for selection Area to strengthen

Reason for selection Analysis of Pupil Evaluations



SELF-EVALUATION BASED ON VIDEOTAPED LESSON Arrange with your cooperating teacher to have a direct instruction lesson videotaped. You will use the

following questions to evaluate yourself as you watch the video. Submit the video and self-evaluation

as a LiveText assignment.

1. How does my nonverbal communication convey my interest in the students and the lesson being presented?

2. What disturbing mannerisms do I have? What words or phrases do I overuse?

3. What do I do to hold the attention of the students? How effective am I in holding their

attention?

4. Is my appearance professional? Is my tone of voice pleasing to listen to?

5. What is the ratio of student talk to teacher talk?

6. List of questions I asked students at the following levels:

Remembering (Recall)

Understanding (Describe, Explain)

Applying

Analyzing

Evaluating

Creating

7. What evidence is there that all students are included in instruction? Is there any indication that I tend to call on certain students more or less than others?

8. What evidence is there that students were able to understand my instructions and explanations?

9. What positive comments did I make throughout the lesson? Jot down the comments.

10. What elements of a detailed lesson plan were included in my instruction? Additional Comments:



REFLECTIVE SELF-EVALUATION RESPONSES FOR CAPSTONE INTERVIEW

(2nd Placement Only)

After careful reflection on the following aspects of your experiences, provide typed responses in LiveText. It is

suggested that you discuss the responses with your cooperating teacher and/or supervisor. These questions will

be addressed in the capstone interview during the week of culminating activities, so please print the responses

submitted in LiveText and bring them with you to the interview.

Yourself as a Facilitator of Learning and Reflective Decision-maker

1. Describe the professional qualities, dispositions, and behaviors you have learned that will need to

be demonstrated in your teaching profession. Which do you want to improve?

2. Describe the importance of observing and recording individual student behaviors. 3. Describe three of the most important things you learned while student teaching.

Yourself as a Caring Person and Committed Professional

1. Describe the supportive and nurturing behaviors that you use when interacting with students. 2. Describe your ability to function as a team member, including your ability to follow directions and

your reaction to guidance and constructive feedback.

3. What do you feel you are very well prepared for? 4. If someone asked how prepared you are to begin your first year of teaching, how would you rate

yourself on a scale of 1-5 (with 1 being unprepared to 5 being well prepared)? _________

5. Teachers make a difference. Is there one student in particular for whom you are certain you made a

difference? Describe what you did and how that made a difference for the student.

Perceptions of the Teacher Education Program Faculty 1. Indicate one area you believe is a strength of the TEP that helped you in your student teaching.

2. To what degree do you feel Southern professional education faculty modeled the pillars of the

Conceptual Framework? On a scale of one to five, with five being exceptional, rate each pillar.

Caring Persons _____ Informed Facilitators _____ Reflective Decision-makers _____ Committed Professionals _____



PART V

FORMS

“[You] should possess not only strength but breadth of mind.” -Education, p. 276



EMPLOYMENT/ADDITIONAL COURSE RESPONSIBILITIES PETITION FOR APPROVAL

Name ___________________________________ ID Number __________________________ Phone (_____) ______-________ Advisor _____________________________ The State of Tennessee Department of Education states that “Regular seminars will be held with higher

education faculty to focus on application and analysis of teaching knowledge in the classroom, but no

other courses may be taken by student teachers during the professional semester.” (Licensure

Standards and Induction Guidelines, TN State Board of Education, pg. 42)

Additionally, student teachers are notified that outside employment may affect the success of the

student teacher’s professional semester. Student teachers are discouraged from holding a job during

the semester. However, if employment is necessary student teachers must not work more than 15 hours

a week. If employment interferes with student teaching performance the student teacher will be

required to end employment.

If either of these guidelines pertain to you, please state in writing the factors influencing (a) your need

to enroll in one or more university courses during the semester, and/or (b) the conditions regarding

your employment during the professional semester. Submit this completed form to Krystal Bishop,

Director for Teacher Education. This form must be received prior to the first placement.

________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

Signature _____________________________



WEEKLY SCHEDULE OF PLANNED STUDENT TEACHING ACTIVITIES (submit via email)

Student Teacher_________________________________ School___________________________ Activities for week(s) of ____________________ This schedule should be completed and submitted to your university supervisor by email for the coming week. It is due by Monday of each week. List the class schedule. Put a star by classes you will be assisting with. Highlight the periods in which you will be in charge and teaching.

