Special Education Practicum Handbook

COLLEGE OF STATEN ISLAND/CUNY DEPARTMENT OF EDUCATION Special Education Practicum Handbook 2008-2009 For programs in Special Education Sequence 1 EDP 630 Office of Fieldwork 3S-211 718-982-3715

Welcome to EDP 630 Practicum in Special Education This handbook is designed to be a general reference during their practicum semester for College of Staten Island teacher education candidates, their cooperating teachers, school administrators and College supervisors. The information contained in this handbook addresses requirements and expectations of the program in order to better guide the practicum process. While doing practicum, the primary resource for the student and the cooperating teacher is the College supervisor. The College supervisor is the official liaison between the school site, the practicum teacher and the CSI Department of Education. If you have questions or need additional information, contact the Office of Fieldwork at 718-982- 3715. Summary of Conceptual Framework The Department of Education at the College of Staten Island has as its core mission the development of teachers who are both intellectually autonomous and professionally responsible. To achieve this mission, the work of preparing teachers centers around three goals and their respective objectives: Goal 1: Gain Content Knowledge and Develop Pedagogy. Candidates must acquire an understanding of subject matter across the curriculum and apply it in pedagogically appropriate ways. They do this through demonstrating knowledge of subject matter, knowledge of pedagogy and knowledge of learners. Goal 2: Engage All Students. Candidates must be able to design and implement instruction that motivates and engages all students. They demonstrate this by effectively planning, delivering, and assessing instruction, and by encouraging respectful behaviors from all students. Goal 3: Demonstrate Professional Dispositions. Candidates must conduct themselves in contextually appropriate ways. This includes becoming a reflective practitioner, collaborating effectively with colleagues and other professionals, and showing respect for others.

General Information What is required during EDP 630 Practicum? The practicum is designed to promote the graduate special education teacher candidate s understanding of the academic and social issues of pupils with special education needs at the childhood level (grades 1-6). The practicum candidate will have the opportunity to focus on the dynamics of the learning/teaching processes in a variety of ways. These include student/teacher interactions, implementation of instructional methods, curriculum activities adapted to engage all pupils actively, heighten their interest and improve their academic performance. The New York State Education Department (NYSED) adopted Regulations of the Commissioner Section 52.21 which offers the following distinction between practica and student teaching: (x) Practica means structured, college-supervised learning experiences for a student in a teacher education program in which the student teacher practices the skills being learned in the teacher education program through direct experiences with individual students or groups of students. These skills are practiced under the direct supervision of the certified teacher who has official responsibility for the students. (xii) Student teaching means a structured, college-supervised learning experience for a student in a teacher education program in which the student teacher practices the skills being learned in the teacher education program and gradually assumes increased responsibility for instruction, classroom management, and other related duties for a class of students in the area of the certificate sought. These skills are practiced under the direct supervision of the certified teacher who has official responsibility for the class. The graduate practicum teacher will spend twenty (20) days with pupils with special education needs (one or more pupils in the class must have an IEP) and their teacher(s) in grades 1-3 and twenty (20) days with pupils with special education needs (one or more pupils in the class must have an IEP) and their teacher(s) in grades 4-6. An Instructional Day equals 4 hours so 20 days equals 80 hours in grades 1-3 and 80 hours in grades 4-6. Candidates are formally observed a minimum of 4 times by their College supervisor; twice in each placement. Lessons must be prepared ahead of time and handed to the College supervisor on the day of the observation, or earlier. Please choose subject areas in collaboration with your cooperating teacher and supervisor. A variety of subject areas and teaching styles should be presented. After each observation, candidates and supervisors meet to discuss the observation. Candidates attend a weekly student teaching seminar. Candidates must keep careful records of time spent in the classroom and in preparing with the cooperating teacher. Lunch is not recorded. These time sheets need to be signed by the cooperating teacher or the building supervisor, and by the candidate and submitted to the

