KUTZTOWN UNIVERSITY OF PENNSYLVANIA OFFICE OF STUDENT TEACHING BEEKEY EDUCATION CENTER, ROOM 224 KUTZTOWN, PA 19530

Transcription

1 KUTZTOWN UNIVERSITY OF PENNSYLVANIA OFFICE OF STUDENT TEACHING BEEKEY EDUCATION CENTER, ROOM 224 KUTZTOWN, PA TEL: FAX: August, 2004 Website:

2 DEDICATION The College of Education at Kutztown University offers certification programs in art education, elementary education, early childhood education, library science, secondary education (English, foreign language, mathematics, science and social studies citizenship education & social sciences) and special education (mentally-physically handicapped, speechlanguage pathology and visually impaired). Student teaching is the culminating experience for each of these programs. The student teacher grows professionally and personally through the developmental process of student teaching. Instructional and classroom management strategies are refined in a collaborative partnership that involves student teachers, cooperating teachers and university supervisors. This handbook has been designed to assist these partners in attaining the objectives of the student teaching experience. During each academic year, experienced teachers, librarians and clinicians in the seven county Kutztown University service area perform a significant professional service by opening their classrooms to a student teacher. Selection as a cooperating teacher gives tacit endorsement of an educator s competence, skill in human relations and interest in teacher education. For this willingness to serve, we are deeply grateful! Our graduates report that the student teaching experience at Kutztown University is one of the most productive components in the teacher education program. This assessment is a tribute to the skill and commitment of the cooperating teachers who play such an essential role in our student teaching program. We dedicate this handbook to our cooperating teachers in recognition of their service to the Kutztown University student teachers and their commitment to the future of the teaching profession

3 TABLE OF CONTENTS Dedication 2 Foreword 5 Student Teaching Program Model 7 Student Teaching Policies 10 Absence and Attendance 10 Academic Eligibility 10 Calendar 11 Criminal Record and Child Abuse Background Clearance 11 Grooming 12 Health Status 12 Liability Insurance 12 Observation, Evaluation and Grading 13 Placements 13 Professionalism 14 Serving as a Cooperating Teacher 15 Strike and Work Stoppage by Cooperating Teachers 16 Using Student Teachers as Substitute Teachers 16 Withdrawing from Student Teaching 17 Role of the Student Teacher 19 Responsibility to the Cooperating School or Agency 19 Responsibility to the Cooperating Teacher 20 Responsibility to the University Supervisor 22 Student Teacher s Responsibility 23 Evaluation of a Student Teacher s Progress 24 Role of the Cooperating Teacher 27 Importance of the Role 27 Preparation for the Student Teacher 27 Developing a Positive Working Relationship 28 Maintaining the Relationship 28 Timetable for Participation 29 Preparing for Teaching Responsibilities 30 Weekly Schedules 30 Evaluation 31 Role of the University Supervisor 34 Primary Duties 34 Observation and Evaluation 34 Continued on page 4-3 -

4 TABLE OF CONTENTS (Continued) Role of the School or Agency Administrator 37 Instructional or Clinical Practices Leader 37 Liaison 37 Orientation 38 Appendix A Teacher Certification Programs at Kutztown University 39 Appendix B Kutztown University Service Area 41 Appendix C Generic In Progress Evaluation Form 43 Appendix D Generic Final Evaluation Form 45 Appendix E Descriptors for Generic Student Teaching Evaluation Forms 47 Appendix F Guidelines for Writing Narrative Evaluations or Recommendations 55 Appendix G Library Science In Progress Evaluation Form 59 Appendix H Library Science Final Evaluation Form 61 Appendix I Speech Language Pathology In Progress Evaluation Form 63 Appendix J Speech Language Pathology Final Evaluation Form 65 Appendix K Descriptors for Speech Language Pathology Student Teaching Evaluation Forms 67 Appendix L Pennsylvania Statewide Evaluation Form (PDE 430) 77 Appendix M Mid-Assignment Review Form 87 Appendix N Weekly Teaching Schedule Form 89 Appendix O INTASC Standards for Beginning Teachers 91 Appendix P Cooperating Teacher s Information Form