Time

Monday

Tuesday Wednesday

Thursday

Friday

List briefly all activities other than regularly assigned classes in which you plan to participate.

____________________________________________________________________________________ ____________________________________________________________________________________ List questions or concerns which you would like to discuss with your university supervisor.

____________________________________________________________________________________ ____________________________________________________________________________________



STUDENT TEACHING ABSENCE REPORT/REQUEST Student Teacher ____________________________ University Supervisor__________________ Date Submitted _______________________ Student teachers are allowed two absences during the student teaching semester. Additional absences

must be made up at the end of the 2nd placement. Taking the Praxis exam or attending professional

workshops are not counted as absences but must still be requested on this form. Absences for reasons

other than sickness must be approved prior to the absence.

A student teacher who desires to request absence from duty should complete all the appropriate spaces

below and give to the cooperating teacher who will approve or disapprove the request. A copy must be

submitted to the university supervisor.

Sick Leave Report: I hereby report that I was absent due to illness on the dates indicated below. Date(s) of Absence _________________________ Absence Request: Date(s) of Absence _________________________ Reason for Absence _____________________________________________________________ Comments:

_________________________________ __________ Signature of Cooperating Teacher Date



OBSERVATION AND CONFERENCE

Student Teacher Date

School Subject/Grade

Quality of Lesson Plan or Presentation

Observations

Observed Strengths

Suggestions/Recommendations

Signature of Observer



Example/ELAT

GRADE YOUR STUDENT TEACHER

Read each question and think carefully about your student teacher. Then mark the

answer that shows how you feel about your student teacher.

= Doing a great job

= OK

= Keep working

1. I understand the things she/he teaches. ____

2. I learn new things from my student teacher. ____

3. My student teacher makes the lessons interesting. ____

4. My student teacher gives the right amount of work. ____

5. When I need help the student teacher helps me. ____

6. My student teacher is fair to everyone. _____

7. My student teacher likes me. ____

8. My student teacher smiles and laughs sometimes. ____

9. I think my student teacher acts like a teacher should. ____

10. I think my parents would like my student teacher. ____

11. My student teacher understands kids. ____

12. I think my student teacher likes teaching. ____

If I could give my student teacher some advice it would be...

The things I like best about the student teacher are...

I wish my student teacher would...

I give my student teacher a grade of ____.



Example/Secondary Grade Your Student Teacher

Scores: 1 Needs Improvement 2 Satisfactory 3 Excellent _____1. I was able to understand the lessons that he/she taught.

_____2. Instructions were clear and easy to follow.

_____3. I found the lessons to be interesting and engaging.

_____4. The student teacher had reasonable expectations for given assignments.

_____5. I was comfortable asking him/her for additional help or to answer questions.

_____6. I was treated fairly and with respect by the student teacher.

_____7. I felt that the student teacher attempted to get to know me as a person.

_____8. I was able to tell that he/she had a sense of humor.

_____9. The student teacher conducted himself/herself in a professional manner.

____10. My parents would approve of my student teacher.

____11. The student teacher understands us and our needs.

____12. I could tell that my student teacher enjoyed teaching my class.

My advice to my student teacher is. . .

What I liked best about my student teacher. . .

Overall, I would give my student teacher a letter grade of _________



STUDENT TEACHING MILEAGE REPORT (Applies to a driver commuting more than 20 miles to placements, but within the Southern Union)

Student Teacher

ID Number

Student Teacher Mailing Address

School

Date # of Miles $0.21/mile Amount Per Trip

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

x 0.21 $

Total $

Complete and submit to the Education & Psychology office for reimbursement.



COOPERATING TEACHER INFORMATION

Please provide information on each cooperating teacher. Submit this form to the Office Manager in the School

of Education and Psychology.

Student Teacher ______________________________________

Placement (please circle) 1st 2nd Other ________________________________

Placement School ________________________________________________________

Cooperating Teacher ______________________________________

Cooperating Teacher’s Home Address ________________________________________________

________________________________________________

Cooperating Teacher’s Home Phone # _________________________________





________________________________________________






________________________________________________



Documents

STUDENT TEACHING HANDBOOK - Southern Adventist … · INTRODUCTION The publication of the Student Teaching Handbook is based on the ... Get-acquainted Interview with cooperating teacher