Office of Fieldwork at the official end of student teaching. No grades can be given without timesheets on file with the College. Practicum and the seminars are graded on a pass/fail basis. To complete practicum, candidates must successfully complete the above requirements. The College supervisor and the cooperating teacher must agree that the candidate has acquired the skills, competencies and dispositions necessary to independently take over a class. How are Practicum candidates placed? Candidates must find their own placement for the practicum for both grade levels. One grade level may be the practicum candidates own classroom. The second grade level may have to be satisfied by volunteering in a colleagues classroom during the candidates lunch hour, preparation period, before or after schools, or during evenings and or weekends. ROLE AND RESPONSIBILITIES OF THE PRACTICUM TEACHER The practicum experience provides for teacher candidates opportunities to analyze, evaluate, and fine-tune their teaching practices to prepare them for entry into the professional world of education. Each practicum teacher brings with him or her unique experiences, qualities, interests, and skills. These unique characteristics combined with the knowledge, skills, and dispositions developed during study at the College of Staten Island will help the practicum teacher become that professional. To help them accomplish this, practicum teachers are expected to: Establish on-going communication with the cooperating teacher, including a scheduled weekly planning conference. Address problems or concerns immediately through discussion with the College supervisor and the cooperating teacher. Assume increasing responsibility for all aspects of classroom teaching, including planning and implementing instruction, classroom organization and assessment of student progress. Follow the placement school s calendar and daily schedule. Participate in school related activities with the cooperating teacher, including faculty meetings, professional development opportunities, parent-teacher conferences and interdisciplinary team meetings. Keep accurate time sheets signed by the cooperating teacher and the building supervisor and submit them to the Office of Fieldwork (see Appendix 2) Notify the school and cooperating teacher in event of an absence. The College supervisor should also be informed. Lengthy absence may result in an extended placement in order to meet required hours. Be proactive! Take the initiative in becoming involved in the classroom. Ask for opportunities to assist. Seek out productive activities to become involved in.

Develop a receptive attitude towards suggestions and critiques. Constructive feedback from the cooperating teacher and the College supervisor is essential for the student teacher s professional growth and helps develop the candidate into a reflective practitioner. Fill out a practicum teacher self-evaluation form online. (see Appendix 3). Fill out a site evaluation form. (see Appendix 4). Complete assignments on practicum teaching course syllabus (see Appendix 5).

ROLE AND RESPONSIBILITIES OF THE COOPERATING TEACHER The cooperating teacher plays a fundamental role in the practicum teaching experience since he or she works the most closely with the practicum teacher. Cooperating teachers are positive role models for teacher candidates and therefore demonstrate the teaching profession in a positive light, reflecting high quality teacher performance. They are exemplary teachers selected by their principals according to carefully constructed criteria (see Appendix 7). Cooperating teachers are expected to show commitment to mentoring a teacher candidate by: maintaining a positive respectful attitude toward the students and the practicum teacher. ensuring that the practicum teacher has maximum exposure to planning and delivery of instruction. Please remember: Practicum teachers are more than an extra pair of hands. Their primary duties are instructional in nature. They should not be used to photocopy, create general school displays, do lunch duty, or otherwise cover non-instructional tasks. While recognizing that these tasks comprise part of every teacher s day, practicum teachers have limited time with you and are eager to learn! Cooperating teachers are also expected to: Communicate school and classroom policies and procedures, the curriculum, daily schedules, texts, and resources to the practicum teacher. Provide the practicum teacher with a class list, copies of texts, curriculum guides, assessment tools and any other resources important in daily instruction. Provide guidance and opportunity for the practicum teacher to gradually increase classroom responsibilities. Practicum teachers should be teaching the majority of the day for a minimum of two weeks at the end of their placement. This should include lessons they have developed in conjunction with the cooperating teacher. Provide on-going, honest, and constructive feedback regarding the practicum teacher s professional growth to both the practicum teacher and the College supervisor. Schedule weekly conferences to review lessons and discuss instruction. Efforts should be made to participate in post-observation conferences with the College supervisor and practicum teacher. Address concerns immediately through honest, open dialogue with the practicum teacher and College supervisor (if necessary). Complete a final evaluation form for the practicum teacher of the practicum teacher s performance near or at the end of the placement and share it with the practicum teacher. The evaluation is then given to the College supervisor or submitted to the Coordinator of Fieldwork. It is recommended that the cooperating teacher keep a written record of his or her observations of the practicum teacher to aid in weekly conferences with the practicum teacher and also to facilitate completion of the final evaluation form (see Appendix 3). Complete a cooperating teacher data form and submit to College supervisor or Office of Fieldwork (see Appendix 8).

