MENTOR TEACHER HANDBOOK. Essential information about the role and responsibilities of a mentor teacher

Transcription

1 MENTOR TEACHER HANDBOOK Essential information about the role and responsibilities of a mentor teacher 1

2 Table of Contents Introduction... 4 Dear Mentor Teacher... 4 THE ROLE OF A MENTOR TEACHER... 5 Student Teacher s Background... 5 Orientation and Work Space... 6 Initial Student Teacher Contact... 6 Preparation... 6 Attendance... 6 Professional Dress... 7 MENTOR TEACHER S RESPONSIBILITIES... 7 Paper Work and Feedback Contact edtpa Public School vs. Ithaca College Calendar Evaluation of Student Teaching Substitute Teaching, Strikes, and Job Actions Appendix A: Checklist for Initial Three-Way Conference Appendix B: Ithaca College Teacher Education Program Standards Appendix C: Ithaca College Professional Qualities and Dispositions Appendix D: College Supervisor Evaluation Appendix E: Mentor Teacher Payment Form Appendix F: Checklist of Mentor Teacher Responsibilities Appendix G: Responsibilities of Student Teachers Appendix H: Responsibilities of College Supervisors Appendix I: Responsibilities of College Supervisors Appendix J: edtpa Video Consent Form Appendix K: Guidelines For Supporting Candidates Completing edtpa

3 Appendix L: Checklist for Final Three-Way Conference

4 Introduction Student teaching is considered the culminating activity of the teacher preparation process. This experience provides the student with an opportunity to apply the concepts learned in courses to classrooms in the real world. The student teacher combines theory and practice in order to meet any and all criteria and objectives established by New York State Department of Education, Ithaca College, and the Department of Health Promotion and Physical Education. Dear Mentor Teacher Thank you for opening your classroom to an Ithaca College student teacher. We could not adequately prepare our candidates without your support and mentoring. The student teaching experience is the culminating field-based experience for teacher candidates at Ithaca College. It serves as the semester-long capstone of the teacher education program the time during which the teacher candidate finally steps completely into the role of full-time professional teacher and assumes the full range of teacher responsibilities and is the point at which the program assesses final candidate readiness to become a full-time teacher. Mentor teachers, in collaboration with college supervisors, help teacher candidates negotiate this important milestone in their teacher preparation programs and offer mentoring, supportive feedback, and coaching to help nurture teacher candidates growth into teachers who meet the expectations of Ithaca College Teacher Education Professional Standards, the New York State Teaching Standards, and the families, communities, youth, and peer professionals with whom they will be working in the future. In order to support you in your role as a Mentor Teacher, we have created this handbook to share information about the student teaching experience in which you will soon be engaged. It should help you to understand our policies and practices, the structures of the student teaching experience, and the resources that are available to support you and the teacher candidate(s) you are supervising. If you have any questions about the materials in the handbook, or your role as a mentor, please contact Emily Hess, the Field Experience Coordinator at /ehess@ithaca.edu or the College Supervisor with whom you are working. 4

5 THE ROLE OF A MENTOR TEACHER The mentor teacher plays a major role in the development of future educators. The mentor teacher is the one who introduces the student teachers to the realities of life in the school and guides their development throughout the semester. He or she is in a position to exert a profound influence upon the student teacher. An individual who accepts the responsibility to serve as a mentor teacher accepts a number of other responsibilities in addition to those that are normally imposed by the everyday demands of teaching. However, the gratification of seeing an inexperienced student teacher mature into a competent teacher often makes it worth the effort for the mentor teachers. Each mentor teacher has his/ her own formula for guiding the progress of student teachers. Furthermore, each student teacher is different and brings to the student teaching experience a variety of experiences. For this reason, there is no one set of guidelines that will be applicable to all situations. It is important mentor teachers recognize that this is a learning process for the student teachers. During this time the student teachers will have the opportunity to more fully develop their skills and to learn new ones. Mentor teachers should see student teaching as a process of growth and have realistic expectations about the knowledge and skills that student teachers bring to the student teaching experience. Remember that they are just novices in this exciting world and look to mentor teachers to model appropriate behaviors and see you as a resource to learn additional knowledge and skills. Student Teacher s Background Try to learn about your student teacher s strengths, needs and previous experiences. Some student teachers have extensive backgrounds in certain activities and have had less exposure to others. Some student teachers have had significant experience as an instructor of physical activity in a non-school setting and/or working with children and youth in many different capacities. Other student teachers have less experience. Some student teachers have strong skills in the areas of classroom management, while others see classroom management skills as something they hope to develop more fully. Try to take the student teacher s previous experiences into account. NOTE: No student teacher shall teach, assist, or take part in any way in aquatic activities unless he or she possesses a valid Water Safety Instructor certificate and there is a certified lifeguard on deck. 5