5 FOREWORD The Office of Student Teaching facilitates the culminating experience that has characterized teacher education programs since the Normal School Act of In the nineteenth century, student teaching (or practice teaching as it was formerly known) was accomplished at a facility on the normal school campus. Each normal school was required by law to have a model school in which the prescribed common school subjects were taught to students ranging in age from six to sixteen. All teaching, except that done by the model school superintendent [i.e. principal], was conducted by the senior practice teaching students, who usually taught forty-five minutes per day for twenty-one weeks while carrying nearly a full load of normal school subjects. 1 When the number of teacher candidates exceeded the capacity of the model school, student teaching spread into the primary and secondary schools in the communities surrounding the teacher preparation institution. The mission of the Office of Student Teaching is to facilitate this capstone experience for candidates enrolled in the 21 areas in which Kutztown University (KU) is approved by the Pennsylvania Department of Education (PDE) to offer certification. (see Appendix A) This effort supports the Mission of the College of Education, which is to provide preparation programs that blend a strong knowledge base in the content area, an understanding of human development and a grounding in pedagogy with frequent and continuous field experiences. In the past five years, the Office of Student Teaching has facilitated the placement of more than 2,000 student teachers. Whereas the campus model school once provided all of the necessary sites for student teachers, the 2,000 student teachers that were placed by the Office of Student Teaching in the last five years were placed in a service area that has been expanded into a seven county area in southeast Pennsylvania. (see Appendix B) Placements in this service area include public, private and parochial schools, vocational-technical schools, special education schools, health agencies, 1 Lee Graver, Beacon on the Hill: A Centennial History of Kutztown State College. (Kutztown Bulletin, vol. 99, no.1, 1966). p

6 clinics and museums. Placements for a small number of students are available in England through a partnership with the College of St. Mark and St. John in Plymouth, England. This endeavor could not succeed without the carefully crafted affiliation agreements and collaborative relationships that have been developed over time. We are dedicated to refining this program through regular discourse with our partners. The university supervisors and student teachers of the College of Education at Kutztown University value these relationships and realize that without them, our program would cease to exist

7 STUDENT TEACHING PROGRAM MODEL PUBLIC SCHOOLS PAROCHIAL & PRIVATE SCHOOLS STUDENT TEACHERS OFFICE OF STUDENT TEACHING COOPERATING TEACHERS UNIVERSITY SUPERVISORS CLINICS & AGENCIES MUSEUMS The Student Teaching Program at Kutztown University, as depicted in the above graphic, is viewed as a collaborative partnership. The coordination of this program is the responsibility of the Office of Student Teaching. This office consists of a full time coordinator and a full time secretary. The Office of Student Teaching organizes and facilitates the activities of the three partners in this program the student teachers, the university supervisors and the cooperating teachers, librarians and clinicians. The focus of this program is, of course, to assure that each student teacher has a successful culminating experience in his/her pre-service teacher education program

8 The university supervisors provide support, guidance and sense of continuity with the KU preservice teacher education program. All supervisors are faculty members in the College of Education or the College of Visual and Performing Arts at Kutztown University. All supervisors have basic education classroom experience and are certified in the area in which they supervise. Also supporting and guiding the student teachers from the field is a cadre of classroom teachers, librarians and clinicians. These educators willingly open their classrooms, libraries and clinics to our novices out of commitment to the future of their profession. These partners work collaboratively in a wide variety of sites public schools, private schools, parochial schools, agencies, clinics and museums to provide a high quality culminating experience for the teacher candidates. The Kutztown University service area includes more than 50 affiliated partners in the seven county area in southeast Pennsylvania. Each semester, one international placement is available to a select group of candidates through a partnership with the College of St. Mark and St. John in Plymouth, England. Thirty hours of required observations and a professional semester (or an early field experience) prior to student teaching provide the student teacher with a preliminary impression of the real world of the professional educator. Student teaching at KU is a full-time, semester long experience that can be scheduled during either the fall or spring semester. Candidates receive two separate eight-week placements at different grade levels and in different school districts or agencies. Each placement constitutes a separate seven-credit course and requires attendance at a two hour, weekly practicum (seminar) that is scheduled on Tuesday from 3:00 5:00 PM. The practicum is usually held on the KU campus but supervisors are free to move it off-campus as needed. The university supervisor and the cooperating teacher or clinician collaborate regularly as they observe, critique, develop, and evaluate the skills of each candidate. The university supervisor, as the professor of record for the student teaching course, has the ultimate responsibility for assigning the letter grade for each of the student teaching courses (placements). However, frequent communication among the three partners - the student teacher, the university supervisor - 8 -

9 and the cooperating teacher - ensures that the teacher candidate reaches his/her highest potential. With diligence and effort on the part of all three members of the team, a novice teacher will emerge ready to assume a position in the corps of professional educators

10 STUDENT TEACHING POLICIES ABSENCE AND ATTENDANCE The Student Teaching Program at Kutztown University requires the completion of two eightweek placements in a school or agency. Student teachers are expected to be in attendance all day, every day during their assignment. They are to follow the school district or agency calendar and the cooperating teacher s daily schedule. Arrival and departure times are to mirror those required of the cooperating teacher by the school district. Student teachers are required to attend an orientation program prior to reporting to their assigned schools. In addition, they also must attend weekly practicums with their university supervisor. Practicums are scheduled on campus from 3:00 to 5:00 PM every Tuesday. Early departure from the assigned school will be required on Tuesday to allow enough time for student teachers to travel safely to Kutztown University. Although daily attendance is expected, personal emergencies, serious illness, deaths within the family, attendance at professional conferences or job interviews might warrant an occasional absence. Student teachers do not have a specified number of sick days or personal days and there are no excused absences for student teachers. The university supervisor is the only person who can approve an absence and the only person who can decide if or how an absence will be made up. In the event of such an unusual circumstance, the student teacher must notify both the cooperating teacher and the university supervisor as soon as possible. Prior approval of absences related to interviews or conferences must be secured from the university supervisor. The student teacher shall have plans and materials for any assigned lessons delivered to the cooperating teacher prior to the beginning of the school day on which the absence is to occur. ACADEMIC ELIGIBILTY In order to be eligible for student teaching, each student must complete at least 90 credit hours including all courses required for student teaching. Required courses differ among the certification programs, but always include both content and methods courses. In addition, all candidates for student teaching must pass the three PRAXIS I Pre-Professional Skills Tests