ROLE AND RESPONSIBILITIES OF THE COLLEGE SUPERVISOR The College supervisor serves as the primary liaison between the practicum teacher, the partner school and the Office of Fieldwork at the College of Staten Island. As a full-time or adjunct member of the education faculty who is highly qualified in his or her field, College supervisors have vast experience in the supervision and professional development of teachers (see Appendix 9). College supervisors aid practicum teachers in the development of their educational philosophies and classroom practices through frequent personal contacts, classroom observations, and conferences. The College supervisor is expected to: Attend meetings and functions related to practicum teaching throughout the semester. Attend training in use of CSI Education Dept. assessment system, TK20. Serve as a personal resource to guide the practicum teacher in all aspects of the experience including professional and interpersonal issues. Address problems or concerns immediately through open dialogue with the practicum teacher, cooperating teacher, and Director or Coordinator of Fieldwork. Arrange to meet jointly with the cooperating teacher and practicum teacher early in the semester to review expectations and requirements that facilitate an effective working relationship. Formally observe the practicum teacher four times over the course of the semester, followed by post-observation conferences. Pre-observation conferences can also be helpful. Try to schedule post-observation conferences when the cooperating teacher is available. Fill out an evaluation of practicum teaching form for each of the four formal observations, with particular attention to the final observation. The final observation is the most complete picture of the student teacher s development over time (see Appendix 3). These must be submitted within 1 week of the observation. Observe and evaluate 2 key assessment assignments in the areas of technology and adapting instruction for the student teaching seminar. These are part of the 4 formal observations. The assignments and reflections are graded on a rubric (Appendix 6). Share written evaluation reports with the practicum teacher and return signed forms to the Office of Fieldwork, along with lesson plans for the lessons observed. Collect and evaluate all lesson plans for observed lessons, and discuss with the practicum teacher during formal conferences. Collect final evaluation form and cooperating teacher data form from each cooperating teacher and turn in to the Office of Fieldwork (see Appendix 3 and 8). Fill out a site evaluation form (see Appendix 4).

The Practicum Teaching Experience Practicum teachers may have many questions about their school, their cooperating teacher, their College supervisor, and what will be expected from them during their 14-weeks in a classroom. This section outlines the activities expected of the candidate, the cooperating teacher, and the College supervisor during the course of the practicum teaching semester. Cooperating teachers should insure that practicum teachers have plenty of opportunities for the following: Planning and implementing instruction to small groups and the whole class Planning an extended unit of instruction with appropriate assessment strategies Interacting with parents, when appropriate Interacting with colleagues and building administration Attending staff meetings Attending professional development Using technology to enhance instruction Assessing students and varying instruction according to those assessments Differentiating instruction, including planning and implementing supplemental and enrichment activities for struggling learners, learners with limited English, and for gifted learners Handling discipline problems Handling academic problems Reflecting on instruction with the cooperating teacher Participating in school community activities During this time, the College supervisor should ensure that all four formal observations have been successfully completed, conferences held and evaluations submitted to the Office of Fieldwork. If circumstances dictate that the practicum teacher needs to remain in the school beyond fourteen weeks, the College supervisor should discuss this with the cooperating teacher, the Director or Coordinator of Fieldwork, and the school liaison.

Conferencing with the Cooperating Teacher Since the cooperating teacher plays a vital role in the success of the practicum teaching experience, it is extremely important that communication between the two is productive and frequent. Formal conferences to discuss the practicum teacher s activities should be planned for once or twice a week, with informal conversations happening more frequently. At this time, feedback on interactions with students or lessons taught can be given. In addition, the practicum teacher may want to discuss questions arising from observing in the classroom. Evaluation of a practicum teacher is a continuous and cooperative process. Here are some suggested guidelines for practicum teacher/cooperating teacher conferencing: Set aside specific time each week Discuss situations when fresh in one s mind Have a topic to discuss at each conference Keep running records of what was discussed Allow for honest differences of opinion Treat all conferences as a tool in the development of the practicum teacher Help the practicum teacher to become a reflective practitioner Early conferences may be spent on discussing the classroom, including the students and the curriculum. Planning, instruction and assessment all become important components of the conferencing time. The cooperating teacher will need to help the practicum teacher refine teaching skills such as questioning, classroom management, delivering instruction, and differentiated instruction. Conference time should also be spent on evaluating student work. The practicum teacher needs to understand how the philosophy and theory of learning, in addition to state and local standards, inform the assessment of student work and the measure of pupil progress.