6 Orientation and Work Space Orient the student teacher to your school building, schedule, rules and regulations, as well as classroom routines. If the school is very large, a school map may be helpful. If the school schedule is difficult to understand, have one available and be prepared to explain it to the student teacher. The student teacher will need a place in the gymnasium or classroom that is his/her own to keep books, supplies, and other teaching materials. If it is at all possible, provide a desk or a drawer or cabinet space for him/her. Audiovisual equipment, school supplies, copying materials, and equipment should be available to the student teacher. If there are cautions or restrictions, help the student teacher understand these limitations and still have an exciting and rewarding experience. If you are sharing materials or a desk, be clear about your guidelines for use. For example, if you are planning to use your computer during your free period, let the student teacher know. Perhaps the student teacher can use another computer in the library or lab. Clear guidelines and expectations help make the experience more comfortable for everyone involved. Initial Student Teacher Contact Student teachers are required to contact their cooperating teacher prior to the beginning day of student teaching. When the placement site is close, student teachers are asked to visit the placement site and meet with the mentor teacher prior to beginning student teaching. This gives both student teachers and mentor teachers the opportunity to learn about each other and to complete a preliminary orientation that will make the first days mutually successful. Preparation When it has been verified that you will be working with a student teacher, take a few minutes to prepare your students for the arrival of the student teacher. Introduce the student teacher as a teacher from Ithaca College who will be working with the class for a certain period of time and who should be given as much respect as any other teacher in the school. Attendance Student teachers are expected to be in attendance every day and for the entire school day. In the case of illness, the student teacher must notify the cooperating teacher and the college supervisor in advance, following the school s guidelines. Sometimes student teachers will have a job interview requiring the student teacher s absence. This is often the case for student teachers who teach in the spring semester. 6

7 Generally, student teachers have been allowed to be absent for a total of 2 days to attend a job interview. This absence requires the prior approval of the cooperating teacher and the college supervisor. All absences must be made up through extension of the time spent student teaching. Student teachers who fail to notify their cooperating teacher and college supervisor of their absence in a timely fashion will have their grade reduced by 5% for each absence. Professional Dress Student teachers are expected to dress appropriately and professionally. They are, at minimum, expected to follow the dress code of the school. Guidelines about appropriate and professional dress for the classroom and/or gymnasium should be shared with the student teacher. Student teachers not dressed appropriately and/or professionally should be sent home to change. MENTOR TEACHER S RESPONSIBILITIES As a mentor teacher, there are many responsibilities associated with this position. In addition to the many responsibilities listed below, there are paperwork requirements. In case of a problem with a student teacher, please contact the Ithaca College supervisor immediately. 1. Meet with your student teacher and the college supervisor during the weeks before the student teaching placement to discuss the various aspects and requirements of the student teaching experience. See Appendix A for a checklist of things to review in the first three-way meeting. 2. Supervise the student teacher at all times. The cooperating teacher has direct responsibility for student teacher actions; therefore, all activities directed by the student teacher should be supervised by the cooperating teacher to insure that potentially dangerous or undesirable situations do not occur. 3. Review and provide feedback on the student teacher s lesson plans and unit plans. Insist upon detailed and thorough lesson and unit plans, and review them with your student teacher in advance of the days on which the lessons will be taught. Student teachers are expected to turn the next week s lesson plans in to you by the end of the day on Thursdays. Learning to plan effectively is a critical skill for our candidates. 7

