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______________________________________________________________________________

School of Education

______________________________________________________________________________

Student Teaching Manual

A Guide for Cooperating Teachers

NCATE The Standard of Excellence

In Teacher Preparation

St. Thomas Aquinas College School of Education 125 Route 340 Sparkill, New York 10976-1050

P: 845.398.4158 F: 845.398.4209 (Please check www.stac.edu for updates during the academic year)

(Revised 2013)

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School of Education

Chapter Table of Contents

Page

Letters to Cooperating Teachers • Tuition Voucher

• Early Intervention • Early Alert regarding Professional Dispositions

3 4 5

I Student Teaching: General Policies and Procedures…………….. Attendance Sheets for Student Teachers

6 7

II Mission Statement and Learning Outcomes…………………………… 9 III Professional Dispositions………….

Reporting of Deficiencies during Student Teaching …… 8 11

IV Roles and Responsibilities………………………………………. • Student Teacher (13) • Cooperating Teacher (14) • College Supervisor (14) • School Principal and/or Department Chairperson (14) • Director of Clinical Experiences (15)

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V The Student Teaching Experience: a suggested timeline………. Second Placement Considerations………………………………

16 17

VI Supervision and Evaluation of Student Teachers………………..

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VII Dismissal from Student Teaching and the Appeal Process………

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VIII New York State Certification Requirements 21 IX.

Lesson Planning Framework for Teaching, Charlotte Danielson Model Professional Development: NYSED.org STAC Lesson Plan Observation checklist

Professional Hours Allocation for Cooperating Teachers

23 24 25 25 26 28

______________________________________________________________________________________ St. Thomas Aquinas College Student Teaching Guide for Cooperating Teachers

Table of Contents

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An Open Letter to Cooperating Teachers Thank you for serving this semester as a mentor in the St. Thomas Aquinas College Teacher Education program. The work of a cooperating teacher continues to be the most valuable on-the-job training that our pre-service teachers receive. Final Candidate Performance Evaluation Although you will evaluate the candidate’s performance on a day to day basis during the semester, the School of Education will ask that you complete the formal evaluation checklist at the end of the candidate’s student teaching experience. The actual evaluation will be presented to you by your student teacher toward the end of each placement. Please complete the evaluation and return it to your student teacher in a signed envelope provided by the college.

Letter Regarding Tuition Voucher For your work with the candidate, the School of Education at St. Thomas Aquinas College will provide you with a letter signed by Dr. Meenakshi Gajria, which can be exchanged on campus in the Graduate Education Office for a tuition reduction voucher toward a course in any of STAC’s graduate teacher education programs. Should you like to take a graduate education course on campus or online, please bring this letter to the Graduate Education office within 18 months of issue. Should you wish to transfer the letter to a family member, colleague, student, or someone pursuing a degree in graduate education, please sign the letter over to the new recipient on the lines provided. The person using the letter in exchange for the voucher must bring the signed letter in person within 18 months of issue. STAC will honor all mentors at a reception later this semester. Invitations will be sent online. I hope you will be able to join us. It has been a pleasure to work with you and your school district this semester. Sincerely, Christine L. Markham Director of Clinical Experiences 845.398.4126 cmarkham@stac.edu

St. Thomas Aquinas College School of Education 125 Rt. 340 Sparkill, NY 10976

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St. Thomas Aquinas College Student Teaching Guide for Cooperating Teachers

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Christine L. Markham School of Education Director of Clinical Experiences 125 Route 340 845.398.4126 Sparkill, New York 10976 Cmarkham@STAC.edu FAX: 845.398.4209

Early Intervention

Thank you again for mentoring our student teachers from St. Thomas Aquinas College. The School of Education

values not only the time you have committed to spend with these future teachers, but also the comments that you

have about them and our program.

In order to ensure that our student teachers are meeting the standards set by the college, your district, and New

York State, I ask that you contact me immediately, if you, the student teacher, or the college supervisor faces a

problem that cannot be quickly resolved. Some issues that may need early intervention might include planning,

attendance, punctuality, or attitude. Simply call or e-mail me at the college as soon as you think it necessary.

I thank you again for assisting our student teachers as they complete their on-the-job training in education and I

look forward to meeting you.

May the semester go well!