The Practicum Teaching Seminar The practicum teaching seminar is an integral and required part of the practicum teaching experience. It is designed to provide an opportunity to share and reflect on practicum teaching with professors of education, colleagues and peers. Attendance at the weekly seminar is mandatory for all practicum teachers. Guest speakers frequently discuss important topics such as employment opportunities in the NYC Department of Education, navigating the system, and certification/licensing requirements. Several sessions will be devoted to the New York State Certification requirements for the reporting of child abuse and maltreatment and school violence prevention and intervention. Each program may have slightly different requirements for the seminar and specific requirements and syllabi will be distributed on the first day of class. However, practicum teachers and interns in all programs must complete several assignments that meet INTASC standards to be used for the Program Portfolio. See Appendix 5 and 6 for course syllabi, including specific assignments to be completed during practicum teaching. Assessment The assessment of the practicum teacher is based largely on the College of Staten Island Department of Education s conceptual framework. Practicum teaching is the capstone experience in the candidate s program and it is a time to synthesize and develop the knowledge, skills, and dispositions acquired along the way. While it is recognized that candidates continue to develop professionally once teaching in schools, exit from the program is contingent on demonstrating competency in a number of areas laid out in the practicum teaching evaluation form. The Program Portfolio also plays an important role in the candidate s program and needs to be completed before the end of practicum teaching. The Portfolio Handbook (available in 3S 208) and workshops given each semester can answer any questions regarding this requirement. The cooperating teacher provides informal feedback to the practicum teacher throughout the placement. At the end of the placement, the cooperating teacher completes a written practicum teacher evaluation form (Appendix 3). After discussing this form at a formal conference, the practicum teacher should sign it to acknowledge that the information contained on it has been discussed and accepted by the practicum teacher. The evaluation can be given to the College supervisor or mailed directly to the Coordinator of Fieldwork at the College of Staten Island. The College supervisor completes written evaluations of the four formal practicum teacher observations he or she conducts. The observations should be discussed and signed by the practicum teacher before submitting it to the Office of Fieldwork. These evaluation reports become part of the teacher candidate s file in the Department of Education.

Frequently Asked Questions (FAQs): This section answers some of the most frequently asked questions about the practicum teaching experience. Please contact the Office of Fieldwork if your question has not been answered in this handbook. If you can think of any other questions that practicum teachers, cooperating teachers, building supervisors or College supervisors might like answered, please submit them to the Office of Fieldwork and we will include them in our next printing of this handbook. What kinds of activities count as hours on my time sheet? Activities that can be recorded on your time sheet include time spent in the classroom, formally preparing with the cooperating teacher during a preparation period or before or after school. Lunch cannot be recorded. I love the class I m working with. Can I stay a few extra weeks and watch my fifth-graders graduate? Of course, once the official end of practicum teaching arrives, candidates may elect to stay and continue with their cooperating teacher as long as they have explicit permission from the principal and the cooperating teacher. Do I need to be fingerprinted to take practicum? You need to be fingerprinted to begin practicum teaching. The NYC Dept of Education comes to CSI the semester before practicum to do fingerprinting and photo IDs. Information and dates for new practicum teachers are made available as soon as visits and fees are confirmed. Do I have to stay for the 37 ½ minutes of supplemental instruction in the schools? The extra 37 ½ minutes are part of the regular instructional day for all teachers. Practicum teachers may use these hours to satisfy their requirements. Do I need to wait for my official certification certificate to arrive from the state before I begin to look for a job? No. The letter that you may request from the Certification Officer, stating that you have completed a registered Education program and are graduating, will be acceptable to initiate employment with the NYC Department of Education. However, you may not officially begin paid work until the day after your official graduation date January 31st, June 15th or August 31st.

Appendices 1. Time Sheet Record of Practicum Teaching Hours 2. Example of Practicum Teacher/Intern Evaluation Forms 3. Fieldwork Site Evaluation Form 4. Practicum Teaching Syllabi Basic for all programs NOTE: Syllabi for all programs are given at the first meeting for practicum teaching. 5. Observed Key Assessment Assignments and Rubrics 6A Assignments to be observed and graded by college supervisors 6B Rubrics for the above key assessments 6. Cooperating Teacher Qualifications 7. Cooperating Teacher Data Form 8. College Supervisor Qualifications

EDP 630 Special Education Practicum Time Sheet Directions: 1. Complete one (1) time sheet for each grade placement, 1-3 and 4-6. 2. Each grade placement must include at least twenty (20) days (or 80 instructional hours) Practicum Candidate s Name School Designation College Supervisor Grade level Grades 1-3 Grades 4-6 Cooperating teacher s name Date Hours Cooperating teacher s signature

Appendix 2 Examples of Practicum Teacher Evaluation Forms will be given in the seminar.