8 4. Schedule the content and sequence of teaching experiences with the student teacher ahead of time. Conduct pre-planning conferences, to assist or determine the student teacher s progress in formulating unit and daily lesson plans. 5. Acquaint the student teacher with the rules and regulations of the school pertaining to both the students and the faculty. 6. Familiarize the student teacher with the organizational scheme, curriculum, methods of evaluation, grading policies, program requirements, equipment and facilities of the school. 7. Orient the student teacher to the social, economic, and cultural make-up of the school and neighborhood. 8. Encourage and provide the student teacher with opportunities to experiment with a variety of teaching styles and methods. 9. Provide the student teacher with the opportunity to observe other teachers and subject areas within the school. 10. Introduce the student teacher to the students and further the acceptance of the student teacher as leader or co-teacher in the classroom. 11. Introduce the student teacher to other faculty, administrators, and staff. Assist the student teacher in establishing his/her position as a teacher. 12. Establish a sequence of gradual immersion by which the student teacher s responsibilities progress from observing, through assisting, to teaching. Student teachers should eventually have responsibility for planning and teaching a full load. The point at which this occurs depends upon the capabilities of the student teacher and the nature of the program. It is expected, however, that the student teacher will take full responsibility for planning and teaching for minimally 1 unit plan. 13. Observe, evaluate, and provide feedback on all aspects of the student teacher s performance often (daily, if possible). (The College s observation form are available electronically at ( or the college supervisor will provide you with copies). Please use the Ithaca College Teacher Education Program Standards and the Professional Qualities and Dispositions as the foundation for your discussions and evaluations of the student 8

9 teacher s progress See Appendix B for the IC Teacher Education Program Standards and Appendix C for the Professional Qualities and Dispositions. 14. Encourage your student teacher to evaluate the effectiveness of his or her own planning and teaching throughout the student teaching placement. Develop evaluation strategies together. Setting short-term goals for your student teacher to work on and identifying possible areas of weakness are good strategies for supporting the student teacher s growth and development. 15. Fill out the Mid-block Evaluation Form at the midpoint of the block. 16. Be a role model, advisor, constructive critic, confidant, and friend to the student teacher. 17. Require that your student teacher attend and participate in all in-service days, faculty meetings, workshops as well as any meetings of your department, team, or grade level. Please also invite your student teacher to other school-related events as well as non-teaching tasks such as home room duty, cafeteria duty, playground duty, bus duty, etc. Student teachers should be as actively and broadly involved in school life as possible. 18. Encourage the student teacher to participate in faculty and extracurricular activities. 19. Contact the college supervisor with any questions or concerns you have about your student teacher at any point during the placement. Please also feel free to contact Emily Hess, the Teacher Education Field Experience Coordinator, at or ehess@ithaca.edu. 20. Discuss the collaborative format of the final 3-way meeting and discussion. Student teacher, mentor teacher, and college supervisor arrive at meeting with evaluations completed. The college supervisor might adapt his or her evaluation in response to additional information discussed by the mentor teacher or student teacher. 21. At the conclusion of the placement, complete and submit the student teacher final evaluation, the college supervisor evaluation, and your W-9 and payment form. These will be mailed to you separately. See Appendices E for copies of the college payment form. 22. See Appendix F for a checklist of Mentor Teacher Responsibilities. 9

10 23. See Appendices G for the Responsibilities of Student Teachers and H for the Responsibilities of College Supervisors. Paper Work and Feedback 1. Complete on a weekly basis: Student Teacher Effectiveness Evaluation Forms (Health or PE). At least 2 times a week, when student teacher is teaching. ( Link: Weekly Conference Form --once at the end of the week (Link: 2. Sign on weekly basis : Time Log Form ( provided by student teacher) Student Teacher Time Card( provided by student teacher) 3. Complete, sign and return the Mid-block and Final Evaluation forms (a link to the online form will be sent out by Emily Hess). Contact Contact the college supervisor with any questions or concerns you have about your student teacher at any point during the placement. Please also feel free to contact Emily Hess, the Teacher Education Field Experience Coordinator, at or ehess@ithaca.edu. 10

11 edtpa In the fall of 2013, New York State launched the edtpa performance assessment that teacher education candidates must pass before earning their initial teaching certification. The assessment consists of three tasks (planning, instruction, and assessment) that candidates will complete during one of their student teaching placements. The instruction task of edtpa requires videotaping several lessons and writing a commentary on student learning based on what they observe in the video. Ithaca College has created a release form for families and students (if over 18) separate from the media release form districts use that we will be asking the families of the students in our candidates' classrooms to complete and return to us. This is an opt-in form, and our candidates will have to get family approval before showing any student s face in the videos. If you have a candidate completing edtpa during his/her placement with you, we hope you will support the student teacher in acquiring the necessary videotaping permissions, and provide other approved support throughout the process, as appropriate. See Appendix I videotaping consent form and Appendix J for approved forms of edtpa support. Public School vs. Ithaca College Calendar Student teaching begins on the first day of Ithaca College s semester and ends when the college semester ends (usually at the end of examination week). During the professional semester of student teaching, all student teachers follow the established schedule of the school district, not the schedule of the college. The result is that any vacations, holidays, and days off are those of the public schools; student teachers do not take off during the college s break. There are no exceptions to this policy. Evaluation of Student Teaching College supervisors and mentor teachers will observe and assess each student teacher during the course of each placement. The college supervisor is responsible for determining midterm and final grades, in collaboration with the mentor teacher. Mentor teachers and college supervisors are expected to hold student teachers to demanding professional standards in their evaluations. Copies of all completed observation and evaluation forms are submitted to the college supervisor for inclusion in the student teacher s file on campus. 11

