Master of Arts in Teaching (M.A.T.) Secondary Education

Transcription

1 NATIONAL COLLEGE OF EDUCATION AT NATIONAL LOUIS UNIVERSITY Master of Arts in Teaching (M.A.T.) Secondary Education Student Teaching Manual For Student Teachers, Cooperating Teachers, and NLU Supervisors Edition CHICAGO ELGIN NORTH SHORE LISLE WHEELING SEC MAT Student Teaching Manual

2 The President and officers of National Louis University reserve the right to change the requirements for admission or graduation announced in this bulletin, and to change the arrangement, scheduling, credit, or content of courses, the books used, fees charged, regulations affecting students, and to refuse to admit or readmit, and to dismiss, any student any time, should it be deemed to be required in the interest of the student or of the university to do so. National Louis University admits students to all programs and activities, and administers all educational, employment, and other policies without discrimination because of race, color, sex, religion, handicap, and national or ethnic origin. National Louis University is a private, independent university. It has no affiliation with the District of Columbia government or with the Federal government. PROGRAM PHILOSOPHY...1 PROGRAM OVERVIEW...1 STUDENT TEACHING PLACEMENT PROCEDURES...2 THE STUDENT TEACHER...4 STAGES OF STUDENT TEACHING...5 Responsibilities...5 Resources Needed before Student Teaching:...5 Student Concerns...5 Mandatory Seminar Classes...5 Portfolio Requirements...6 SUGGESTED PLAN FOR STUDENT TEACHING...6 Week One...7 Week Two...7 Week Three...7 GUIDELINES FOR THE STUDENT TEACHER...8 Plan...8 Responsibilities...8 OUTCOMES...9 Effective classroom teaching skills...9 Professional skills beyond the classroom...9 SEC MAT Student Teaching Manual

3 STUDENT TEACHING GOALS CHECKLIST FOR THE STUDENT TEACHER Learn about the students, the curriculum and instruction Learn about the classroom(s) in which you teach Learn about the school organization and culture THE COOPERATING TEACHER Guidelines for the Cooperating Teacher Possible Eleven-Week Timeline Scenario THE UNIVERSITY SUPERVISOR Guidelines for the University Supervisor Possible Eleven-Week Timeline Scenario GRADING PROCEDURE Determining a Grade for the Student Teaching Experience APPENDIX A Student Teaching Goals APPENDIX B Lesson Plan Template APPENDIX C Illinois Professional Teaching Standards APPENDIX D Student Portfolio APPENDIX E Student Petition To The NCE Graduate Admission And Retention Council APPENDIX F Competency Appraisals APPENDIX G Code of Ethics of the Education Profession SEC MAT Student Teaching Manual

4 National Louis University SECONDARY EDUCATION Program Philosophy National Louis University s M.A.T. Program is based on the belief that dramatic changes can be made in the ways that American secondary schools operate. These changes can transform the lives and futures of middle and high school students. The Secondary Education Program takes its place in the progressive tradition that National Louis has pioneered since its beginning in NLU is committed to teaching educators who are both capable of serving young people and ready to revitalize public education itself. Constructivist philosophy has guided the program development, coursework, materials, and instructional methods. We believe that children can benefit from a variety of instructional approaches. By advocating a constructivist philosophy, we encourage our students to examine the benefits of an alternative approach to teaching. We attempt to provide our students with the tools necessary to help create a more studentoriented learning environment. For students who have only experienced traditional educational practices this philosophy may be counter to the instruction they receive at NLU. Most of our students seem very happy that we are not advocating lecture as a primary form of instruction with worksheet drills and true-false/multiple choice testing. That s not to say that these methods would never be used, but they are limited instructional options. Program Overview Students must successfully complete the required licensure coursework, 100 hours of classroom observations in several schools, and final placement procedures. By the third quarter of study, the student teacher works for a minimum of eleven weeks in a placement school assigned by the Office of Field Experiences. The student teaching experience is a significant and integral phase of the program and completes the State of Illinois Licensure process. Its primary objective is to provide an opportunity for students to become actively involved in the teaching/learning process while working directly with an experienced, teacher with three or more years of teaching experience. Student teaching is a transitional period during which there is a change in roles from a student learning about teaching to experiencing being a teacher. This transition involves effective communication, thought, and action. Good teaching is a distinctly personal achievement. The ability to evaluate one s own practice in the light of theory is the crux of what the student must be able to articulate through experience by the end of the internship. The student teaching experience provides the opportunity for student self-discovery of strengths and weaknesses, self-analysis and reflection, and goal setting for the future. Placements are made in schools where both principals and cooperating teachers welcome the new teacher as a future member of a dedicated profession of learners. This is also an opportunity for seasoned cooperating teachers to pass on their own insights, development, and expertise to the student. During the eleven-weeks, the classroom teacher and the university supervisor collaborate in mentoring and evaluating the student teacher. Student teachers are assigned to exemplary cooperating and supervising teachers. The cooperating teacher(s), mentor the student teacher on a daily basis. NLU supervisors also assess the student teacher throughout her/his student teaching experience. All students are assigned an NLU supervisor. Supervisors come to NLU with varied backgrounds and many years of teaching and administrative experience in middle/high schools in urban/rural areas throughout the United States, Latin America, and Europe. These certified supervisors hold several advanced degrees, licensures, and hours beyond their master and doctoral levels. These include those with a Ph.D., Ed.D., Type 73, Type 75, Type 85, Type 10, ESL, Reading, Curriculum and Instruction, and additional work in specific certified areas of: English, Social Sciences, Physical Science, Biological Science, Mathematics and/or Foreign Language. 1 SEC MAT Student Teaching Manual

5 The supervisor will visit a minimum of three observations and will be available for additional visits and counsel by phone and . Supervisors assess the goals, daily lesson plans, and classroom management styles of the individual student teacher. Student teachers and supervisors need to communicate with each other on a weekly basis. DURING THE ELEVEN-WEEK TEACHING EXPERIENCE, STUDENT TEACHERS NEED TO: Teach 5 classes or 3 block periods, or a full student teacher load as determined by the school district with at least two preparations for a minimum of 6 weeks. Become involved in the reality and diversity of the school Interact with individual students in small and large groups as much as possible Participate and develop competence in the full range of tasks performed by classroom teachers STUDENT TEACHING PLACEMENT PROCEDURES Before or during the SEC502 Secondary Methods course, the OFE (Office of Field Experiences) clinical placement coordinator and/or an NLU faculty representative will explain student teaching placement procedures and distribute application information. This Office, on an on-going basis, reviews existing and new relationships with schools and school districts throughout this metropolitan area. Placing student teachers in an environment that is supportive and reflective of the diversity in current secondary classroom life is the continuing goal of this Office. The cooperating teacher, school/district, and university s supervisor provide our students the necessary teaching experience that, we believe, prepares them well for their teaching careers. A student may offer the names of any potential contacts in a school to the clinical placement coordinator. The student may not set up a placement for her/himself. Student teaching placements arranged solely by the student will NOT be honored. Student requests for placements are vigorously pursued. The clinical placement coordinators make every effort to place students in a school and/or grade level of their choice. However, that is not guaranteed. The clinical placement coordinator has the right to place students where he/she feels the placement will be most effective. Once the clinical placement coordinator is aware of a potential placement a student has requested, the clinical placement coordinator will contact the school and send the student's application. Only one placement request per student can be pending at the same time. If no specific request is made, the clinical placement coordinator will attempt to find a placement that meets the student's criteria. If the placement is rejected, a new request will be sent to another school. Once we have received the signed agreement for placement at a partner school or school district, the clinical placement coordinator will inform the student of that placement and provide any additional details. A maximum of two student teaching placements will be made with no guaranteed that a second placement will be made. A third opportunity to student teach is not available. All applications need to be turned in to the academic advisor no later than the 3rd week of the start of the cluster. The clinical placement coordinator begins placement searches as applications arrive. If a student receives an I grade in any class leading to licensure, an in-progress report will be completed by the instructor and sent to the Registrar and the Secondary Education Director of Teacher Preparation. The instructor will also inform the student and the OFE as to what the student needs to do in order to change the grade to a B or better and the deadline for the student to complete that process. If the work is not completed by the deadline decided upon, the student's placement will be delayed. Once work has been completed and the instructor has issued a grade, the student must ask the instructor 2 SEC MAT Student Teaching Manual

6 to inform the OFE that the student has earned a grade of B or better during the first quarter. This information must be submitted to the OFE before the clinical placement coordinator will continue processing the application to schools for student teaching. If a student receives a grade lower than a B in either course; Materials and Methods of Teaching in Secondary Education or Teaching (in your content area) in Secondary Schools, the student will have to re-take the course(s) and receive a grade no lower than a B. In order to retake either course, the Secondary Department Director of Teacher Preparation must grant permission. The student teaching placement will be delayed until the quarter after these courses have been retaken and grades of B or better have been earned. However, this grade can be appealed, but the decision of the COMMITTEE ON APPEALS must be obtained by the OFE before student teaching commences or a placement is secured. The appeal must be submitted within 60 days of the beginning of the quarter following the issue of the grade being appealed. In courses where observation hours are required, the instructors must sign off on observation hours and return originals to students. The student is responsible for all observation logs and must submit the complete set of original 100-hour logs to the OFE before student teaching begins (see the Master of Arts in Teaching Secondary Education: Student Handbook). A copy of the test for TB and the fingerprint Criminal Background Check, and the Mandated Reporter Certificate of Completion must also have been submitted. Student teaching is an eleven-week student teaching commitment at an assigned school. If, however, withdrawal from student teaching is needed, a written request stating reasons for this withdrawal is required. The request, stating reasons for withdrawal, must be submitted to the registrar, the OFE, seminar instructor, the university supervisor, and to the school placement principal and cooperating teacher. The withdrawal will result in an "I" grade or an "N" depending on the circumstances and recorded by the seminar instructor. 3 SEC MAT Student Teaching Manual

7 THE STUDENT TEACHER Stages of Student Teaching Resources Needed before Student Teaching Student Concerns Seminar Classes Portfolio Requirements Suggested Plan for Student Teaching Week One Week Two Week Three Guidelines for Student Teaching Plan Responsibilities Outcomes Student Teaching Goals Checklist for the Student Teacher 4 SEC MAT Student Teaching Manual

8 STAGES OF STUDENT TEACHING Responsibilities: The student teaching internship consists of a gradual assumption of teaching responsibilities. Ultimately, a student is expected to assume full responsibility for preparing and teaching the same number of classes as a certified teacher in the assigned placement. This includes teaching five courses (with up to three different class preparations). In a school with a block schedule, typically a student teacher would assume responsibility for teaching three courses (with two different class preparations). It is recommended, wherever possible, that the student teacher begins to assume the responsibility of teaching the classes as soon as possible to experience as much teaching on her/his own. In the end, the student must complete, minimally, six weeks of the eleven weeks with full responsibility for all classes. In addition to these responsibilities, student teacher candidates are expected to attend all activities during the school day, whether or not students are in the building. This would include, but not limited to, professional development programs, general staff meetings, school assemblies, parent/teacher conferences, and other similar events that would require the cooperating teacher to be in the building. Although the cooperating teacher may indicate that you do not need to attend such functions, we feel that these are a vital part of your student teaching experience and you should therefore plan to attend. However, none of these responsibilities should interfere with the designated five mandatory NLU seminar classes. Resources Needed before Student Teaching: The student is usually placed in a designated school a few weeks before the starting date of student teaching, He/she should visit the school/classroom and ask to have a copy (if available), of the following resources from the cooperating teacher(s) and/or the administration: -Vision/Mission of the School -Student School Standards -School Policies -Student Handbook -Department Responsibilities -Scope/Program of Study for the Year -Lesson Plan Format -Policies of Cooperating Teacher(s) -Student Teacher Responsibilities -Department Curriculum Student Concerns: If there are any problems during student teaching, the following advice is given: As in any other class, if you experience problems within your educational setting, we encourage you to model the expectations for problem-solving; face-to-face discussion with cooperating teacher(s), supervising teachers, etc. Remember: Discussion before action is key. Based upon previous students concerns and NLU s experiences in middle /high schools, it is advised that written memos/documentation be avoided. Writing should be chosen only after a discussion has taken place. Nothing should be put in writing that would not be said to the person involved - both in words and tone. Contact your Supervisor, Seminar Instructor, and/or Cooperating Teacher(s) before action to discuss your solution to any problems you may be having during your student teaching experience. Mandatory Seminar Classes During the quarter of student teaching with the original cluster group and as part of the student teaching requirement, (SEC590A-F), all student teachers will attend five (5) mandatory seminar classes. 5 SEC MAT Student Teaching Manual

9 The student teacher s goals should be completed and brought to the first seminar meeting (see goal outline in addendum). The first four seminars will address the immediate needs of the student teacher. Typically, some of the topics include: getting to know the climate of the student teaching school communication skills with school colleagues curriculum, instruction and assessment strategies classroom management methods differentiating instruction for students varied learning styles integrating technology into your classroom communication with parents reading and writing across the curriculum strategies getting a job strategies job interviewing techniques completion of the professional teaching portfolio the final licensure process The fifth (5th) seminar session will include a presentation of the professional teaching portfolio in an individual interview with the assigned seminar instructor. All seminar meetings are with the group of peers from the original cluster. The meetings will take place on the campus you ve been assigned and often with the instructor of your first class in the MAT program. Since these dates vary, all student teachers receive information about time and place for these seminars with the finalized placement information sent before student teaching begins. Portfolio Requirements In the first two quarters of the MAT program, the student has prepared new materials for his/her professional portfolio. During the student teaching experience the student will complete the final requirements of the required portfolio and present these reflections to the seminar instructor in an arranged exit interview. (See Appendix G) SUGGESTED PLAN FOR STUDENT TEACHING Before student teaching begins, an NLU supervisor is assigned. At least two weeks prior to student teaching, both the student and the supervisor should make contact with one another. At this introduction, it is important to set a means of communication with each other. Since the student teaching experience is only eleven weeks, responding to phone calls and/or communication is necessary and should be answered in a timely manner. It is the responsibility of the supervisor to observe the student at least three times. However, it is expected that the supervisor be available by phone and/or on a regular basis. All supervisors will come to your school at a time when all parties are available. The first observation visit takes place when the student has taken on some responsibility of teaching, most likely in the third week. The second visit is considered a mid-term observation. It is helpful that the student arrange the observation so the cooperating teacher(s) are available at the same observation. (See more of the responsibilities of the supervisors and cooperating teachers in the sections that follow.) At each observation, the student is required to have a copy of the lesson plan for that day s presentation (See Appendix B.) This will be attached to the observation/evaluation notes that the supervisor submits to the seminar instructor. It is also important that lesson plans from previous lessons are available for the supervisor to see how the plan for the day is part of a whole unit plan and a plan for the next class presentation. 6 SEC MAT Student Teaching Manual

10 The schedule below is for the gradual assumption of responsibility for teaching. This is provided as a general guideline. Given the variance in schools, teachers, and student teachers, this general plan for assuming responsibility may be adjusted to meet individual needs, however, the sooner one can take over classes the more the student teacher will experience. The cooperating teacher(s) and the student teacher should coordinate a plan for the eleven-week experience. During the entire student teaching experience, daily lesson plans are required by NLU whether or not this is a requirement of the school. Week One: During the first week, a student teacher should work on the following types of tasks where applicable: Communicating with the assigned NLU supervisor to determine an observation schedule Observing classes taught by the cooperating teacher(s) Learning the names of students and staff Assisting the teacher with non-instructional tasks (record-keeping, materials development, assessing student work) Becoming familiar with materials used in the classes, library resources, syllabi and lesson plans available in the team or department office Learning the school s policies and practices Assisting the teacher with individual students and/or small groups Planning with the cooperating teacher a feasible approach for integrating into a position of responsibility in the class Attending staff and school meetings and participating in selected extracurricular activities Week Two: Finalizing a plan with the cooperating teacher for taking responsibility for all classes as soon as possible Completing lesson plans for the first classes for which (s)he will assume teaching responsibility Assisting the teacher in a team-teaching capacity with parts of lessons where appropriate Continuing to develop awareness of resources available in the school and elsewhere for future lessons or units Sharing unit-lesson plan sketches with the cooperating teacher(s) for comment and review Week Three: Taking responsibility for leading small groups Taking over as many classes as possible Assisting the teacher in non-instructional tasks (correcting papers, attendance) Assuming responsibility for planning and teaching more classes Preparing lesson plans for week four Developing a lesson plan and asking the cooperating teacher if s/he would be willing to teach it to see if it works well. This added responsibility on the cooperating teacher may not be feasible in some cases Tasks assumed in the first two weeks should be continued By the end of the student teaching internship, a student should have had the opportunity to teach a full unit in at least one subject or class. The student teacher must have completed a minimum of six weeks during which s/he has assumed the major responsibility for a full load of classes as outlined above. It is recommended that the student teacher utilize as much of the eleven-week experience as possible to teach on her/his own. 7 SEC MAT Student Teaching Manual

11 GUIDELINES FOR THE STUDENT TEACHER Plan: As early as possible, confer with your cooperating teacher(s) to design a plan, a document that summarizes the anticipated overall plan for student teaching week by week. This plan should include your goals for each week along with responsibilities needed in order to carry out this plan. Since this is developed through the cooperative endeavors of the student teacher and the cooperating teacher, feel free to share it with your NLU supervisor and seminar instructor. As you work on this plan of action you are reminded to incorporate the classroom teaching skills noted earlier under the Outcomes/Goals in the beginning of this booklet. Responsibilities: Orient yourself to the school facilities and routines, emergency procedures, resource and support personnel, and very importantly the ground rules that students and you as a student teacher, are expected to follow in the school and your classes. Remember that you are a guest in the school. Be present on a daily basis for the full school day, including any after school assignments that may occur and any meetings teachers are expected to attend, with the exception of afternoons when you are required to attend mandatory seminar classes at National Louis University. Your seminar responsibility supersedes your after school obligations. You need to alert your cooperating teacher, chair, or principal of your NLU requirements for licensure. Because this is only a eleven-week teaching experience, being absent from your classroom responsibilities is not permitted. If you are sick or another serious emergency arises, you need to call the school office and your cooperating teacher(s) to inform them that you will not be in for that day. If your absence is longer than one day you must also notify your NLU supervisor of this situation. Any days of absence must be added at the end of your 10-week student teaching agreement. Complete all assignments given you by your cooperating teacher, perform work to the best of your ability, and demonstrate appropriate professional attitudes and behavior at all times. As stated previously, you are required to have a lesson plan for each lesson you teach daily. Cooperating teacher(s) may or may not require this of you. However, it is a requirement of the University. Your NLU supervisor will ask for a copy of the lesson s/he is observing. Also, be prepared to share your previous lesson plans that support the work you are presenting on the day of the observation and the plan for the following day. As a professional, it is imperative that you return all phone calls and s from your supervisor and/or cooperating teacher(s) as soon as possible. If you are having any problems in-between supervisory visits, or you are unable to get in touch with your supervisor, feel free to immediately connect with your seminar instructor for guidance. 8 SEC MAT Student Teaching Manual

12 OUTCOMES The secondary education program aims to develop teachers with a wide range of knowledge, skills, and beliefs that contribute to their effectiveness in the classroom. Self-assessments, feedback, reflections, and evaluations center on the development of these characteristics. In order to complete student teaching successfully, students must demonstrate: Effective classroom teaching skills: Plan and teach in a student-centered manner Incorporate authentic and holistic learning experiences that provide students with opportunities to reflect and learn from these activities Create learning activities that enable students to learn from others Model democratic processes in the school and classroom Foster inquiry and thinking that enables students to develop deeper understanding of subject matter Observe, diagnose, and understand individual learners and adapt lessons to meet the needs of individuals and groups Use departmental curriculum guides and state standards as frameworks for teaching, while adapting approaches to the local contexts and the needs of students development Use a variety of strategies to support language and literacy within the subject matter of the discipline Develop authentic assessments and use them to better understand students and inform practice Professional skills beyond the classroom: Participate effectively in the professional activity of the school and district Contribute to the school s extracurricular activities and organizational functioning in a meaningful and useful way Identify characteristics of the larger community and family environment that contributes to the growth of the student 9 SEC MAT Student Teaching Manual

13 STUDENT TEACHING GOALS It is important to have a plan that includes goal setting for the student teaching experience. As you consider your goals, reflect on what you have learned during your first two quarters in the MAT program and what you hope to learn during your eleven weeks of student teaching. Discuss with your cooperating teacher and university supervisor about your goals to assure that they fit the context of your student teaching experience. The purpose of goals is to have a plan for your ongoing professional growth, a plan that builds on your strengths and helps to eliminate your weaknesses. Goals should be transformational, i.e. a goal that produces a change or improvement as measured by qualitative or quantitative data. Develop a minimum of three student teaching goals using the format shown in the following example: (see Appendix A) Goal: The student teacher will develop and implement various formative assessment methods that address the varied learning styles of students. Steps Planned to Accomplishment this Goal: 1. Study various formative assessment methods and identify at least four that will be implemented during student teaching. 2. Create the formative assessment methods that fit a unit being taught. 3. Collect students samples of the assessments. 4. Have students evaluate the varied methods used for assessing the work required. 5. Reflect on the assessment methods and how they met individual student needs. How will I know I ve made progress toward the accomplishment of my goal? I will have a collection of formative assessment strategies. I will evaluate how each assessment worked in my classes along with student evaluations of their effectiveness. Write a minimum of three goals and bring them to the first student teaching seminar. 10 SEC MAT Student Teaching Manual

14 CHECKLIST FOR THE STUDENT TEACHER Learn about the students, the curriculum and instruction: Identify students and learn names as quickly as possible Keep an ongoing journal of your observations of students. Learn by listening and watching Utilize all available resources to help you understand the age group you are teaching Become familiar with the curriculum, goals, and general plans for learning Explore whole-school curriculum frameworks as well as yearly aims Contribute your own talents, ideas, and skills whenever they might enrich and enhance the classroom. Most teachers welcome this initiative Learn about the classroom(s) in which you teach: Be alert to the physical setting and learn your cooperating/mentor teacher s rationale for room arrangement With approval of your cooperating teacher, contribute to the classroom environment (bulletin boards, room arrangement, displays) Assume routine responsibilities as quickly as possible Learn about your cooperating/mentor teacher s classroom management and teaching philosophy Learn about the school organization and culture: Facilities and resources available Emergency and safety rules Building organizations - faculty, staff, and student Special services personnel and materials Supply distribution Parent involvement and procedure on how to keep them informed Student regulations and disciplinary procedures Learn about the system at the district and community level: General characteristics of the community Resources, agencies, museums, public libraries available to schools Components of the district (enrollment, staffing) Policies, rules, and regulations in place Learn about professional relationships: Communicate with your cooperating teacher(s) daily. She/he can better assist you when he/she knows your questions and concerns Be sensitive to the demands of time and energy on your cooperating teacher Establish a cordial relationship with the appropriate department or division chairperson Make an effort to learn about how to work cooperatively with parents 11 SEC MAT Student Teaching Manual

15 THE COOPERATING TEACHER Guidelines for the Cooperating Teacher The cooperating teacher (CT) is essential to the student teaching experience. National Louis University depends on the cooperating teacher(s) to serve as a mentor to the student who is placed in his/her classroom for the eleven-week period. The CT is a trusted counselor, tutor, and coach to the student teacher. Through daily conversations, suggestions, and constructive criticism, the student teacher will acquire a portion of the professional expertise that has been gained by the CT through years of practical and academic experience. Oftentimes, a student teacher is assigned to two cooperating teachers. NLU asks, when possible, that one of the cooperating teachers be the lead teacher who oversees the schedule and workload the student teacher is responsible for completing by the end of the internship. A student teacher must complete a minimum of at least six weeks of sequential, full-time teaching responsibility during the eleven-week experience. It is requested that the cooperating teacher(s) commit to this schedule. Acquaint the student teacher with classroom organization and management policies, explaining the underlying rationale for them. Assist the student teacher in developing relationships with students, other faculty, administration, and parents when appropriate. Articulate the curriculum goals and facilitate the techniques for evaluating student learning. Student teachers often express concern about classroom management and student behavior. Despite NLU coursework in this area, student teachers continually need and appreciate ongoing dialogue and experience to become adept at maintaining a learning classroom environment. Invite the student to meetings, before and after school activities, as you deem fit. Consider views, techniques, or teaching styles, which might be different from your own, and discuss those differences with the student teacher so s/he can test them out. Encourage taking risks. Help the student teacher recognize and evaluate the specifics of her/his emerging teaching styles. Call attention to how much time is involved in various classroom activities and planning. Development of time management skills is a consistent need for new teachers. Collaborate with the student teacher to assist her/him in preparing a plan for all eleven-weeks in your classroom. This plan will be discussed within the NLU seminar class and with the NLU supervisor when appropriate. The student teacher is responsible for developing goals for the eleven-week experience that are both educational and professional. They, too, will be discussed in NLU seminar classes (see Appendix A). Communicate and share the lesson plan requirements in your school. The student teacher will use one suggested by NLU s Secondary Education program, if there isn t one required by the school. Every student must prepare daily lesson plans for each class s/he teaches. If the school requires a different lesson plan from NCE s, the student is required to make available to the supervisor an additional set of lesson plans that follow NCE guidelines. When the NLU supervisor visits, the student must submit a copy of a lesson plan for the class being observed and share the lesson plans from the previous and future classes (see Appendix B). 12 SEC MAT Student Teaching Manual

16 Collaborate on lessons or activities planned by the student teacher whenever possible. Discuss how the student teacher s lesson could be improved or sharing your own effective lessons as a model. Assess plans using your expertise with respect to time allocation, appropriateness of selected methods, student population, and the relevance of lessons to the objectives of a teaching unit. Progress from team planning with the student teacher, to monitoring the planning accomplished by the student teacher. Aid the student teacher in utilizing techniques of diagnosis, observation, evaluation, and interpretation. The student teacher is supervised by an NLU approved supervisor. The supervisor s responsibility is to arrange three visits when the student can be observed and, when possible, the cooperating teacher can also be present. The student is asked to communicate and coordinate these visits with the cooperating teacher and supervisor. The NLU expectation is that the supervisor and cooperating teacher can observe the same class presentation, whenever possible. This affords the student two perspectives of her/his planned class and provides a continuing constructive dialogue for all parties in the student teaching experience. In order to make the most of your experience, student teacher candidates are expected to attend all activities during the school day, whether or not students are in the building. This would include, but not limited to, professional development programs, general staff meetings, school assemblies, parent/teacher conferences, and other similar events that would require the cooperating teacher to be in the building. Although the cooperating teacher may indicate that it is not needed to attend such functions, we feel that these are a vital part of your student teaching experience and you should therefore plan to attend. At the first visit, an observation form is used (see Appendix C) by the supervisor and the cooperating teacher. The second visit is considered the Mid-Term Assessment (see Appendix D). If you do not receive these evaluation forms, please make copies from this handbook. On the final visit, the student, cooperating teacher(s), and supervisor should evaluate the work over the eleven-week experience together. The Final Assessment (see Appendix E) evaluates the areas of expertise of the student teacher. The individual analysis and grade of the work of the student teacher is recorded on this assessment form by the supervisor and cooperating teacher(s). All parties must have a copy of each appraisal. After all forms are signed and copied, please send the paperwork to the student s seminar instructor as soon as possible. A grade from the cooperating teacher(s) and the NLU supervisor (40%/40%) is combined with the grade from the seminar instructor (20%). Both the cooperating teacher(s) and supervisors are encouraged to reach consensus on the grade. If no consensus is reached, the final grade will be determined by the seminar instructor incorporating the student s final participation in seminar and her/his portfolio presentation. 13 SEC MAT Student Teaching Manual

17 Possible Eleven-Week Timeline Scenario Prior to Student Teaching Week One Week Two Week Three Week Four Week Five Week Six Week Seven Week Eight Week Nine Week Ten Week Eleven The student teacher (ST) and the NLU supervisor (US) meet with the cooperating teacher and set guidelines for communication, exchange and phone information, share school information and set a plan for visits and weekly communication ST becomes aware of the responsibilities of the classroom. The names of all the students are learned. The ST assists the Cooperating Teacher (CT) with as many tasks as possible from record keeping to working with individual students. Preparing the lessons for full takeover of the class should begin immediately. The ST informs the US via or phone conversation of progress during first week. ST finalizes a plan with the CT for classes to be taught. Begins to prepare materials for up and coming classes. The student teachers should assist the CT in team teaching when possible. Shares unit-lesson plan and sketches with CT for review. ST takes on responsibility for leading small groups or teaching at least one or two classes. Continues to take on non-instructional duties. Prepares lesson plans for week four for the majority of classes. If teaching begins in Week Three, invite the US in for his/her first observation. and phone communication is ongoing with US. The first observation of the ST should begin either in week three or week four. This should be a baseline for other observations and includes a pre and post conference with the ST and CT. The ST should be feeling comfortable in teaching at least 3 or 4 classes each day by this time. Lesson plans should be presented to the US at this meeting. Observation 2 occurs after the ST has assumed all the classes with at least two preparations in her/his certified area. During this time, reflections on good and bad lesson, rubrics, class assessments, should be gathered for the final portfolio. The observation included a pre and post conference with the ST and CT. Observation 3 may include the Mid-Term Assessment. This can take place either the sixth or seventh week of student teaching. Any concerns about teaching, school ect. should be voiced at this meeting. The ST is provided with a pre and post conference and is responsible for seeing that the supervisor and the CT can meet during this assessment. A copy of this evaluation with signatures is also presented to the student teacher. The Mid-Term Assessment if the midterm was held the prior week, the student teacher resumes the full load of teaching as any other teacher in the school. If allowed, by school policy, the CT can leave the student teacher alone from time to time in order for better practice, classroom management, and organization skills. Nearing the end of the student teaching experience, the student teacher needs to remember to answer any communications that his/her US has requested. Completion of portfolio requirements. Preconference with that included CT is recommended at this time. Final Assessment The Final Observation and assessment can occur during the last two weeks of the student teaching experience. The ST should have available lesson plans and CT materials. After a pre and post conference that included the CT, a copy of the evaluation with signatures is presented to the ST. All forms are returned to the student teacher s seminar instructor. Final Assessment- The last week is the most hectic all assessments should be complete and all forms and observations sent to the seminar instructor. GOOD LUCK! 14 SEC MAT Student Teaching Manual

18 THE UNIVERSITY SUPERVISOR Guidelines for the University Supervisor Supervisors are the official representatives of National Louis University s Secondary Education Program. NLU is striving to develop exceptional future teachers; therefore, an NLU supervisor helps to prepare student teachers for this potential outcome. A supervisor is a mediator, negotiator, counselor, and advocate for the student. Because of this responsibility, the supervisor may be called upon to visit the school more than for the required observations. These visits may include the cooperating teacher(s), department chair, and/or principal. Introductory Visit-Some students may require more than 4 visits but, to ensure effective communication and fair treatment of all participants, at least one introductory and 3 classroom visitations should be conducted over the student teaching experience. During or before the first week of the student teaching, supervisors meet with the cooperating teacher(s) and the student teacher for introductions and possible questions regarding NLU expectations. Supervisors are asked to share home numbers and an address with the cooperating and student teacher, if possible. Phone and contact with the student in-between visits can be an assuring way to best understand the work the student is accomplishing in the classroom. Also the supervisor can remind the student that a required lesson plan should be presented at all observations. If the school requires a different lesson plan from NCE s, the student is required to make additional lesson plans available to the supervisor that follow NCE guidelines (see Appendix B ). Encourage student teachers to work with the cooperating teacher to organize all observations. When possible, have the student arrange the observation meetings so the cooperating teacher, student, and supervisor can have some time to communicate with one another about expectations and/or concerns. Ideally, this would include a pre- and post- observation dialogue with the student teacher, the cooperating teacher, and the university supervisor in person. However, this dialogue can also occur either by phone or . The supervisor will plan to observe all classes the student(s) has been assigned at least once, if possible. This will help the supervisor get a wider picture of the reality of the student teaching experience. Sometimes the cooperating teacher has not received the NLU Student Teaching Manual outlining expectations. If this is the case, please inform the Office of Field Experiences as soon as possible ( ext.5227) and materials will be sent, or you may download it from our site at Please take time to go over the responsibilities of the cooperating teacher and the student teacher in this manual. The first visit (Observation 1) should be an overall observation of the student teacher. This may be a longer visit since you may want to meet the cooperating teacher, go over goals, lesson plans, supervisor and cooperating teacher expectations, etc. Write up your observations of strengths and weaknesses and share with the student and the cooperating teacher. All materials from observations should be sent to the seminar instructor of the student as soon as the observation has been completed (see Appendix C). Observation 2 occurs during the midpoint of student teaching with a pre and post conference that should include both the student and cooperating teacher. Either immediately after Observation 2 or at some other time before the next observation, the Mid-Term Assessment (see Appendix D) form is completed and signed by the supervisor, cooperating teacher and the student teacher. A copy is given to the student teacher for his/her records. Many students need guidance in classroom management, daily work plans, unit planning, personal charisma, support and just plain encouragement. You are in a unique position to help 15 SEC MAT Student Teaching Manual