APPENDIX 3 COLLEGE OF STATEN ISLAND EVALUATION OF SCHOOL SITES FOR PRACTICUM The evaluation of a school site which is collaborating with the College of Staten Island s Department of Education in preparing its teacher candidates is based on the following standards: Standard 1: The school is an exemplary model for teaching and learning for teacher candidates. Standard 2: The school provides teacher candidates with opportunities to develop professional knowledge, skills and dispositions. Standard 3: The school creates a caring learning community and professional culture for teacher candidates. Rating Scale for School Site Evaluation: The evaluation of a school site is accomplished by rating the expectations for each of the three standards on a 3-point scale. The rating scale is as follows: 3= Exceptional. This school site exceeds the expectation of the standard. 2= Acceptable. This school site meets the expectation at an acceptable level and strives to make suggested changes. 1= Unacceptable. This school site does not meet the expectation as described and is reluctant to make changes. A rating form (attached) for each school site is filled out by a College representative (College supervisor or Director of Fieldwork) and the teacher candidate. Expectations for each standard are listed and rated on the above scale. Scores are aggregated and an overall rating is given.

Appendix 4 Practicum Syllabi will be given in the first meeting of the seminar

Appendix 5A and 5B CSI Department of Education Practicum Seminar INTASC 3 Adapting Instructional Strategies Name: Date : Seminar Instructor: College Supervisor: Criteria Scale Points The candidate can identify and plan for diverse learning needs of students. The candidate can deliver a lesson for diverse learners. The candidate confers with observers and reflects on the lesson. The candidate collects and evaluates student work. Grammar, Format and spelling 1 2 3 4 The candidate did not identify a learning need and made no accommodations in the lesson. The lesson delivered had no accommodations for a special learning need. There is little or no evidence of conferring with observers or reflecting on the lesson. There is no evidence of student work. The final assignment had major grammar, spelling and formatting errors. The candidate poorly identified a learning need and/or made poor accommodations in the lesson. The lesson delivered had very little, or ineffective, accommodations for a special learning need. There is some evidence of either conferring with observers OR reflecting on the lesson. There is some evidence of student work but no evaluation by the candidate. The final body of work had 3-5 grammar, spelling, and formatting errors. The candidate identified a learning need and made acceptable accommodations in the lesson. The lesson delivered had acceptable and somewhat effective accommodations for a special learning need. There is acceptable evidence of both conferring with observers and reflecting on the lesson. There is sufficient evidence of student work and evaluation by the candidate. The final body of work had 1 error related to either grammar, spelling or formatting. The candidate accurately identified a learning need and made unique, creative and appropriate accommodations in the lesson. The lesson delivered was a model in providing effective accommodations for learners with special needs. There is evidence of useful conversation with observers and of meaningful reflection on the lesson. There are many examples of student work and evaluations that offer insight to both the student and the teacher candidate. The final body of work was free of grammar, spelling and formatting errors. Total---->

Teacher Comments:

CSI Department of Education Name: Date : Practicum Seminar INTASC 6 Communication and Technology Seminar Instructor: College Supervisor: Criteria Scale Points The candidate can incorporate technology in a way that is appropriate for students learning needs, instructional goals and classroom resources. The candidate can deliver an effective lesson using technology. The candidate confers with observers and reflects on the lesson. The candidate collects and evaluates student work. Grammar, spelling, and format. 1-Unacceptable 2-Emerging 3-Proficient 4-Distinguished The candidate did not incorporate technology and made no modifications to the lesson. The lesson delivered had no or inappropriate use of technology. There is little or no evidence of conferring with observers or reflecting on the lesson. There is no evidence of student work. The final assignment had major grammar, spelling and formatting errors. The candidate used technology in a way that was unrelated to the needs, goals and resources and/or made few or inappropriate modifications to the lesson. The lesson delivered incorporated few, or ineffective modifications for the use of technology. There is some evidence of either conferring with observers OR reflecting on the lesson. There is some evidence of student work but no evaluation by the candidate. The final body of work had 3-5 grammar, spelling, and formatting errors. The candidate identified an appropriate use of technology and made acceptable accommodations in the lesson. The lesson delivered had acceptable and effective modifications for the use of technology. There is acceptable evidence of both conferring with observers and reflecting on the lesson. The candidate incorporated a unique, creative and appropriate use of technology into the lesson. The lesson delivered was a model in demonstrating effective and useful integration of technology to achieve instructional goals. There is strong evidence of useful conversation with observers and of meaningful reflection on the lesson. There are many There is sufficient examples of student evidence of student work and work and evaluations that evaluation by the offer insight to both candidate. the student and the teacher candidate. The final body of work had 1 error related to either grammar, spelling or formatting. The final body of work was free of grammar, spelling and formatting errors.