11 The provisions of Chapter 354 of Pennsylvania s General Standards for the Institutional Preparation of Professional Educators (2000), specify a change in the minimum quality point average (QPA) required of all candidates for student teaching. Prior to fall 2001, students were required to have a 2.5 QPA in order to qualify for student teaching. In fall 2001, students reaching a total of 48 credits were required to achieve and maintain a 2.6 overall QPA. This minimum will rise by 0.20 quality points each year until fall At that time, a state mandated minimum 3.0 QPA will be required of students as an entry and exit requirement for all teacher education programs. Successful completion of a professional semester or other early field experience is also required of all candidates for student teaching. A satisfactory recommendation from the cooperating teacher and university coordinator will verify that this requirement has been attained. Finally, each student must receive a positive recommendation from the departmental chair or department screening committee. This recommendation will be withheld if three letters are received from KU faculty or school personnel documenting a student s unsuitability for teaching. CALENDAR During the student teaching semester, student teachers will follow the school district or agency calendar to determine days of attendance, early dismissals or late starts. Arrival and departure times for student teachers will match the expectations that the school district or agency has for the cooperating teachers. Student teachers are expected to attend any professional development activities scheduled for cooperating teachers for which classes in the host school are dismissed. CRIMINAL RECORD AND CHILD ABUSE BACKGROUND CLEARANCE Prior to registering for the student teaching semester, all student teachers must present verification of totally clear criminal records and child abuse background clearance reports as generated under Pennsylvania s Act 34, Criminal Record Check, and Act 151, Child Abuse History Clearance. Students who are not residents of Pennsylvania must also obtain a clear background check from the Federal Bureau of Investigation. Clearances are valid for one year and must remain in effect throughout the student teaching semester

12 There will be no student teaching assignments made that are contingent on a student teacher securing clearances sometime in the near future. Students unable to obtain totally clear criminal record and/or child abuse background reports will not be permitted to register for student teaching until the following semester, provided they are able to produce clear reports. School districts are reluctant to accept student teachers whose background checks contain any entries regardless of whether those entries would prevent employment under the Pennsylvania School Code regulations. Students convicted of any offense during the student teaching semester may be removed from their student teaching assignment. GROOMING Conservative dress and exquisite grooming are expected of all student teachers at all times. The guideline for fashion should always be to dress for the next job that is sought. It is therefore suggested that the school or agency administrators be used as the standard for grooming and fashion. These administrators will be making the personnel decisions that will influence the student teacher s future in the profession. HEALTH STATUS Prior to the beginning of the student teaching semester, all student teachers must present verification of a physical examination and screening for tuberculosis to the Office of Student Teaching. The purpose of this verification from a physician is to confirm that each student teacher is able to successfully perform the duties of a teacher and does not pose a threat to the health of others. LIABILITY INSURANCE Legal liability results from acts of negligence. A person is said to be negligent when failing to act as a reasonably prudent person would act under the same or similar circumstance. Therefore, it is incumbent upon student teachers to be diligent and prudent in the performance of their duties

13 In order to protect themselves in the event of a claim of negligence, all student teachers must secure professional liability insurance coverage for student teaching. Professional liability insurance is available to student teachers through membership in the student chapter of the Pennsylvania State Education Association (PSEA). This insurance is also available from a family insurance carrier and other professional organizations, such as the American Federation of Teachers (AFT), Council for Exceptional Children (CEC) or the Association for Childhood Education International (ACEI). OBSERVATION, EVALUATION AND GRADING The observation and evaluation of a student teacher s performance are activities that involve both the cooperating teacher and the university supervisor. Both the cooperating teacher and the university supervisor write three formative (in-progress) evaluations using KU evaluation forms during each eight-week assignment. (see Appendix C, G or I) Based on these formative evaluations, as well as other informal observations, both the cooperating teacher and the university supervisor write a summative (final) evaluation. The cooperating teacher uses KU evaluation forms. (see Appendix D, H or J). The university supervisor uses the Pennsylvania Statewide Evaluation Form, PDE 430. (see Appendix L). An explanation of the descriptors used on the KU evaluation forms is also included in the appendix. (see Appendix E or K) As the instructor of record for the student teaching and practicum course, the university supervisor has the sole responsibility for assigning a final letter grade to the student teacher for each assignment. Because of the guidelines established by the Family Educational Rights and Privacy Act (FERPA), copies of evaluations shall not be distributed to individuals or outside agencies without a written request from the student teacher. PLACEMENTS Student teaching at Kutztown University consists of two separate eight-week assignments pertinent to the certification or certifications sought by a student. Usually these assignments are in different schools and in different districts. An attempt is made to provide variety in terms of school location and the grade or age level of the students for the two separate placements. Students in dual certification programs will receive one placement in each area of certification

14 The Office of Student Teaching will attempt to make placements within roughly a 30-mile radius of the KU campus. A student s place of residence, transportation needs and family responsibilities will be taken into consideration whenever possible. Placements will not be made in schools that the student teacher attended, or where the student teacher s siblings or children now attend. In addition, placements will not be made in schools or agencies where a student teacher has been employed or where family members are now employed. PROFESSIONALISM Attention by the student teacher to daily duties, as assigned by the cooperating teacher and university supervisor, is a matter of professional responsibility as well as an academic expectation. Student teaching is a full-time responsibility and must take precedence over other commitments. Student teachers follow a full day, five day a week schedule. Each student teacher reports to and departs from the school (or agency) on the same schedule required of the cooperating teacher. In addition, the student teacher must be prepared to spend additional time before or after school in order to plan with the cooperating teacher. Student teachers are expected to attend school open house programs, parent-teacher conferences, professional development programs, faculty meetings and other activities unless specifically prohibited by the school administration. The maintenance of confidentiality is expected of all student teachers during the student teaching experience. Student teachers shall not discuss confidential information about students or school issues in public places or with individuals that do not have a need to know. Student teachers are expected to be professional in their conversation and their relationships with administrators, teachers, and students in the school or agency to which they are assigned. Conservative dress and exquisite grooming are expected of all student teachers at all times. Good grooming includes avoiding the lingering aromas of smoking and alcohol. Legal and acceptable activities from the night before, such as alcohol and tobacco use, can impact the perception of the student teacher if the odor lingers. Drug use at any time will not be tolerated and will lead to the application of full legal sanctions

15 Receiving calls on a cell phone during the school day is not considered an acceptable professional practice. Personal cell phones must be turned off during school hours. SERVING AS A COOPERATING TEACHER Criteria Established by the Pennsylvania Department of Education require that a cooperating teacher: Holds Pennsylvania certification in the subject area taught Possesses a minimum of three full years of teaching experience Possesses a minimum of one year experience in the present school Agrees to participate in an orientation program for cooperating teachers at KU Criteria Established by Kutztown University require that a cooperating teacher: Has expertise in her/his area of teaching Models the philosophy of lifelong learning Utilizes current teaching strategies Be committed to the process of mentoring student teachers Be willing to have the student teacher participate fully in the teaching process Be willing to provide an equal educational opportunity to all student teachers Compensation Stipend rates are set annually by the Pennsylvania State System of Higher Education Stipends are paid for each eight week assignment and are based on a two-step scale First time cooperating teachers are paid a first step stipend Stipends increase to the second step for the second student teacher (and all subsequent student teachers) if the cooperating teacher participates in an orientation session at KU Attendance at the New Cooperating Teacher Orientation is a one-time only requirement Stipends for all fall cooperating teachers are all paid in February and stipends for all spring cooperating teachers are paid in July

16 Payroll information forms need to be updated whenever pertinent information changes (see Appendix P) Selection and Participation Receiving schools agree to have only one teacher candidate assigned to a classroom where a KU student teacher is placed Receiving schools agree not to use a student teacher as a substitute teacher Placement of a student teacher with a particular cooperating teacher must be confirmed by the administrator designated by the district (i.e. central office administrator or building principal) and the Office of Student Teaching at Kutztown University Frequency with which a student teacher can be placed with an individual cooperating teacher is decided by district policy STRIKE OR WORK STOPPAGE BY COOPERATING TEACHERS Student teachers are forbidden from participating in any activities within a school district during a strike or work stoppage. The student teacher should contact the university supervisor for instructions as soon as such an event occurs. Student teachers are not to report to the schools during a strike or work stoppage by teachers. Student teachers shall not participate as substitute teachers and they shall not participate in picket lines or similar activities. If the strike or work stoppage lasts more than three days, the Office of Student Teaching will pursue placements for student teachers in another school district. Every effort will be made not to inconvenience the student teachers or the university supervisors. The time lost due to a strike or work stoppage will not have to be made up by the student teachers. USING STUDENT TEACHERS AS SUBSTITUTE TEACHERS The affiliation agreements that are signed by all schools and agencies working with KU student teachers state that: The (school district or agency) agrees that no student teacher shall be used as a substitute at any time during his/her student teaching assignment. This provision recognizes that the student teacher is uncertified and by Pennsylvania law cannot function as a substitute teacher

17 In most cases, a substitute teacher must have a college degree and a valid Pennsylvania certificate to teach in Pennsylvania public schools. Since student teachers normally do not hold college degrees and valid certificates, their assignments as substitute teachers violate the school code. In the event that a cooperating teacher is absent, a qualified substitute teacher must be assigned to his/her duties. In the event of another teacher s absence (not the cooperating teacher) student teachers should not be assigned to cover that teacher s classroom schedule or duties (i.e. lunch, hall, bus, or study hall). University policy prohibits the release of a student teacher to accept a teaching position prior to the successful completion of student teaching. Receiving compensation for student teaching is likewise prohibited. WITHDRAWAL FROM STUDENT TEACHING When a problem develops with a student teacher that has the potential to be serious, the University Supervisor shall alert the Coordinator of Student Teaching as soon as possible. The Coordinator will then alert the department chair(s) and the Dean of the College of Education. If a situation deteriorates to the point that a student teacher decides to withdraw, is asked to leave by the receiving school or is recommended for withdrawal by the supervisor, it is the responsibility of the University Supervisor to notify the Coordinator of Student Teaching immediately. The Coordinator will then notify the student s department chair(s) and the Dean of the College of Education of the pending withdrawal. As soon as possible, an appointment must be made for the student teacher to meet with the Coordinator of Student Teaching and the University Supervisor. Options for the student will be discussed at this meeting and the next step will be determined. The process of withdrawal from student teaching requires that the student meets with a counselor at the University Counseling Center and with a staff member in the Registrar s Office. The Coordinator of Student Teaching will facilitate these meetings for the student. Contact with the Office of Career Services is also suggested. The Coordinator of Student Teaching will be responsible for preparing a letter summarizing the agreements made with the student, securing the student s signature and

18 distributing the letter to the student s department chair(s) and other KU offices on a need to know basis. At the conclusion of the withdrawal process, the Coordinator of Student Teaching will notify the receiving school(s) and the student s department chair of the student s withdrawal from student teaching. Policies Approved by COE Executive Committee: 10/15/

19 ROLE OF THE STUDENT TEACHER Student teaching is reported by former students as one of the most significant components of the KU pre-service teacher education program. During this experience, a student teacher occupies the dual role of a teacher charged with professional responsibilities and a student who is preparing for entry into the profession as a novice teacher. Experiences in student teaching range from those that seem routine to those that challenge one s energy, resources and talents. The student teacher should accept each task as a potential learning experience and devote his/her best effort to accomplishing the task. In addition, the student teacher should strive to realistically assess his/her own performance, develop an educational philosophy consistent with the principles of a democratic society and begin to acquire an effective, personalized teaching style. Success in student teaching is predicated on how well a student teacher can apply the concepts of planning and classroom management to deliver instruction to a diverse population of learners based on predetermined content standards. It is expected that the student teacher will utilize the preparation that he/she received in the various methods and content courses required prior to student teaching. If gaps in any of these areas become apparent, they should be filled through individual research or through consultation with the cooperating teacher and university supervisor. RESPONSIBILITY TO THE COOPERATING SCHOOL OR AGENCY A student teacher is essentially a part of the professional team at the cooperating school or agency; however, he/she is there as an invited guest. Because the student teacher is there by invitation, he/she is expected to: Show loyalty and respect for the policies of the school or agency Be conscientious in observing school rules and regulations Follow the calendar and daily schedule of the school or agency staff

20 Take proper care of all school equipment and facilities Observe dress and grooming patterns in accordance with the standards of the cooperating school Be discreet in conversations about students, teachers and other staff members Discuss any problems that arise with the cooperating teacher and the university supervisor Attend meetings, conferences and professional development programs that are required of the cooperating teachers Demonstrate a positive professional attitude by expressing a willingness to help in any way, at any time If at any time, the school or agency determines that the presence of a student teacher is detrimental to the main functions of the school or agency, the Coordinator of Student Teaching will remove the student teacher from the placement. The student teacher s associations with the administration and faculty members should be friendly, courteous and professional. The relationship with the pupils should reflect the same respect and courtesy given to the cooperating teacher. In a sense, student teachers are ambassadors from Kutztown University. The University and future students are judged by past and present student teachers performances. RESPONSIBILITY TO THE COOPERATING TEACHER The cooperating teacher will be the person with whom student teachers will be most closely associated during the student teaching experience. This added responsibility requires additional time and effort on the part of a professional who already has a full time job. Therefore, student teachers must demonstrate a willingness to contribute and provide assistance. Student teachers are expected to work within the cooperating teacher s instructional and organizational model, while at the same time showing initiative and a willingness to experiment. This is not an easy task and can only be accomplished if open lines of communication are established. Some helpful suggestions follow: Contact each cooperating teacher as soon after receiving the assignments as possible Visit the school and cooperating teacher well before the first day of student teaching

21 From the first contact, convey a sincere desire to learn, a willingness to cooperate and an appreciative attitude toward suggestions and constructive criticism Develop an overall picture of the school or agency including: arrival and dismissal times; discipline policies classroom rules and consequences, role of student teacher in administering consequences, handling disruptions and violent behavior; emergency procedures fire drill, bomb threats, lock-downs and universal precaution/first aid procedures Bring to the student teaching experience a deep understanding of the basic subject matter, principles of human growth and development, instructional design strategies, teaching techniques and classroom management strategies Make every effort to implement theory into sound classroom practice Make every effort to gain insights from the observation phase of student teaching Realize that the management of the classroom or clinic setting is ultimately the responsibility of the cooperating teacher When teaching, use a variety of instructional techniques in order to develop an individual style Variations from the usual procedures should be discussed in advance with the cooperating teacher Present all lesson and unit plans to the cooperating teacher for review and approval prior to the implementation of the plans Take the initiative by offering to assume responsibility Seek the advice of the cooperating teacher on a regular basis. Plan a time for daily conferences (if possible) to discuss progress Be frank and honest when discussing your teaching performances Be on time and be well prepared Demonstrate responsibility by accepting and completing assigned tasks on schedule Display enthusiasm and interest in student teaching Notify the cooperating teacher (and university supervisor) of any absence, as soon as it is known

22 Be sure that the cooperating teacher has everything necessary to cover your responsibilities prior to the beginning of the day of an absence It is very important that the student teacher and the cooperating teacher maintain a positive relationship. The student teacher must take the initiative in promoting an open and cooperative relationship. Remember that others have gone this way before. Student teachers must build on the experience of the triad cooperating teacher, university supervisor and the student teacher. RESPONSIBILITY TO THE UNIVERSITY SUPERVISOR The university supervisor is the liaison between the University and the school or agency for the student teacher. The supervisor will make a minimum of three visits to the classroom to observe the student teacher teaching, discuss progress and address possible concerns with the student teacher and cooperating teacher. Because the supervisor does not have daily contact with the student teacher and might have teaching or other responsibilities on the KU campus, it is essential that the student teacher: Keep the supervisor informed of any difficulties encountered in the classroom Help the university supervisor arrange his/her observation schedule by providing a weekly schedule indicating when the student teacher will be teaching Submit the weekly schedule at the beginning of practicum each Tuesday Notify the supervisor if a major change is made to the schedule after it is submitted Have plans for all lessons taught since the last visit by the supervisor available in the classroom for review Expect to have a conference with the supervisor after each observation Provide the supervisor with Sources of Evidence for the PDE 430 on a regular basis The supervisor is also responsible for a weekly practicum on Tuesdays from 3:00 5:00 PM, usually on the KU campus. Topics pertinent to needs and interests of student teachers will be discussed. Student teachers must have a schedule for the next week s teaching to present to the university supervisor at the beginning of practicum. In practicum, student teachers will be guided in the refinement of instructional plans for lessons and units as well as other requirements. Periodically, large group presentations, outside speakers or off-campus visits will be utilized during practicum

23 STUDENT TEACHER S RESPONSIBILITIES The student is expected to be familiar with all of the policies listed in the KU Student Teaching Handbook. Attitude, preparation and initiative are keys to success in student teaching. However, the primary responsibility for meeting success in these three vital areas rests solely with the student teacher. Maintaining open lines of communication with the cooperating teacher and university supervisor can provide an invaluable resource for the student teacher. A suggested schedule for a student teacher s assumption of responsibility is listed below. Week One More observation than teaching Learn the pupils names, their strengths and needs, medical concerns, IEP s etc. Observe the teaching style of the cooperating teacher Become aware of the teaching methods used in the various classes or subject areas noting where experimentation would be possible and/or appreciated Offer to assist the cooperating teacher during his/her lessons Help to prepare materials Attend to housekeeping duties Become familiar with the daily and weekly class schedules Confer with the cooperating teacher on standards, curriculum objectives and topics on which instruction will focus during the eight-week assignment Decide on the area in which the first lesson will be taught during week two Help students with assignments Work with individual pupils or small groups Weeks Two Five: Teaching involvement increases gradually Teaching responsibilities increase by at least one major subject or one additional class per week until % of cooperating teacher s schedule is assumed Avoid scheduling lessons for late Tuesday afternoon because of Practicum Prepare formal lesson plans using the format approved by your department or program Lesson plans must be submitted two days in advance for the cooperating teacher to review After lessons are taught, they must be critiqued in writing by the student teacher

24 This should entail assessing the pupils performance in terms of the lesson s objectives and reflection by the student teacher on his/her performance as a teacher With approval from the university supervisor, the student teacher may begin to use a shortened (or block) form of lesson plans Week Six and Seven: Maximum teaching responsibility Student teacher is responsible for planning, implementing and assessing lessons for % of the cooperating teacher s classes Week Eight: Maximum teaching responsibility, closure and orderly departure Complete all themes and units of instruction Grade all tests or projects, record scores and return tests or projects Possibly return teaching responsibilities for all classes or subject areas to the cooperating teacher per cooperating teacher s directions EVALUATION OF A STUDENT TEACHER S PROGRESS Evaluation of a student teacher s progress is a joint responsibility of the student teacher, the cooperating teacher and the university supervisor. However, the university supervisor has the sole responsibility for assigning the final grade and the PDE 430 rating for each eight-week assignment. This decision is based on the formal and informal evaluations of the persons involved in the supervision of the student teacher s work. Self-evaluation. Self-evaluation is an important component of the student teaching experience. It is through a student teacher s personal analysis of and reflection on his/her teaching experiences that optimal progress can be made. Both the cooperating teacher and the university supervisor are available to assist the student teacher in evaluating his/her work. It is the cultivation of this self-evaluation skill that will enable novice teachers to become independent in growth and ensure that subsequent experiences will also lead to greater teaching effectiveness. Self-evaluation is largely a matter of one s attitude. The student teacher should review the evaluation forms that will be utilized by both the university supervisors and the cooperating teachers. (see Appendix C & D, G & H, I & J and L) An explanation of the descriptors used on the KU evaluation forms is also included in this

25 Handbook. (see Appendix E or K) In addition, he/she should review the ten INTASC Standards for Beginning Teacher Licensing and Development. These are the standards that were presented in EDU 100 Perspectives on American Education and around which the professional portfolio can be organized. (see Appendix O) The student teacher should receive periodic evaluations (e.g. daily, weekly, mid-term and final) of his/her teaching from the cooperating teacher and/or university supervisor in terms of the above competencies. Performance also will be judged in terms of how well the student teacher can verify that s/he has had a positive impact on the learning or growth of pupils or clients. The following suggestions may be helpful: Prepare each teaching or learning experience carefully in terms of measurable objectives based on approved curriculum standards (state, district or professional organization) that the pupils will be expected to accomplish Evaluate the achievement of these objectives at the end of each teaching experience Collect tangible evidence (artifacts) that show the positive impact of a lesson, theme or unit on the pupils Test scores are not enough Keep anecdotal records of the behavior of one pupil. Look for reasons to explain the pupil s behavior and try to develop a plan to help the pupil modify his/her behavior Cooperating Teacher/Supervisor Evaluation The cooperating teacher and the university supervisor will evaluate the progress a student teacher is making through formal and informal observations A minimum of three formal evaluations of lessons taught by the student teacher will be made by the cooperating teacher and by the university supervisor using the KU In-progress evaluation form (see Appendix C, G or I) The student teacher should confer frequently with the cooperating teacher and the university supervisor inviting frank, constructive criticism The expectation is that suggestions made by the cooperating teacher and the university supervisor will be implemented

26 The building or agency administrator can be invited to observe and evaluate a lesson as he/she would a first year teacher At the end of each student teaching assignment period, the cooperating teacher and the university supervisor will each complete a final student teaching evaluation. The cooperating teacher uses KU evaluation forms. (see Appendix D, H or J). The university supervisor uses the Pennsylvania Statewide Evaluation Form, PDE 430. (see Appendix L). An explanation of the descriptors used on the KU evaluation forms is also included in the appendix. (see Appendix E or K) A template for the final evaluation form, in MS Word format, is available for cooperating teachers and university supervisors to use in preparing this important document

27 ROLE OF THE COOPERATING TEACHER IMPORTANCE OF THE ROLE The cooperating teacher is the person with whom the student teacher will be associated most closely during student teaching. It is important that a positive relationship between the student teacher and the cooperating teacher be established and maintained. Research shows that an individual is best able to influence the development of the understandings, skills and dispositions of another when they are involved in a common endeavor. The assistance that the cooperating teacher provides is therefore invaluable. An effective partnership among the student teacher, cooperating teacher and university supervisor is characterized by a mutual exchange of information, ideas and concerns. The cooperating teacher should not hesitate to call upon the university supervisor for consultation whenever any concern arises. If a situation arises that needs immediate attention and the university supervisor is not available, the cooperating teacher should contact the Coordinator of Student Teaching. PREPARATION FOR THE STUDENT TEACHER Before the student teacher arrives, it is important for the cooperating teacher to prepare the pupils and the classroom space for an additional professional. The sooner the pupils realize that this new individual is to be treated as a teacher, the sooner the student teacher will be able to perform as a professional. It is suggested that a desk or table be available for the student teacher prior to his/her arrival and that the student teacher s name be added to the room door or to the board. Introduce the student teacher to the pupils as soon as possible the first day. Allow the student teacher to break the ice by making a brief statement to the class. A welcoming atmosphere will facilitate the student teacher s adjustment

28 DEVELOPING A POSITIVE WORKING RELATIONSHIP The relationship between the cooperating teacher and the student teacher is a key to the success of the student teacher and to the positive impact of the student teacher on the students in the classroom. Prior to beginning the student teaching experience, the cooperating teacher will receive the student teacher s vita. The student teacher will also arrange to make a preliminary visit to the classroom. At the preliminary visit, the cooperating teacher should share curricular standards, goals and objectives with the student teacher. This is also an opportunity for the cooperating teacher to discuss the curricular topics (or choices of topics) on which the student teacher will be expected to do in-depth teaching. Arrival and dismissal times, daily sign-in procedures, use of security badges, parking regulations, weather delays or cancellation information and food services for faculty also can be discussed unless the administrator conducts an orientation for student teachers in which these items are covered. MAINTAINING THE RELATIONSHIP The success of the student teacher will rely on the day-to-day communication with the cooperating teacher. The cooperating teacher will provide insight and feedback to the student teacher in formal and informal settings. Formal Communication. The cooperating teacher will observe and evaluate a minimum of three lessons using the KU in progress evaluation form. (see Appendix C, G or I) The evaluations are usually of a specific lesson independent from the lessons observed by the university supervisor. However, the first evaluation could be used to provide an overall evaluation of the student teacher s progress during the first week or two. Informal Communication. Informal feedback should occur on a frequent basis. The cooperating teacher and student teacher may choose to communicate through a journal, in which the cooperating teacher will provide feedback about specific lessons and allow the student teacher to raise questions or to reflect on the day s activities. Student teachers are encouraged to initiate discussions whenever and wherever possible (i.e. prior to the beginning of the school day, during preparation periods and/or after school.) Beginning the Experience. Most student teachers approach their student teaching assignments with a degree of uncertainty. The first few days will be important in setting a positive tone for

29 the experience. The cooperating teacher may help the student teacher ease into the student teaching experience in the following ways: Find time for informal conversations Provide an overall picture of the school and classroom including: arrival and dismissal times; discipline policies classroom rules and consequences, place of student teacher in administering consequences, handling disruptions and violent behavior; emergency procedures fire drill, bomb threats, lock-downs, universal precaution/first aid Discuss standards, curriculum objectives and topics for the eight-week assignment Explain information pertinent to the teaching processes used in the various classes or subject areas noting where experimentation would be possible and/or appreciated. Introduce the student teacher to colleagues Take time to acquaint the student teacher with the school facilities: labs, library, faculty lavatory, lunchroom etc. TIMETABLE FOR PARTICIPATION Individual differences will determine the speed with which the student teacher will assume responsibility for teaching lessons. Generally, the sooner the student teacher begins teaching, the better the experience. All student teachers will have completed some type of pre-student teaching field experience prior to student teaching. The student teacher should take on teaching responsibilities gradually with the goal of teaching % of their cooperating teacher s schedule for at least three weeks. Involvement during the first week may be devoted to observing pupils and routines, assisting with administrative details (i.e. attendance and lunch count) and analyzing lessons presented by the cooperating teacher. Most student teachers will be ready to begin teaching by the second week. Initial teaching could involve co-teaching with the cooperating teacher, teaching a lesson later in the day after first observing the cooperating teacher present the lesson or following the routine for a lesson previously observed. During the second week, the student teacher should assume responsibility for teaching a subject or class that was observed several times during the first week. Before the end of the first week,

30 the cooperating teacher should alert the student teacher to the subject or class in which the first lesson will be taught. Discussions about the curriculum topics, methods and materials used by the cooperating teacher while teaching in this area should occur prior to assigning the first lesson to the student teacher. The student teacher should continue with the teaching responsibility for this subject or class for the duration of the assignment. It is recommended that the student teacher increase his/her teaching load each week by adding a subject or class until the student teacher is teaching as close to full time as is practical. Full time teaching usually should occur for at least three weeks; however, some extremely capable student teachers may be able to take full responsibilities earlier and for a longer period of time. PREPARING FOR TEACHING RESPONSIBILITIES The student teacher must submit lesson plans to the cooperating teacher two days prior to implementation so that the cooperating teacher has ample time to review the plans and to make suggestions as necessary. The university supervisor will explain the lesson plan format that is required by the department or certification program during his/her first visit. No student teacher is permitted to teach without a lesson or unit plan that has been approved by the cooperating teacher. Adhering to the two day prior approval schedule permits time for the student teacher to revise a lesson plan before actually teaching a lesson. The cooperating teacher should encourage the student teacher to try as wide a variety of teaching methods as possible in light of the curriculum standards and the needs of the students. An effective cooperating teacher demonstrates sound teaching methods and models the use of a variety of instructional resources and media. Cooperative planning and teaching involving the student teacher and cooperating teacher are encouraged. WEEKLY SCHEDULES The supervisor builds his/her visitation schedule around the teaching schedule of his/her student teachers. Weekly schedules are turned in each Tuesday at the on-campus practicum. (see Appendix N) Please try to supply your student teacher with an accurate projection of his/her teaching responsibilities on a Wednesday to Tuesday cycle. The university supervisor