Best Regards,

Chris Markham cmarkham@stac.edu 845-398-4126

SCHOOL OF EDUCATION ST. THOMAS AQUINAS COLLEGE 125 RT. 340 SPARKILL, NY 10976

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School of Education

Early Alert regarding Student Teacher Dispositions To the Classroom Teacher and College Supervisor: During the Student Teaching experience you may want to complete this form for the teacher education candidate who is working with you in your classroom, especially if you find that your student teacher does not exhibit the professional dispositions necessary for teachers in today’s classroom. Should you need STAC to intervene about any of the indicators below, please complete this and return it immediately to the Director of Clinical Experience, St. Thomas Aquinas College, School of Education, 125 Rt. 340, Sparkill, NY 10976. Should you wish to complete this digitally, email me at Cmarkham@stac.edu and request the Student Teacher Dispositions Form.

It is only necessary to complete this form for students that are not meeting your expectations.

It is only necessary to circle the problematic indicators.

Scale: (3) exceeded my expectations / (2) met my expectations / (1) did not meet my expectations

My Student Teacher

1. 3 2 1 Demonstrates high expectations for him/herself and student learning.

2. 3 2 1 Exhibits respect for the beliefs of others; respected cultural differences and diversity.

3. 3 2 1 Exhibits compassion, fairness and patience.

4. 3 2 1 Displays a passion and enthusiasm for teaching/learning.

5. 3 2 1 Demonstrates appropriate self-confidence.

6. 3 2 1 Responds constructively to professional feedback and made appropriate changes to these

concerns.

7. 3 2 1 Exhibits responsibility and independence in implementing activities requested by the classroom

teacher

8. 3 2 1 Utilizes self-reflection effectively for self-improvement.

9. 3 2 1 Prepares appropriately and is punctual for the classes or meetings.

10. 3 2 1 Uses appropriate tone of voice and nonverbal expressions

11. 3 2 1 Communicates effectively both orally and in writing.

12. 3 2 1 Projects a positive self-image and relates well to others

13. 3 2 1 Demonstrates a professional demeanor (dress, maturity, hygiene, use of cell phone, texting, etc.).

14. 3 2 1 Demonstrates high ethical standards. Name of Student Teacher: _____________________________________________________________________________ Signature of faculty member: ___________________________________________________________ Date: ___________ Faculty Name, printed: ___________________________ School: __________________________ Grade Level: _____

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St. Thomas Aquinas College Student Teaching Guide for Cooperating Teachers

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Chapter I

Student Teaching: General Policies & Procedures The Student Teaching Manual contains policies and procedures that apply to candidates seeking initial teacher certification at the baccalaureate or post-baccalaureate levels in one of the following areas: Childhood Education Grades 1-6 Childhood Education and Special Education Grades 1-6 Adolescence Education Grades 7-12: Biology, English, Mathematics, Natural Sciences/Biology, Natural

Sciences/Chemistry, Social Studies, Art, or Spanish

Placement, Supervision, and Evaluation of Performance Candidates in the initial teacher education programs complete a 16 week supervised student teaching experience. Candidates are generally assigned two placements, each for eight weeks. Placements are at two developmental levels (e.g., lower grades, and upper grades). Candidates are placed with cooperating teachers whose credential matches the credential for which the candidate is preparing. The student population in the student teaching placements must match the specific field and level of the certification for which the candidate is being prepared. Candidates are assigned a college supervisor. Supervisors are certified teachers whose credential matches the credential for which the candidate is preparing.

Successful completion of the student teaching experience requires an acceptable evaluation by the candidate’s college supervisor and acceptable evaluations by the candidate’s cooperating teachers. Attendance and Record Keeping Student teachers are expected to uphold the same attendance and punctuality requirements as their cooperating teachers. They will report to their assigned schools everyday, for the full school day and for the full college semester; the day will begin at minimum 20 minutes before the school buses arrive and end not earlier than 20 minutes after the last bus leaves. Candidates should follow the school district’s daily schedule and calendar. No absences will be allowed except for illness and death in the immediate family. In case of absence, student teachers must notify the school according to its policy and must notify the cooperating teacher, college supervisor, and Director of Clinical Experience. Each absence must be documented, complete with reason for absence. Absences may require the extension of the student teaching placement beyond the end of the college semester. Student teachers are expected to maintain the same types of records as the cooperating teacher. This includes attendance, grades, and other types of clerical materials. All recorded information is kept in strict confidence.

Policy Statements Athletics Student athletes who wish to participate in student teaching are required to be at the assigned school for the entire day, every day of the 16-week in-school experience. They may not be excused from school or leave early due to an athletic event.

If a College sponsored team travels for a week of official training, the student teacher may travel with the team for that week. In such a case, the student teaching placement that is interrupted by travel will be extended for an additional week. The remaining placement will be 8 weeks.

Union Activities Student teachers are advised to remain at home if a strike or job action in their field school is called. In the event of such job action, student teachers are to notify the Director of Clinical Experience. Student teachers are not to become involved in union action. They are not to cross picket lines and are to refrain from participating in job actions of any sort.

_________________________________________________________________________________________ St. Thomas Aquinas College Student Teaching Guide for Cooperating Teachers

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Student Teacher Attendance ST. Thomas Aquinas College School of Education

C. Markham, Director of Clinical Experience 845-398-4126 P cmarkham@stac.edu 845-398-4209 F

Student Teacher Attendance Policy

Student Teacher Name Cooperating Teacher 1 Name Cooperating Teacher 2 Name

Student Teacher Signature CT 1 Signature CT 2 Signature

Date Read Date Read Date Read

Note to Student Teachers Attendance and Punctuality are important facets to your student teaching experience. During your 2 placements, you will record your own attendance and punctuality and will ask your cooperating teachers to verify your records during your third and fifth week of each placement. In order to complete the attendance chart, simply write E for Excused; U for Unexcused; T for Tardy on any day that you are absent or late. Remember:

• You must report EACH absence, whether excused or unexcused, to me and your supervisor.

• Two Tardies = One Absence • Two or more absences may result in your repeating or extending your assignment.

Your day begins 20 minutes before the buses arrive and ends no earlier than 20 minutes

after dismissal.

Please place this form in the front of your Lesson Plan Binder. Your Seminar Instructor will verify your attendance 4 times during student teaching. Finally: When you have reviewed this attendance policy with your Cooperating Teacher, please have her/him sign this side.

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Student Teacher Attendance ACTUAL Attendance sheet can be found in your student teacher’s lesson plan binder.

Name of Student cell # Student Teacher Email Address

Name of Cooperating Teacher 1 School CT Email Address

Name of Cooperating Teacher 2 School CT Email Address

Seminar Instructor Verification Seminar Verification Seminar Verification

T = Tardy; U = Unexcused; E = Excused;

AUGUST 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

SEPTEMBER 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

OCTOBER 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

NOVEMBER 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

DECEMBER 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

JANUARY 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

FEBRUARY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

MARCH 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

APRIL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

MAY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

JUNE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

JULY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

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Chapter II: The Teacher Education Program

Our Mission The Mission of the St. Thomas Aquinas Teacher Education Program is to foster the development of learners that are able to contribute to and live successfully in our democratic society and diverse world community. We accomplish this mission by preparing knowledgeable, caring educators that have a passion for learning and can develop that passion in their students. These educators possess a level of content area knowledge and skills that allows them to continue to learn and apply their knowledge in their vocation. They effectively promote learning through a socially mediated process that supports the learner's personal construction of knowledge. They are effective communicators and collaborators and can create supportive, inclusive environments for learning. They are thoughtful educators who critically reflect on practice. They are committed to lifelong learning in order to help all students achieve to their fullest potential. Learning Outcomes To achieve our mission, the St. Thomas Aquinas College Teacher Education Program creates a caring, challenging environment for learning and supports each candidate’s development as an educator. We believe that becoming an educator requires:

Learning Outcomes

1. Student Centered Environment • An understanding of human development and of the diverse individual and contextual factors that

influence motivation and learning, and the ability to differentiate instruction to promote student learning.

• An understanding of classroom organization and management, and the ability to design and maintain safe and mutually respectful learning environments that support student motivation, social interaction and learning.

2. Knowledge Centered Environment • An understanding of the disciplines and their specific pedagogy, and the ability to organize and

express knowledge in multiple ways to promote mastery of content. • An understanding of learning as a socially-mediated, constructive process, and the ability to use

evidence-based instructional methods and emerging technologies to support learning, problem-solving, and critical thinking.

3. The Use of Assessment to Support Learning • An understanding of assessment as an ongoing process involving multiple sources of information

and varied assessment techniques, and the ability to design/select assessments to monitor and evaluate student progress.

• An understanding of how assessment informs instruction, and the ability to use assessment data to adjust instruction to support student learning.

4. Professional Practices • An understanding of the importance of effective interpersonal relationships and ethical practice,

and the ability to collaborate with students, parents, colleagues, and the community to promote students’ learning and well being.

• An understanding of the use of self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for growth as a teacher and leader.

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Candidate Understanding of Professional Dispositions and Expectations

“Dispositions are the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development, as well as an educator’s professional growth. Dispositions are guided by beliefs and attitudes related to values, such as caring, fairness, honesty, responsibility, and social justice. As a nationally accredited institution, we are required to assess how well our teacher education candidates have mastered these qualities.”(NCATE) Candidates will be made aware of the dispositions and expectations regarding them before they are formally admitted to the teacher education program. All teacher education candidates will assess themselves on each disposition during the orientation program for admission to Teacher Education. This self-assessment will indicate that the candidates understand the dispositions; and that they are to demonstrate these dispositions in all course work, field/clinical experiences and other activities associated with their becoming a licensed teacher or other support personnel. This disposition checklist will be become part each candidate’s professional education file and is part of the application packet. Procedures for Comprehensive and Systematic Assessment of Candidate Dispositions Candidates will be assessed on dispositions at four different points prior to completing their program. Candidates will be advised that any St. Thomas Aquinas College faculty member or faculty member of the K-12 community may request a Dispositions Assessment on the student at any time. 1 At the time of admission to the Teacher Education Program candidates will be required to indicate by their signature that they have read and understood the dispositions and will assess themselves on each disposition during the orientation session for admission to Teacher Education 2 During a 200 level course: The division will identify the points in the program prior to student teaching when the instructor(s) of these 200 level courses will assess the candidates on the dispositions 3 During a 300 level course each candidate will request the following: • Classroom Teacher Reference and Professional Dispositions survey (Form 4) • Liberal Arts Reference and Professional Dispositions survey (Form 6) • Teacher Education Reference and Professional Dispositions survey (Form 7) The completed surveys will become part of the candidate’s file. 4 During Student Teaching During student teaching and the Reflective Practice or Action Research class all candidates will again assess themselves on the dispositions Fairness and Equity in Assessing Candidate Dispositions In order to ensure fairness and equitable treatment of all students as required by NCATE, all Teacher Education candidates must be assessed on all dispositions prior to student teaching or program completion. Any K-12 or St. Thomas Aquinas College faculty member can request and/or complete a

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Professional Disposition Survey on any candidate at any point. All surveys must be submitted to the Division Chairperson of Teacher Education.

Faculty Reporting of Dispositional Deficiencies Any college instructor, student teacher supervisor, or public school mentoring teacher working with the candidate can complete a Professional Disposition Survey at any time for any of the dispositions. When a deficiency is reported, the instructor, student teacher supervisor, or school supervising teacher may document in writing the behavior and/or language used by the candidate that is the basis for the Dispositional Survey. The faculty member, classroom teacher, or college supervisor must then contact the Director of Clinical Experience. The DCE will meet with the student in question to discuss the Professional Dispositions in question. The student will sign a statement explaining that he/she has attended a meeting with the DCE. The signature does not mean that the student agrees with the decision of the faculty member; rather it is just an indicator that the candidate was informed. If a remediation program is set in place, the student will receive a copy of that. After this the DCE will submit to the chair of the School of Education documentation of any candidate’s lack of proficiency about targeted dispositions, will summarize the conference with the candidate, and will submit a copy of the remediation plan, if one is in place. Please note: if the deficiency is at a field/clinical site, then both the mentor teacher and university supervisor may meet with the candidate to discuss the candidate’s deficiency(s) and follow the same procedure outlined above. Students who have not been formally admitted to teacher education but who participate in field experiences in the schools are expected to be informed about the dispositions and display behavior demonstrating appropriate dispositions. St. Thomas Aquinas College expects that all students working in schools will meet these expectations. If a deficiency is noted, a Dispositions Survey will be completed by the teacher mentor, university mentor, or by the course instructor. The form will be filed with the student’s adviser and will become part of the information provided to the School of Education when the student formally applies for admission to teacher education. Retention Procedures

1. Candidates who do not demonstrate the professional dispositions will be required to meet with the a subcommittee made up of at least three members of the School of Education. The committee may:

• recommend that the candidate be allowed to continue; • require a remediation plan to be completed by a certain date; or • recommend that the candidate be dismissed from the program.

2. In cases of academic dishonesty (cheating and plagiarism), the candidate will follow appeal procedures as outlined in the Student Handbook.

Due Process

1. During the meeting between candidate and committee, the candidate will be provided an opportunity to explain her/his position and provide the committee any additional relevant information concerning his or her performance in the program or classroom 2. After the meeting the committee will make a determination about the candidate’s continuance in the program. As stated, the committee may prescribe a remediation plan in conjunction with area faculty or recommend disqualification from the program. The committee’s remediation plan or disqualification recommendation must be submitted within 24 hours to the Chairperson of Teacher Education.

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3. The Teacher Education division chairperson will then meet with the candidate to review the action of the committee and have the candidate sign the remediation plan as evidence that the candidate was informed. The candidate’s signature does not indicate agreement with the committee’s decision.