Teacher Comments: Total---->

APPENDIX 6 COLLEGE OF STATEN ISLAND/CUNY DEPARTMENT OF EDUCATION QUALIFICATIONS FOR AND SELECTION OF COOPERATING TEACHERS FOR PRACTICUM TEACHING The selection of a teacher/practitioner to collaborate with the College of Staten Island s Department of Education in preparing its teacher candidates is determined jointly by the Department and the designated administrator at the school site. Cooperating teachers are selected based on the following standards and expectations. Standard 1: The cooperating teacher has the requisite knowledge and skills to further develop the teacher candidate s professional knowledge, skills and dispositions in the field. Cooperating teachers must be experienced, exemplary educators who meet the following minimum requirements. They must: have attained their master s degree, or be near completion. have taught for a minimum of five years. be certified in their area(s) of instruction. have the disposition necessary to share the task of planning, delivering, and assessing instruction in conjunction with a student teacher (student teaching particularly). The CSI Department of Education, the Teacher Candidate (TC), and the School Administrator expect that the cooperating teacher will model: planning and implementing instruction in compliance with New York State standards. the use of best practices and techniques in instruction and assessment. the use of differentiated instruction to meet the needs of diverse learners such as students with special needs (including struggling and accelerated learners) and English Language Learners. the use of positive, effective behavioral management techniques the use of creative, appropriate resources, materials and technology in instruction the use of reflective practice to improve teaching and learning outcomes

Standard 2: The cooperating teacher s dispositions are conducive to a positive and rewarding learning experience for the teacher candidate. Cooperating teachers are expected to demonstrate commitment to mentoring a teacher candidate by agreeing to: maintain a positive respectful attitude toward the students and the practicum teacher. maintain a classroom environment in which issues of equity and justice are valued and promoted. work closely with the College supervisor or course professor to provide the teacher candidate with the necessary environment to develop her or his knowledge, skills, and dispositions. Cooperating teachers are expected to demonstrate commitment to mentoring a teacher candidate by agreeing to provide opportunities for the teacher candidate to: A. observe lessons. B. become familiar with grade curriculum, texts, resources, and school policy. C. interact with students in as many varied settings as possible. D. plan lessons with the cooperating teacher and on her/his own. E. discuss strategies. F. Teach a gradually increasing number of lessons during the semester. G. receive feedback from observations of the lessons taught. Fieldwork for foundations courses- Introductory Level (10-25hrs per semester) is mostly observation but can include some interaction with students and teachers, e.g. interviews. Fieldwork for methods courses Developing Level (25-34 hours) includes A+B, but also must provide opportunities for TC to plan for and interact with individuals, small groups and whole classes of students. Practicum teaching- Competency Level (15 weeks full time) includes A-E but it is of paramount importance for the teacher candidate to move quickly from observing to teaching. The number of lessons they teach should increase until they are planning and teaching the majority of the day (childhood) or classes (adolescence) for at least two weeks. Cooperating teachers receive a written description of these expectations and the practicum teaching handbook prior to placement. They are discussed with the College supervisor during the beginning of practicum teaching. Any questions or concerns about these expectations or the practicum teaching process should be discussed with the College supervisor or Director of Fieldwork. Each semester, cooperating teachers, CSI Department of Education representative (Director of Fieldwork or College supervisor), and a school administrator will discuss the success of the placement and make adjustments as needed. Mentoring, like teaching, is a skill that develops over time and cooperating teachers will have opportunities to discuss issues and concerns with CSI staff and school administrators.

APPENDIX 7 COLLEGE OF STATEN ISLAND/CUNY COOPERATING TEACHER DATA FORM FOR FIELD EXPERIENCE/STUDENT TEACHING Name of Teacher: Semester of placement (): Fall Spring (year) This placement was for student teaching fieldwork Is this your first time as a cooperating teacher? Prior experience: FILL OUT BELOW ONLY IF THIS IS YOUR FIRST TIME OR IF THERE ARE ANY CHANGES Name and address of school: Phone: E-mail: Current teaching assignment: Number of years in education: Graduate degrees earned: Undergraduate major: minor: Areas of certification: Special licenses or certifications:

Additional training/relevant experience/qualifications/areas of interest: