STUDENT TEACHER HANDBOOK

Transcription

1 STUDENT TEACHER HANDBOOK SPRING 2010 CUMBERLAND UNIVERSITY SCHOOL OF EDUCATION The Competent, Caring, Qualified Professional Educator

2 CONTENTS Introduction to Cumberland... 2 Mission Statement... 3 School of Education Goals... 3 Conceptual Framework... 3 School of Education Philosophy... 4 The Professional Semester... 5 Introduction to The Professional Semester... 5 Beliefs About Student Teaching... 5 Professional Semester Policies... 6 Roles And Responsibilities Of Student Teachers... 7 A. Professional Responsibilities... 7 B. Teaching Requirement... 8 C. Student Teaching Seminar... 8 Sequential Plan for Student Teaching Role Of The Cooperating Teacher Assessments required by the CT Responsibilities Of The University Supervisor Student Teaching Assessment & The Tennessee Framework for Evaluation and Professional Growth Appendix: (Forms List) Forms used by Student Teachers Forms Completed by Cooperating Teachers INTRODUCTION TO CUMBERLAND Cumberland University is the oldest continually operating University in the Southeast. It s law school was the 9 th founded in the United States and the first west of the Appalachian Mountains. The School of Education was founded in 1985, and we our proud of our long-held regional reputation for consistently Cumberland University Student Teacher Handbook 2 Revised 1/5/2010

3 preparing excellent educators for their work in schools, from the classroom to the state s administrative offices. We share a commitment to staying ahead of changes in the educational world whether related to policy or practice in order to not only maintain our reputation for excellence, but to deliver an education based on best current practices and research-based knowledge so that they in turn serve students and schools as professionally as possible. MISSION STATEMENT Through appropriate modeling of teaching methods, advisement, clinical experiences, assessment, and action research Cumberland University s School of Education will collaborate to create a viable learning community of distinction. The mission of the unit is to prepare future educators to become competent, caring, qualified professional educators and reflective practitioners. Our program of courses will provide candidates opportunities to learn the interrelated themes of the common body of knowledge that encompasses the essential skills, dispositions, and knowledge required by beginning teachers. SCHOOL OF EDUCATION GOALS The faculty of the School of Education strives to protect our status of being recognized by regional educators as a program that produces educators who are competent, caring, qualified professional educators in a changing world. Through content, curriculum, and modeling, the goal of the faculty of the School of Education is to produce candidates who: 1. understand how children and youth learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. 2. understand how children and youth learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. 3. understand how students differ in their approaches to learning, and create instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities. 4. understand and use a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills. 5. use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 7. plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 8. understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of their students. 9. are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community) and actively seek out opportunities to grow professionally. 10. communicate and interact with parents/guardians, families, school colleagues, and the community to support students learning and well-being. CONCEPTUAL FRAMEWORK Cumberland University Student Teacher Handbook 3 Revised 1/5/2010

4 The School of Education s Conceptual Framework reflects national standards for teacher education into our standing goal of creating caring, competent, and qualified professional educators. The standardspecific knowledge, dispositions, and skills requirements represented in the colored boxes match CU s goal of creating the competent, caring, and qualified dimensions of professional educators. The icon of this framework is on the cover of the handbook. The arrows between represent the interconnectedness of the various components of those dimensions. The arrows also communicate that a professional educator is well versed in each of the domains. Knowledge as defined in professional standards for new teachers is equivalent to Competency. Professional educators must have not only a deep understanding of and enthusiasm for their particular content area. They must also be well versed in the most recent theories of learning, and be well equipped with a variety of strategies for planning, instruction, and assessment. As Hugh Sockett (2009, p. 293) stated, Where teaching is seen as a moral activity, it is the language of virtue that can best articulate desirable dispositions. Dispositions are equivalent to the attitudes and beliefs that create caring teachers. Professional educators must have the belief that all students are capable of growth and achievement. This is at the very core of their efficacy. They must additionally be disposed toward the particular methods of motivation, guidance, and classroom management that creates healthy learning environments. Finally, they must be guided by an attitude that motivates them to communicate with each student, parent, and community member for the benefit of their students development. Being qualified in our framework is equivalent to having demonstrated the skills to meet or exceed the requirements of the professional aspects of being an effective member of the educational community. This means they must be able model a strong personal and professional ethic, they must know how to collaborate with peers and administrators, and they must have the willingness and ability to engage in professional development, both through seeking new knowledge and skills and through a regular process of critical selfreflection. The School of Education faculty believe that: SCHOOL OF EDUCATION PHILOSOPHY every candidate enters the teacher education program with a vast potential for personal and professional growth, and that each candidate is deserving of the attention and mentorship of the faculty toward our common goal of creating the best possible teachers, administrators, and educators for the students of Tennessee. high quality teaching requires a deep knowledge of and enthusiasm for content, pedagogy, and assessment techniques. high quality teaching requires an orientation toward dispositions and beliefs that create excellent learning environments. high quality teaching requires the skills and behaviors reflective of a personal ethic that meets or exceeds the requirements of the profession. high quality teaching requires critical self-reflection that is at the core of professionalism and selfimprovement. critical self-reflection that is at the core of professionalism and self-improvement. Cumberland University Student Teacher Handbook 4 Revised 1/5/2010

5 the best route to our goals is to stress through lecture, course work, and role modeling the development not only of content and pedagogical knowledge, but also the professional dispositions and practices required of teachers equipped to adapt to and thrive in changing schools contexts. THE PROFESSIONAL SEMESTER INTRODUCTION TO THE PROFESSIONAL SEMESTER This Handbook details the policies and procedures of the Professional Student Teaching semester. The Professional Student Teaching semester has been designed to play an important integrating function in the Teacher Education Program at Cumberland University. It is through this culminating experience that our candidates apply University-developed theoretical concepts and lessons to practical classroom situations. This practical application must be carefully structured so that not only is there a gradual development of the skills involved in classroom teaching, but also a clear understanding is provided to students as to how theoretical concepts are being applied. Student teacher candidates are exposed to the full range of responsibility teachers manage, an experience that enables them to understand and consequently adapt successfully to the complex role of teaching. The Professional Semester is the final phase of the Teacher Education (TEP) and field experience sequence. During this phase, pre-service teachers are prepared for their initial teaching license (in Tennessee) and the accompanying education procedures. Cooperating teachers accept an important mission in helping prepare qualified students for the teaching profession. During the student teaching experience Cumberland University supervisors assist and evaluate student teacher candidates during their two placements. The purposes for which student teacher evaluation will be used are as follows: Accountability: to assure effectiveness in the classroom and within the school. Professional Growth: to provide a focus for professional growth in an area(s) which has the greatest capacity for facilitating improved student performance. Cohesive School Structure: to increase and focus the dialogue within schools on goal(s) of improved service to students. BELIEFS ABOUT STUDENT TEACHING The faculty at Cumberland believe that every teacher, and thus student teacher, should hold the following beliefs: Every student has the ability to learn, and learn more with good teachers than they could alone. Each teacher brings to school a toolbox, a repertoire of teaching strategies. The content, purposes of instruction, and needs of students should drive the selection and implementation of appropriate strategies. No one method is universally effective, and teachers must employ multiple strategies on a daily basis. Evaluation and assessment are critical tools not only for student success. A thorough system of formative and summative evaluations and assessments are required for teachers to be able to continually refine and improve their own practice. Cumberland University Student Teacher Handbook 5 Revised 1/5/2010

6 Effective teaching behavior must be assessed both short- and long-term, in light of school and school system characteristics and organizational structures, as well as student teacher needs and performance. PROFESSIONAL SEMESTER POLICIES In light of past experiences, professional ethics, and institutional norms the following policies have been adopted in order to ensure the best possible student teaching experience for Cumberland University students. A. Prior to the Professional Semester: 1. Students must have completed all the prerequisites for the Professional Semester as shown in the Cumberland University catalog. 2. The enhanced undergraduate student teaching experience will be scheduled during the senior year, for a full semester. 3. All placements are made at the discretion of the Coordinator of Field Experiences, in cooperation with local educational agencies or districts. Students may request a school in which they would like to be placed. Requests should be within a 30-mile radius of Cumberland University. Students may also request a placement outside of Wilson County or that radius if personal circumstances make such a placement a necessity. The University will strive to honor these requests; however, there may be circumstances when this is not advisable or possible. If these placements are made, a gas surcharge will be charged to the student teacher. Students will be charged 44.8 cents for each mile over 60 miles required for a roundtrip to the placement site. Pre-payment is required unless another arrangement is made. 4. Student teachers must have record of a background check and fingerprinting on file in the School of Education office in Bone Hall. 5. Student teachers must have and provide proof of liability insurance. Such coverage must be comparable to that provided by Student Tennessee Education Association. This is available through membership in the Student Teacher Education Association; visit to register on-line. B. During the Professional Semester: 1. The Professional Semester is a full-time experience. Students may not take any other class except student teaching seminar during this period. It is the University s position that students are not to hold another job during this period. It is state law that no other courses may be taken during the Professional Semester. 2. Students shall not be assigned to a school where they have been a student, where they have worked, or where family members attend or work. 3. Punctual, daily attendance is expected and essential. Cooperating teachers and University supervisors are to be notified immediately and personally of any unavoidable absences/tardiness. Documentation will be required for an absence of more than two days. Chronic absenteeism/tardiness will result in an extension of the student teaching schedule, withdrawal from the course, or failure of the course. 4. All student teachers will have two student teaching experiences during the Professional Semester semester. a. Elementary majors will be placed in two different grades K-3 and 4-6; b. Secondary majors will be placed under the supervision of two different teachers one in the middle grade and the other in a high school setting; c. Students preparing for a K-12 license will be placed in two different levels: Music K-6 & 7-12 and P.E. K-4 & These experiences may take place at one school or at multiple schools; d. Special education majors will have two placements: one in a general education classroom and the other in a special education setting. Grade level varies with interest of student and availability. 5. Student teachers should respect their assignments as they would a teaching contract, and are expected to conduct themselves in a highly professional manner. Cumberland University Student Teacher Handbook 6 Revised 1/5/2010

7 6. Student teachers are to follow the school district calendar unless it imposes some unnecessary hardship. Any exceptions must be cleared with your University supervisor in advance. 7. Student teachers must not assume responsibilities for activities in or out of the classroom not specifically covered by laws of the state. 8. Student teachers will be present at all school-related functions in which their cooperating teachers are expected to attend, regardless of the time of day at which the functions occur. Examples of such are staff meetings, PTA meetings, and athletic events. 9. Student teachers may not serve as substitute teachers during the semester in which they are student teaching. C. University Recourse: The mission of the Cumberland University School of Education is to create competent, caring, qualified professional educators. If at any time there is a legitimate indication that a student teacher will not successfully complete the professional semester to the standards of the faculty of Cumberland University and its cooperating school partners, any of the following steps may be taken: Candidate will agree to and complete a Phoenix Plan for remediation during the semester; and/or Candidate will complete a third placement during the following semester; or Candidate will repeat the professional semester after additional course work is taken as deemed appropriate by a professional education committee; or Candidate will fail the course without the opportunity to repeat it. The Professional Semester is graded on a pass/fail basis. The grading policy is detailed below in Seminars and Assignments. a. While supervisors are to make every attempt to ensure that student teachers know if they are at risk of failure, a passing grade is not ensured until after the last day of the second placement. Student teachers who violate University or placement school policies or procedures will be called before a Teacher Education Committee for appropriate disciplinary action as per the University catalog. Exceptions to these policies are made only with strict educational justification and on the discretion of the University. Requests for exceptions should be made to the Coordinator of Field Experiences and/or the University Supervisor. ROLES AND RESPONSIBILITIES OF STUDENT TEACHERS A. PROFESSIONAL RESPONSIBILITIES 1. The student teacher must be aware that student teaching is a primary responsibility, and that attendance and preparation should reflect the seriousness of this responsibility. 2. The student teacher should behave in a professional manner at all times, realizing that punctuality, reliability, initiative, and attitude toward teaching are important aspects of his/her evaluation as a perspective teacher. 3. The student teacher shall maintain a professional relationship with all students without exception. 4. The student teacher should examine his/her attitudes toward and expectations of the students. In doing so, he/she should: a. Respect the student as a person; b. Recognize the worth of each student; c. Recognize what is reasonable to expect from students in terms of maturity, motivation, and responsibility; and d. Temper language to suit the classroom environment. Cumberland University Student Teacher Handbook 7 Revised 1/5/2010

8 5. The student teacher should adopt teaching and discipline procedures as suggested by the cooperating teacher, so that the on-going work of the class will not be disrupted. Other techniques may be utilized at the discretion of the cooperating teacher. 6. The student teacher should recognize the confidential nature of student information (including observations of behavior, achievement data, disciplinary measures, etc.) and assume the responsibility for handling confidential information. 7. The student teacher should dress to meet or exceed the University s expectations and the assigned school s dress code while on the premises or at school-related activities. B. TEACHING REQUIREMENT Student teachers should have a gradual introduction to the classroom and the skills of teaching. By the end of the second or third week, the student teacher should have responsibility for one-half of the teaching. There should be a three-week period when the student teacher has a total responsibility for all the activities of the class. There may be a gradual phasing out of responsibilities during the last week. There should be approximately one hundred fifty (150) hours of teaching for a typical student teacher. Some student teachers may exceed this amount. (Refer to the detailed sequential plan for student teaching later in this handbook.) C. STUDENT TEACHING SEMINAR The student teacher will attend and participate in bi-weekly seminars and maintain a seminar document (detailed on the following page). A. Observations Each student will be observed a minimum of four times per placement, two by the University supervisor and two by the cooperating teacher. It is your obligation to let the supervisor know when you have begun to take over some lessons or classes, and at which times, as you phase in. Observations can be scheduled as early as the third week of a placement. Most first observations will be scheduled; however, the University Supervisor reserves the right to make unscheduled visits. Please have a printed copy of your lesson plan in the format found on LiveText for the University Supervisor for all scheduled observations. Student should arrange time for a conference with the University Supervisor immediately following the observation. The observation evaluation sheet will be mailed to you after your observation. Second observations will mostly be unscheduled, so it is important that your Daily Class Schedule be accurate. Your supervisor will be very unhappy if they drive to your school for an observation and you are not available or teaching. A copy of the Student Teacher Observation Evaluation Form is attached to the Required Forms page your seminar document. B. Assignments and Documents You will manage several documents in LiveText during the Professional Semester: I. Seminar Document; II. Lesson Plans; and III. Student Portfolio. All assignments due during the seminar go in the seminar document. Lesson Plans are sent for review separately to your supervisor via LiveText. You will update and add some original statements in your student portfolio during the semester. Details below: B.I.: Seminar Document: This is a LiveText document in which you submit your assignments during student teaching and for seminar. It also has a copy of the state teaching licensure application, some information on using livetext, and some other information. It will be shared with you prior to starting the seminars; copy it, rename it with your name in the title, and share it with your professor. The following are the assignments you Cumberland University Student Teacher Handbook 8 Revised 1/5/2010

9 will be putting in the seminar document: 1. Daily Class Schedule: due at or before cooperating teacher orientation meeting. 2. Post-Observation Reflections: due within 24 hours of observation. This is where you internalize and implement the feedback from your Observer (Principal, CT, Supervisor, Dept. chair). 3. Reading assignments: these are linked to chapter questions and activities from the text. 4. Evidence of Student Learning Project: How will you know that you have made a difference in your students education both now and when you have your own classroom? This activity is designed to show you how. Your seminar document will include details related to this project. It is a lengthy project and requires forethought and planning, coordination with your cooperating teacher, and a presentation of findings. You will do one for each placement. 5. Individual Education Plan (IEP) Reviews of inclusion students (if applicable or possible) and attend S- Team and IEP meetings. Special education student teachers are required to conference with inclusion/resource teachers in their general education placement on a regular basis. Write a brief summary of your observations. B.II.: Prepare Lesson Plans for each lesson in every academic area taught. 1. Send for review to your supervisor only the lesson plan you will be conducting during a scheduled supervisor observation. Send it for review at least two days prior to the observation. Since one observation will be unscheduled, you will be expected to have a lesson plan prepared that can be sent for review within a day of the observation. Remember to print copies of the lesson plan and materials for your supervisor to look at during his/her observation. B.III. Evidence of student learning project: This assignment is detailed in the Seminar document. The final results are to be presented in table or chart form with copies of the pre- and post-tests. Your reports are to be placed in the Artifacts section of the Standard 8 page of the portfolio. The results should be attached to the artifacts section of Standard 8 in your portfolio. B.IV. Candidates are required to update or add the following in their Student Portfolio in LiveText: Update: 1. Resume (add a word document copy as an attachment so Principals can print it if you share with them); 2. Artifacts with work from seminar or student teaching. Add: 3. Professional statements of belief for every standard; 4. Sample Lesson Plans from student teaching under Standard 7; 5. Both evidence of student learning project findings under the artifacts section of Standard 8. B.V. Other seminar assignments include readings and written responses. NOTE: You must send for review your portfolio (even if you have shared it) to your supervisor at the end of your first placement. It will be reviewed and assessed with a rubric. This will be a PRACTICE assessment and is designed to let you know what you will need to do to make your portfolio acceptable at your Final Exit Interview. You will submit the portfolio for final review ONE WEEK PRIOR to your scheduled Final Exit Interview. Assessment at this point is final. C. Final Exit Interview Cumberland University Student Teacher Handbook 9 Revised 1/5/2010

10 A requirement to successfully complete this course is for student teachers to conference with a committee during the last week of Placement II to discuss their final reflections about the teacher education program, evaluate the Professional Semester experience and have their Portfolio reviewed. Students will focus on their current competencies as a professional teacher and future growth plans. GRADING POLICY Grades for the seminar are Pass/Fail. Should you fail you will not have successfully completed the requirements of the 12-credit course and thus will not be able to apply for an Initial Teacher s License. Candidates will be given a passing grade if they satisfy EACH of the following: 1. punctuality and attendance at placements schools and seminars; 2. acceptable Observation Evaluation scores (an average score of 3 or better for each item) (A); 3. complete Seminar documents (the items under B.I. above being submitted on time in the document); 4. passing assessments of four lesson plans (B.II.); 5. acceptable presentation of Evidence of Student Learning project (B.III); 6. passing evaluation of Student Portfolio (B.IV.); and 7. successful Final Exit Interview (C). This Pass/Fail grade of the professional semester (student teaching semester and seminar course) includes 15 weeks of regular attendance at two cooperating school sites, 4 lesson plan evaluations, 8 observations of teaching performance, 2 evidence of student learning projects, a portfolio evaluation, and seminar attendance and participation. Criteria and rubrics for evaluation of lesson plans, lesson observations, the evidence of student learning project, and portfolio evaluation are all included in your seminar document for your advanced knowledge of how you will be assessed. SEQUENTIAL PLAN FOR STUDENT TEACHING The following time schedule is suggested to determine what and when student teachers will teach. The cooperating teacher and the student teacher, with input from the University supervisor if necessary, should jointly decide how quickly classroom duties should be assumed. Student teachers should be aware of the dates of their placements. Whether the first placement is 8 or 7 weeks long depends on the school calendar. During the second placement (B), it may be assumed that a student teacher will be able to undertake the full teaching load more quickly, but adequate time must be given to allow the student teacher to learn routines and student names. In the last week of both placements, the student teacher should hand control of the classes back to the cooperating teacher. Time for observation of the cooperating teacher and other teaching practices and routines within the school are an important part of the Professional Semester experience. The cooperating teacher should assist the student teacher in planning these observations. 8 week Placement 7 week Placement Week One Week One - Send introductory letter to parents - Send introductory letter to parents - Learn school rules and procedures - Learn school rules and procedures - Take attendance, learn students names, and work with - Take attendance, learn students names, and work with individual students or groups individual students or groups - Assume such peripheral teacher duties such as monitor - Assume such peripheral teacher duties such as monitor halls, bus duty, lunch duty, etc. halls, bus duty, lunch duty, etc. - By Thursday of each week determine what you will teach the following week. Prepare lesson plans & have approved by cooperating teacher Cumberland University Student Teacher Handbook 10 Revised 1/5/2010

11 Week Two Week Two - Take responsibility for some lessons or classes - Take responsibility for some lessons or classes Week Three Week Three - Observing and evaluating begins. Take over ½ or more - Observing and evaluating begins. Take over ½ or more classes or subjects; notify supervisor which and the times classes or subjects; notify supervisor which and the times - Unit and lesson plans should be prepared and approved - Unit and lesson plans should be prepared and approved by cooperating teacher by cooperating teacher Weeks Four, Five, and Six, and Seven Weeks Four, Five, Six - Solo assume all responsibility for class - Solo assume all responsibility for lessons and classes. - Final evaluation by cooperating teacher and University supervisor. - Submit student portfolio to supervisor for final assessment Week Eight Week Seven - Begin to hand back some of the responsibility to - Begin to hand back some of the responsibility to cooperating teachers (phase out) cooperating teachers (phase out) - Observations of other classes in the school - Observations of other classes in the school - Submit Student Portfolio to supervisor for practice - Exit Interviews assessment. ROLE OF THE COOPERATING TEACHER 1. In the initial conference with the cooperating teacher (CT), the student teacher (ST) is to explain the nature of the assignment as described herein, and explain the criteria by which they are being evaluated. The CT is also to be asked to provide the following: a. An explanation of their attitudes and philosophies on teaching as well as those expected of the ST; b. That they are asked to provide consistent, specific, and direct feedback on performance. c. The CT s the Coordinator of Field Experiences and supervisor (if different) to ensure that they can receive s from him/her. 2. The CT is to arrange any needed orientation to the classroom and department or school. This orientation includes a description of: departmental school policies, facilities, teachers names and schedules, classes and schedule, sequence of teaching and other assignments, and required extra curricular activities. 3. The CT is to arrange for regular conferences with the ST. Direct, consistent feedback is critical during this phase of a new teacher s development. This includes praise, constructive criticism, helpful suggestions, and when or if necessary, brutal honesty. 4. The CT is to notify the supervisor immediately regarding any questions or concerns about the student teacher or their performance that may arise. The CT may arrange for conference times with the University supervisor when needed or desired. 5. The CT is to arrange observations in other classes during the phasing out period. ASSESSMENTS REQUIRED BY THE CT Cumberland University Student Teacher Handbook 11 Revised 1/5/2010