19 the student by making constructive suggestions. However, students are not responsible for following every suggestion you may have recommended. Their first responsibility is to the students, cooperating teacher(s), and the school. Encouraging and supporting students in the completion of their 10-week course is our first priority. Observation 3 During this observation, the student teacher will have full teaching responsibilities with a pre and post conference including both the student and cooperating teacher. Either immediately after Observation 3 or sometime before the end of the student teaching term, a Final Assessment is completed (see Appendix E) and signed by the supervisor, cooperating teacher and the student teacher. The FINAL ASSESSMENT evaluates the areas of expertise of the student teacher. The individual analysis and grade of the work of the student teacher is recorded on this assessment form by the supervisor and cooperating teacher(s). Please make sure all parties have a copy of each appraisal. A copy of this signed appraisal is provided to the student teacher. Copies of all observations and assessments are sent to the seminar advisor for use in calculating a final grade. The seminar advisor forwards all observations and assessment to the clinical placement staff (Office of Field Experiences) for the student s file. 16 SEC MAT Student Teaching Manual

20 Prior to Student Teaching Week One Week Two Week Three Week Four Week Five Week Six Week Seven Week Eight Week Nine Week Ten Week Eleven Possible Eleven-Week Timeline Scenario The student teacher (ST) and the NLU supervisor (US) meet with the cooperating teacher and set guidelines for communication, exchange and phone information, share school information and set a plan for visits and weekly communication ST becomes aware of the responsibilities of the classroom. The names of all the students are learned. The ST assists the Cooperating Teacher (CT) with as many tasks as possible from record keeping to working with individual students. Preparing the lessons for full takeover of the class should begin immediately. The ST informs the US via or phone conversation of progress during first week. ST finalizes a plan with the CT for classes to be taught. Begins to prepare materials for up and coming classes. The student teachers should assist the CT in team teaching when possible. Shares unit-lesson plan and sketches with CT for review. ST takes on responsibility for leading small groups or teaching at least one or two classes. Continues to take on non-instructional duties. Prepares lesson plans for week four for the majority of classes. If teaching begins in Week Three, invite the US in for his/her first observation. and phone communication is ongoing with US. The first observation of the ST should begin either in week three or week four. This should be a baseline for other observations and includes a pre and post conference with the ST and CT. The ST should be feeling comfortable in teaching at least 3 or 4 classes each day by this time. Lesson plans should be presented to the US at this meeting. Observation 2 occurs after the ST has assumed all the classes with at least two preparations in her/his certified area. During this time, reflections on good and bad lesson, rubrics, class assessments, should be gathered for the final portfolio. The observation included a pre and post conference with the ST and CT. Observation 3 may include the Mid-Term Assessment. This can take place either the sixth or seventh week of student teaching. Any concerns about teaching, school ect. should be voiced at this meeting. The ST is provided with a pre and post conference and is responsible for seeing that the supervisor and the CT can meet during this assessment. A copy of this evaluation with signatures is also presented to the student teacher. The Mid-Term Assessment if the midterm was held the prior week, the student teacher resumes the full load of teaching as any other teacher in the school. If allowed, by school policy, the CT can leave the student teacher alone from time to time in order for better practice, classroom management, and organization skills. Nearing the end of the student teaching experience, the student teacher needs to remember to answer any communications that his/her US has requested. Completion of portfolio requirements. Preconference with that included CT is recommended at this time. Final Assessment The Final Observation and assessment can occur during the last two weeks of the student teaching experience. The ST should have available lesson plans and CT materials. After a pre and post conference that included the CT, a copy of the evaluation with signatures is presented to the ST. All forms are returned to the student teacher s seminar instructor. Final Assessment- The last week is the most hectic all assessments should be complete and all forms and observations sent to the seminar instructor. GOOD LUCK! 17 SEC MAT Student Teaching Manual