12 Substitute Teaching, Strikes, and Job Actions Student teachers may not serve as paid substitute teachers. A student teacher must be under the supervision of a qualified substitute teacher if the mentor teacher is absent. In the event of a strike or job action, the student teacher may be removed from the school. The decision will be made by the college supervisor and the Chair of the Health Promotion and Physical Education Department. 12

13 Appendix A: Checklist for Initial Three-Way Conference Checklist for the Initial Three-Way Conference Student Teacher: Mentor Teacher: Date: 1. Share contact information ( addresses and phone numbers) for student teacher, mentor teacher, and college supervisor. 2. Discuss the general structure for the fall field placement and student teaching experience. Student teacher observation of mentor and other teachers *student teacher s observation of teaching and learning (10 hours) *student teacher s continued observation of mentor and other teachers Gradual assumption of responsibilities for planning, teaching, and assessment *discussions of state standards and curriculum for the 7-8 week period *tutoring of individual students and working with small groups of students *co-teaching of mentor-planned lessons *assistance with assessment in order to gain sense of student knowledge and skills *begin with only one prep (more than one class is okay but not a full load) Regular student teacher/mentor teacher meetings *regular meetings for planning, reviews of plans, and suggestions Share the expectation of at least one-unit Plan of full-time responsibility for planning, teaching, and assessment; the student teacher should assume as much of the full-time schedule of the teacher as possible. 3. Review the IC Conceptual Framework and the eight Ithaca College Teacher Education Program Standards for all teacher education programs at Ithaca College. Encourage ongoing discussion of issues and progress related to all eight of these areas. Go over the final evaluation form aligned with the IC standards, New York State Standards for Teachers, and Specialized Professional Association standards. 4. Go over the IC observation form for mentor teachers, and discuss the importance of regular, detailed oral and written feedback on teaching. Encourage the student teacher to seek feedback, to demonstrate openness to feedback, and to act on the feedback received. 5. Review the College s expectations for professionalism: attire, comportment, , written and spoken communication, and receptivity to feedback. Go over the Professional Qualities and Dispositions form. 6. Acquire a copy of the mentor teacher s weekly schedule, or request that the student teacher submit copies to the college supervisor and seminar instructor as soon as possible. 13

14 Recommend that the mentor teacher and student teachers determine as soon as possible a tentative schedule for assuming teaching responsibilities. Send this schedule to the college supervisor and the seminar instructor. 7. Encourage the student teacher to participate fully in the life of the school: attendance at school and department meetings; district-wide meetings and professional development workshops; introduction to and collaboration with other teachers in the school; introduction to and at least one introductory meeting with the principal; observation of/participation in family conferences and community outreach. 8. Go over lesson planning requirements. The student teacher is required to use either the IC lesson plan format or the school district s form. Lesson plans for the following week must be turned in to the mentor teacher by Thursday for review prior to the weekend. All lesson plans and accompanying materials must be well organized in the Student Teaching Notebook, which should be available daily for review by the mentor teacher and college supervisor. 9. Review the Ithaca College rules and procedures: *Student teacher must sign in and out of the building. *Student teacher must wear IC identification and/or a school s visitor pass. *Student teacher is not allowed to substitute teach. *Student teacher cannot provide car transportation to students. *Student teacher must contact the mentor teacher and college supervisor if illness or another serious reason results in a necessary absence. 11. Explain the purpose of and general schedule for the college supervisor s visits. The college supervisor holds an initial 3-way meeting, visits the school at least twice to observe lessons and provide feedback, and conducts a final 3-way meeting. (The final visit sometimes also includes an additional observation.) 12. Discuss the collaborative format of the final 3-way meeting and discussion. Student teacher, mentor teacher, and college supervisor arrive at meeting with evaluations completed. The college supervisor might adapt his or her evaluation in response to additional information discussed by the mentor teacher or student teacher. 13. If this is the placement in which the student teacher will complete the edtpa, review the edtpa handbook and brief the mentor teacher on this performance assessment. 14