12 1. Two evaluations using the Lesson Observation Form. Please complete your observation on a paper form; enter the data into an online database (see 1.a); give the paper copy to the Student Teacher for their own professional development. a. The link to an on line database for this information must be ed to the CT. If your district has strict spam filters, please the Coordinator of Field Experiences so that they can respond with the links (Student Teacher is to provide printed copies of the form if requested). The evaluations should be discussed with the ST before they are submitted electronically to the University Supervisor. 2. A Comprehensive Evaluation of Student Teacher at the end of the placement. 3. A University Supervisor Feedback Form. The CT will be provided with an Honorarium form asking for their SSN and address so that their honorarium can be mailed to them. Honorarium checks will be mailed when all the forms above are submitted to Cumberland University. RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR 1. Initiating contact with cooperating teachers, and principals, and thereafter maintaining open communication. Supervisors are to visit each school within a week of each placement beginning to introduce themselves to principal and cooperating teacher and answer any questions about the program. 2. Introducing student and cooperating teachers to all relevant University guidelines. Check that CU program and plans are fully understood and on track. Make adjustments as needed, informing the Coordinator. 3. Conducting at least two separate lesson evaluations during times when the student teacher has some teaching responsibilities (during each placement). Time should be arranged for conferencing with the student teacher regarding this observation, preferably immediately after the observation. 4. The supervisor should provide written evaluation/feedback after each of the observations. One copy shall be given to the student teacher and one shall be retained by the supervisor. 5. Arranging time for any needed conferences with the cooperating teacher for discussion and evaluative purposes. Whenever possible, these should include the student teacher. 6. Working with the cooperating and student teachers in planning, executing, and evaluating the Professional Semester experience. 7. Conducting regular group seminars and/or individual conferences which allow the student teacher to discuss classroom and school experiences. 8. Determining the student teacher s final grade, (pass/fail) taking into consideration all written evaluations made by the cooperating teacher. 9. Upon request of the student teacher, the supervisor may write a letter of reference for the student teacher s credential file as well as for individual school districts seeking such information. Cumberland University Student Teacher Handbook 12 Revised 1/5/2010

13 Cumberland University Student Teacher Handbook 13 Revised 1/5/2010

14 STUDENT TEACHING ASSESSMENT & THE TENNESSEE FRAMEWORK FOR EVALUATION AND PROFESSIONAL GROWTH The Tennessee Framework for Evaluation and Professional Growth is the document of standards by which Apprentice teachers are evaluated every year until they receive their Professional Teacher s License, and every five years thereafter. That document can be accessed here: TN Framework for Evaluation and Professional Growth. The table below shows how Cumberland s School of Education goals overlap with the state s framework for evaluation. Conceptual Framework Competent (Content Knowledge, Learning Theory, Instructional Strategies, Planning Instruction, Assessment) Professional Standard (INTASC)/ Unit Goals 1. Candidates understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and can create learning experiences that make these aspects of subject matter meaningful for students. 2. Candidates understand how children and youth learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. 4.Candidates understand and use a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills. 7. Candidates plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 8. Candidates plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Candidate Proficiencies 1K1-4 1D1-5 1P1-7 2K1-4 2D1-4 2P1-3 4K1-5 4D1-2 4P1-7 7K1-9 7D1-3 7P1-6 8K1-6 8D1-3 8P1-6 TN Teacher Licensure Standards Discipline Taught; Student Learning & Development; Planning; Teaching Strategies; Assessment & Evaluation Assessment System Program Admission GRE (MAE); ACT (Baccalaureate) GPA References TEP I Admission (Baccalaureate) GPA References Interview TEP II Admission (Baccalaureate & MAE) GPA References Portfolio review (summative) Interview Student Teaching (Baccalaureate & MAE) Lesson plan evaluations Lesson observations Comprehensive evaluation form Seminar activities Portfolio (formative) Program Completion (Baccalaureate & MAE) GPA Portfolio (summative) Interview (Baccalaureate only) Comprehensive Exam (MAE only) Completion of Licensing Process

15 Conceptual Framework Caring (Diverse Learners, Learning Environment, Communication) Professional Standard (INTASC)/ Unit Goals 3. Candidates understand how students differ in their approaches to learning, and create instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities. 5. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. Candidates use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Candidate Proficiencies 3K1-6 3D1-7 3P1-7 5K1-8 5D1-7 5P1-7 6K1-4 6D1-5 6P1-7 TN Teacher Licensure Standards Diverse Learners; Learning Environment; Communication Assessment System TEP I Admission (Baccalaureate only) References Portfolio review (formative) Interview TEP II Admission (Baccalaureate & MAE) References Portfolio review (summative) Interview Student Teaching (Baccalaureate & MAE) Lesson plan evaluations Lesson observations Comprehensive evaluation form Seminar activities Portfolio (formative) Program Completion (Baccalaureate & MAE) Portfolio (summative) Interview (Baccalaureate only) Comprehensive Exam (MAE only) Completion of Licensing Process Cumberland University Student Teacher Handbook 15 Revised 1/5/2010

16 Conceptual Framework Qualified (Reflection and professional development, Collaboration, ethics, relationships) Professional Standard (INTASC)/ Unit Goals 9. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community) and actively seek out opportunities to grow professionally. 10. Candidates communicate and interact with parents/guardians, families, school colleagues, and the community to support students learning and well-being. Candidate Proficiencies 9K1-3 9D1-8 9D1-6 10K1-7 10D1-6 10P1-7 TN Teacher Licensure Standards Professional Growth Assessment System TEP I Admission (Baccalaureate only) References Interview TEP II Admission (Baccalaureate & MAE) References Interview Student Teaching (Baccalaureate & MAE) Comprehensive evaluation form Post-observation reflections Seminar activities Portfolio (formative) Program Completion (Baccalaureate & MAE) Portfolio (summative) Interview (Baccalaureate only) Comprehensive Exam (MAE only) Completion of Licensing Process Cumberland University Student Teacher Handbook 16 Revised 1/5/2010

17 APPENDIX: (FORMS LIST) All forms are available on line from the Cumberland University Seminar document, either as links to online forms or attachments in the document. Below is a list of the forms and their links if applicable. FORMS USED BY STUDENT TEACHERS Daily Schedule Complete one for each placement & or deliver to Supervisor ASAP. Also attach to the appropriate place in your portfolio. Unit & Lesson Plans completed two days prior to scheduled observation and Sent for Review to your supervisor (also posted in livetext student teacher portfolio). After the unscheduled observation, send for review within two days. Post Lesson Reflection Completed & posted in LiveText seminar document following visit by Supervisor (within 24 hours). Cooperating Teacher Evaluation - Completed ONLINE by Student Teacher ONLY. Supervisor will provide link. Program and Seminar Evaluation - Completed ONLINE by Student Teacher ONLY: Supervisor will provide link. FORMS COMPLETED BY COOPERATING TEACHERS Cooperating Teachers: please send an to Dr. Stephen Finch, the Coordinator of Field Experiences (sfinch@cumberland.edu) at the beginning of your student teacher s placement so that links to on-line forms can be sent to you. Student Teacher Lesson Observation Evaluation form Completed online for TWO separate lessons delivered by student teachers. If principal is available for a lesson evaluation, please use this same link. A printable copy can be provided if you wish. Comprehensive Evaluation of Student Teacher Candidates Completed online once each placement. A printable copy can be provided if you wish. University Supervisor Evaluation - Completed online once each placement. Cooperating Teachers' Honorarium Form STs can print and give to CTs if they do not have one. Honoraria can be ed to the Coordinator of Field Experiences (the address counts as a digital signature), mailed to Attn: [Coordinator s name] 1 Cumberland University Lebanon, TN