15 Ithaca College/InTASC Teaching Standards The Learner and Learning Standard #1: Learner Development The student teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences The student teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments The student teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. Content Knowledge Standard #4: Content Knowledge The student teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content The student teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Instructional Practice Standard #6: Assessment The student teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the student teacher s and learner s decision making. Standard #7: Planning for Instruction The student teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies The student teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Professional Responsibility Standard #9: Professional Learning and Ethical Practice The student teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration The student teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

16 Teacher Education Program Professional Qualities and Dispositions Rating Form Student Evaluator Program Date This form can be used for an area of concern at any point of the program or for self-assessment and reflection. Directions: Please assess these attributes and indicate which specific area(s) are of concern by indicating not met. A candidate must meet expectations for each item listed to receive a rating of met for the overall disposition. I. Professional Responsibility 1. Maintains a professional appearance; dresses according to program and school guidelines. 2. Arrives on time for classes, field-based experiences, and meetings. 3. Prepares fully for classes, field-based experiences, and meetings; submits assignments and reports on time. 4. Abides by college, school, department, program, field placement, and professional association policies and procedures. Overall Rating for I. Professional Responsibility Please indicate Not Met in any areas of concern below: Met / Not Met Comments: II. Collaboration and Communication 1. Fosters positive relationships and collaborates with a variety of target groups (e.g.: students, families, colleagues, local community members, etc.) as appropriate. Please indicate Not Met in any areas of concern below: 2. Treats others with dignity, respect, and fairness. 3. Speaks and writes clearly, effectively, and appropriately. 4. Maintains professionally appropriate etiquette in all forms of electronic communication. 5. Respects privacy and confidentiality of information where appropriate.

17 Overall Rating for II. Collaboration and Communication Met / Not Met Comments: III. Professional Development and Reflective Practice 1. Critically examines own practice. Please indicate Not Met in any areas of concern below: 2. Responds well to and incorporates feedback. 3. Uses available resources and explores additional ones in an effort to improve teaching and support student learning. 4. Engages in positive problem solving when challenges arise. 5. Seeks out and participates in professional development opportunities. Overall Rating for III. Professional Development and Reflective Practice Met / Not Met Comments: IV. Commitment to Affirming All Students 1. Examines own frames of references (including but not limited to race, culture, gender, language, abilities, ways of knowing) to uncover and address the potential biases in these frames. Please indicate Not Met in any areas of concern below: 2. Communicates respect for learners as individuals with differing personal and family backgrounds and various assets, skills, perspective, talents, and interests. 3. Communicates respect for learners diverse strengths and needs and is committed to using this information to plan effective instruction. 4. Holds oneself accountable for all students learning. 5. Demonstrates high expectations that are developmentally appropriate for each individual learner. Overall Rating for IV. Commitment to Affirming All Students Met / Not Met Comments:

18 Appendix D: College Supervisor Evaluation Note: This form will be sent to you electronically for submission at the end of the student teaching placement. This is only a sample. Name of College Supervisor Your name Your school Yes No College Supervisor conducted an initial 3-way conference, clarifying expectations for Mentor Teacher, Student Teacher and College Supervisor? Yes No College Supervisor conducted at least two formal observations and provided written feedback for the Student Teacher? Yes No College Supervisor conducted a final 3-way conference, which served as an effective evaluation of the Student Teacher s performance? Yes No I would be willing to work with this College Supervisor again. AGREE DISAGREE The College Supervisor made me aware of the College s expectations for me as a Mentor Teacher. The College Supervisor was available outside of observation visits to offer help when needed. The College Supervisor fulfilled responsibilities in a timely manner The College Supervisor offered the Student Teacher constructive criticism and appropriate, practical advice for addressing professional and pedagogical issues. The College Supervisor treated me, the Student Teacher and our school s policies with respect. The College Supervisor served as a positive link between the school and the college. What are the College Supervisor s greatest strengths? What could the College Supervisor do to most improve her/his performance, relationship with me, or relationship with our school? 18

19 TEACHER EDUCATION Cooperating/Mentor Teacher Payment Form NOTE: Only payment forms for the current academic year will be accepted. For fall placements this payment form should be submitted by January 1st and for the spring semester, this payment form must be submitted or postmarked by May 15th. Along with this form, please also submit a completed W-9 form. Forms received after June 1st will not be able to be processed. Please complete all information below Semester/Year: 1. Name of Cooperating Teacher: 2. Home Address: First Middle Last Street City, State and Zip 3. Social Security Number: 4. Address: 5. Ithaca College Student(s) Supervised: 6. Dates of Supervision: 7. Name of School: 8. Subject & Grade Level: 9. Ithaca College Supervisor: 10. Are you now or have you ever been employed by Ithaca College? Yes No save form and to: teachered@ithaca.edu or print and fax to: or print and mail to: Bonita Hogben, Department of Education, 953 Danby Road, Ithaca, NY REV. 10/2016

20 Appendix F: Checklist of Mentor Teacher Responsibilities Participate in a 3-way introductory conference with the student teacher and college supervisor Conduct an initial planning session with your student teacher. Discuss the following: your daily and weekly schedule of classes and responsibilities your general arrival and departure times at school days/times of school, department, team, grade-level, or committee meetings a general calendar for when the student teacher will assume responsibilities for various planning, teaching, managing, and assessment tasks (specifically identify a tentative period when the student teacher will assume full responsibility for planning, teaching, managing, and assessing, minimally one unit plan, but ideally longer) a regular time for discussions of the student teacher s planning and progress (these feedback sessions should take place at least once a week; many mentor teachers conduct daily feedback sessions; setting a regular date is helpful) the nature and needs of the diverse students in your class(es), including specific IEP s for any identified special needs students Give your student teacher a tour of the school. Include the location of the following: principal s office counselor s office (or special ed office, etc.) nurse s office library cafeteria (where do teachers have coffee/tea, eat lunch, etc? refrigerator/microwave availability?) copy machines, paper and supplies, etc. classrooms of department, team, and/or grade-level colleagues Explain school procedures for: teacher parking (assigned parking? parking sticker required?) teacher sign-in and sign-out in the main office student teacher absence for illness (who should be contacted, and how?) use of copy machines, library, computer labs, telephones, etc. referrals of students to principal, counselor, special education, detention, etc. contact with parents/guardians fire and emergency procedures, school violence prevention techniques 20

21 Meet at least once each week at a set time to provide feedback on your student teacher s progress. Encourage your student teacher to ask questions to clarify expectations and procedures. At least two times a week formally observe your student teacher and take notes using the Ithaca College observation form to provide feedback. Encourage your student teacher to participate in after-school activities, including extrahelp sessions for students, extracurricular activities, conferences with parent/guardians, etc. Encourage your student teacher to observe other teachers in your department, on your team, or in your grade level. Encourage your student teacher to invite a school administrator to observe a lesson and provide feedback. At the end of the student teaching placement, complete a final evaluation of your student teacher. At the end of the placement, complete an evaluation of the college supervisor. Participate in a 3-way final conference with the student teacher and college supervisor. Complete the mentor teacher payment form and submit it to IC ON TIME. We will not be able to process mentor payments if the W-9 and the payment form come in after our fiscal year closes. NOTE: No student teacher shall teach, assist, or take part in any way in aquatic activities unless he or she possesses a valid Water Safety Instructor certificate and there is a certified lifeguard on deck. 21

22 Appendix G: Responsibilities of Student Teachers Throughout the Student Teaching Experience, teacher candidates are expected to conduct themselves as a full-time teacher would, observing the professional rules of conduct of the teachers and administrators with whom they are working. In general, the role and responsibilities of the Student Teacher include the following: Report to school each day on time and fully prepared for the full school day. Keep to the required schedule of submitting lesson plans for review by the mentor teacher. Lesson plans should be thoughtful and thorough and detailed enough that a substitute teacher could follow them. All lesson plans and accompanying materials must be kept in a wellorganized notebook for regular review by the mentor teacher and the college supervisor. Student teachers who fail to fulfill this requirement will be sent home until such work is completed (these will be counted as unexcused absences). Assume responsibility for any extra duties or meetings before school begins and/or after it ends. This means arriving no later than full-time teachers arrive and leaving no earlier than they leave. In general, they are expected to follow the schedule maintained by the mentor teacher. Adhere to the standards of professionalism for attire, demeanor, and dispositions established for teacher candidates by Ithaca College. In addition, if the school in which they are teaching has an established code of professional ethics or a dress code, they are expected to adhere to it. Early in their placement, discuss with the mentor teacher a schedule for gradual assumption of responsibilities. Familiarize themselves with and follow carefully all school policies. If the school district or school in which they are teaching has a faculty handbook, they should ask for a copy and read it thoroughly. If they are ill and unable to teach, they must inform the mentor teacher and college supervisor in a timely fashion. Any absence must be cleared with the mentor teacher and your college supervisor. If candidates must be absent, they are still responsible for providing the mentor teacher with the lesson plan(s) that they intended to teach on the day(s) of the absence. Treat with confidentiality all information that comes to them about individual students. In all situations, they are required to respond as a reasonably prudent and careful person would under the circumstances involved. Become actively involved with professional opportunities and extracurricular activities sponsored by the school. Under no circumstances offer students rides in their car. NOTE: Student teachers are required to attend regularly scheduled Professional Seminar meetings. At times, the student teacher may need to leave school early to attend. 22

23 Appendix H: Responsibilities of College Supervisors The college supervisor coordinates the student teacher s experience -- cooperation among the college supervisor, the student teacher, and the mentor teacher is essential if the student teaching experience is to be successful. The college supervisor is expected to outline clear expectations. In general, the role and responsibilities of the college supervisor include the following: Conduct an introductory 3-way conference with the mentor teacher and student teacher before student teaching begins or during the first few days of student teaching in order to review all procedures and requirements and to discuss the timeline of responsibilities. Observe a lesson planned and taught by the student teacher a minimum of two times in each student teaching placement. Provide a written evaluation and meet with the student teacher and the mentor teacher to review the observation. At each visit to the student teacher, check the student teacher s lesson plan binder. At the end of each placement, schedule and facilitate a 3-way conference in which the student teacher, mentor teacher, and college supervisor discuss their final views of the student teacher s growth and development in each of the program standards. Determine midterm and final grades for the student teacher. 23

24 Appendix I: Responsibilities of College Supervisors The college supervisor coordinates the student teacher s experience -- cooperation among the college supervisor, the student teacher, and the mentor teacher is essential if the student teaching experience is to be successful. (The more communication, the better.) The college supervisor is expected to outline clear and demanding expectations. In general, the role and responsibilities of the college supervisor include the following: Conduct an introductory 3-way conference with the mentor teacher and student teacher before student teaching begins or during the first few days of student teaching in order to review all procedures and requirements and to discuss the timeline of responsibilities. Observe a lesson planned and taught by the student teacher a minimum of two times in each student teaching placement. Provide a written evaluation and meet with the student teacher and the mentor teacher to review the observation. At each visit to the student teacher, discuss student teacher s professionalism. At the end of each placement, schedule and facilitate a 3-way conference in which the student teacher, mentor teacher, and college supervisor discuss their final views of the student teacher s growth and development in each of the program standards. Consider the evaluations written by the mentor teachers and determine midterm and final grades for the student teacher based on the guidelines provided on the syllabus at the beginning of the semester. 24

25 Appendix J: edtpa Video Consent Form Dear Parent/Guardian/Student: I am a student teacher intern from Ithaca College and I am in the process of applying for my license to be a certified teacher. One of the requirements for this certification is a performance assessment, which requires video recordings of me teaching. The video recordings will include both the students and me, but the primary focus is on my instruction, not the students in the class. In the course of recording my teaching, your child (or you) may appear in the video. Another requirement for my certification is evidence of student learning, which requires submitting student work samples completed during times I am teaching. Those samples may contain some of your child s (or your) work. No student s name will appear on anything I submit, and all materials will be kept confidential at all times. The video recordings and student work I submit will not be made public in any way. Everything I turn in will be viewed by faculty in my program at Ithaca College and the certification reviewers. My application materials, including the video and student work, may also be used by Stanford University or Pearson (the institutions that created the teacher certification application) under secure conditions to train people to score other applications. The attached permission slip is your opportunity to say that you do or do not give me permission to use your child s (or your) work and/or image in my application process. This performance assessment exam will be required for almost all new applicants for teaching licensure in most states, and your support is much appreciated. Thank you in advance for considering helping me in this very important step of my career. If you have questions about the video or student work and how it will be used, please contact Emily Hess, the field experience coordinator at Ithaca College, at or ehess@ithaca.edu. Sincerely, 25

26 CONSENT FORM To be completed either by the parents/legal guardians of minor students (please complete Part 1) or by students who are 18 or more years of age (please complete Part 2) Student Name: Part 1 I am the parent/legal guardian of the child named above. I have read and understand the purpose of this permission slip, given in the letter provided with this form, and agree to the following: Please check the appropriate box below I DO give permission to you to include my child s student work and/or image on video recordings as part of video(s) showing your classroom performance, to be used only for the purpose of completing your application for teacher certification. I understand that my child s name and any other personally identifiable information about my child will not appear on any of the submitted materials. I DO NOT give permission to you to include my child s student work and/or image on video recordings as part of video(s) showing your classroom performance to be used only for the purpose of completing your application for teacher certification. Signature of Parent or Guardian: Date: Part 2 I am the student named above and am more than 18 years of age. I have read and understand the purpose of this permission slip, given in the letter provided with this form, and agree to the following: I DO give permission to you to include my student work and/or image on video recordings as part of video(s) showing your classroom performance, to be used only for the purpose of completing your application for teacher certification. I understand that any other personally identifiable information, including my name, will not appear on any of the submitted materials. I DO NOT give permission to you to include my student work and/or image on video recordings as part of video(s) showing your classroom performance to be used only for the purpose of completing your application for teacher certification. Signature of Student: Date: Date of Birth: / / 26

27 Appendix K: Guidelines For Supporting Candidates Completing edtpa From SCALE: Stanford Center for Assessment, Learning and Equity edtpa is a summative, subject- specific portfolio- based assessment of teaching performance, completed during a preparation program within a clinical field experience. edtpa is designed to assess a teaching candidates readiness to teach. Given the placement of edtpa within an educational program, professional conversations about teaching and learning associated with the outcomes assessed in edtpa are expected and encouraged. Consistent with research on student learning,1 programs are encouraged to help candidates examine expectations for performance evaluated by edtpa in meaningful ways and discuss how they will demonstrate their performance in relation to those expectations. One highly effective way to clarify what edtpa requires AND prepare candidates to teach well is to closely examine the rubrics. Faculty, supervisors and cooperating teachers should take time to examine the language, structure and progression of the edtpa rubrics during formative experiences throughout the program. Candidates receive a variety of support during their coursework and fieldwork to help prepare for and respond to the tasks of edtpa. For example, within their coursework and key program assignments and activities, candidates receive feedback from instructors and fellow candidates. A methodology class could include assignments related to curriculum and lesson design, and an educational psychology class could include assignments related to analyzing student assessment data: both activities could help support the candidate s thinking about how to design lessons and understand assessment in relationship to the expectations identified in edtpa. Instructors typically also provide feedback to candidates relative to the teaching standards of their field and any state standards for teaching performance addressed within the coursework and assignments. During field experiences, candidates are trying out what they have learned, and they receive feedback on their performance from supervisors, cooperating teachers, and other support providers. These activities and formative experiences provide opportunities for candidates to practice the activities of edtpa and to synthesize their learning from the program.. Preparation for edtpa offers many collegial opportunities for candidates to share and discuss their experiences as well as to share and discuss responses to practice activities. Although many program activities and experiences provide acceptable forms of support for candidates within the edtpa process, other activities are not acceptable within a summative assessment process that is intended to determine whether each candidate individually 27

28 demonstrates mastery of state/program standards and should be recommended for an initial license. This document clarifies what are acceptable forms of support for candidates during the edtpa process and what are unacceptable forms of support. It replaces earlier versions posted at and Acceptable Forms of Support for Candidates within the edtpa Process The following are examples of acceptable types of support for candidates within the edtpa process: Providing candidates with access to handbooks and other explanatory materials about edtpa and expectations for candidate performance on the assessment Explaining edtpa tasks and scoring rubrics and guiding discussions about them Providing and discussing support documents such as Making Good Choices about what lessons or examples to use within the assessment responses Discussing samples of previously completed edtpa portfolio materials (where appropriate permissions have been granted) Engaging candidates in formative experiences aligned with edtpa (e.g., assignments analyzing their instruction, developing curriculum units, or assessing student work) Explaining scoring rubrics, and using these rubrics in formative exercises or assignments2 Using rubric constructs or rubric language to evaluate and debrief observations made by field supervisors or cooperating teachers as part of the clinical supervision process Offering candidate seminars focusing on the skills and abilities identified in edtpa, such as an Academic Language seminar Asking probing questions about candidates draft edtpa responses or videorecordings, without providing direct edits of the candidate s writing or providing candidates with specific answers to edtpa prompts Assisting candidates in understanding how to use the electronic platforms for models/programs using electronic uploading of candidate responses Arranging technical assistance for the video portion of the assessment Unacceptable Forms of Candidate Support during the Assessment The following provides examples of unacceptable types of support for candidates within the edtpa process: 28

29 Editing a candidate s official materials prior to submission Offering critique of candidate responses that provides specific, alternative responses, prior to submission for official scoring Telling candidates which video clips to select for submission Uploading candidate edtpa responses (written responses or videotape entries) on public access social media websites. 29