4. The candidate may appeal the committee’s decision within 5 business days. Prior to this meeting all

documentation will be provided to the Division office so that a final determination may be made to either support the committee’s decision or rule in favor of the candidate, whereby the candidate will not have to complete the remediation plan and/or may be readmitted to her/his program.

5. All decisions made by the Division chair in concert with the committee’s decision will be final and no further appeals can be made.

Disqualification from Teacher Education The School of Education expects to prepare highly qualified professional educators who exemplify the

professional ethics and behaviors as discussed in the section on dispositions. Candidates that fail to meet these

expectations may be dismissed from the program.

As amended from: http://education.odu.edu/tes/pdf/AssessingTeachPRCandidateDispositionsAtOdu.pdf Teacher Education Council approval October 28, 2008

(Please check www.stac.edu for updates during the academic year)

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Chapter IV: Roles and Responsibilities of the Student Teacher

Roles and Responsibilities of the Student Teacher

Student teachers are candidates for certification who have satisfied the requirements for admission to student

teaching. Specifically they:

1. Demonstrate through their teaching, competence in the performance standards of the teacher education

program and the professional society that informs their specific certification area.

2. Confer and collaborate with cooperating teacher on a daily basis to review performance and to plan

instructional and other classroom activities.

3. Develop written long and short- term instructional plans under the direct supervision of the cooperating

teacher.

4. Plan, implement, and evaluate instruction on a daily basis.

5. Maintain a daily lesson plan binder, complete with activities and actual plans.

6. Maintain a weekly attendance chart which is signed each Friday by the cooperating teacher.

7. Communicate and confer with college supervisor on a regular basis.

8. Attend all school activities, including grade or department meetings, faculty meetings, professional

development workshops and programs, and parent/teacher conferences. Participation is encouraged with

permission of cooperating teacher, principal or department chairperson, and college supervisor.

9. E-mail lesson plans to college supervisor 24 hours prior to the lesson.

10. Engage in on-going reflection for self -evaluation and professional growth

11. Engage in professional development by identifying a specific professional goal and by developing and

implementing a plan to achieve that goal.

12. Prepare a portfolio that contains artifacts selected in consultation with the professionals who have guided

them through the student teaching experience.

13. Attend Action Research or Reflective Practice on Thursday afternoons.

14. Be present in school a minimum of 20 minutes prior to the bus arrival and 20 minutes after the last bus.

Note:

NO employment may interfere with student teaching. If the cooperating teacher, college supervisor,

principal, or DCE sees that employment interferes with student teaching, student teaching will be

terminated.

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Chapter IV: Roles and Responsibilities of the Classroom Teacher

Roles and Responsibilities of the College Supervisors College supervisors are professional teachers who meet, observe and evaluate student teachers a minimum of six times.

Specifically they:

1. Meet student teachers at the Student Teacher Orientation and discuss roles, responsibilities and expectations.

2. Arrange schedules for observations.

3. Observe instruction and confer with student teacher, providing both verbal and written feedback about the lesson.

Conferences should not be longer than 1 class period, so as not to interfere with the student teacher’s day.

4. Communicate with student teacher on a regular basis between observations to monitor progress and support

professional growth.

5. Communicate regularly with the cooperating teacher and as necessary with school administrators to monitor

progress of student teacher.

6. Communicate with the Director of Clinical Experiences to report on the progress of student teacher.

7. Complete a formative and summative evaluation of the student teacher at the prescribed times.

8. Attend periodic meetings of supervisors.

Roles and Responsibilities of the Classroom/Cooperating Teachers

Cooperating teachers are classroom teachers who mentor student teachers. They are certified teachers whose credentials

match the credentials for which the candidate is preparing. Specifically they:

1. Welcome and accept student teacher as a professional.

2. Introduce student teacher to students and informs them of the student teacher’s teaching responsibilities.

3. Assist student teacher in writing a letter of introduction to parents that will be sent home during the first week of the

placement.

4. Orient student teacher to classroom rules and procedures, including emergency procedures.

5. Guide student teacher in planning, providing instruction, and evaluating instruction to meet the needs of all students,

including students with linguistic and cultural differences, and students who have special learning needs.

6. Collaborate with student teacher on a regular basis to:

7. Share information, knowledge and expertise.

8. Provide constructive feedback with specific suggestions for improving teaching effectiveness.

9. Assist the student teacher in using self-reflection to support professional growth.

10. Model effective teaching methods and strategies.

11. Support student teacher in assuming full responsibilities of the teaching role.

12. Check and approve the student teacher’s daily, weekly and unit plans.

13. Confer with college supervisor to review progress/concerns.

14. Include student teacher in all class and school activities.

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15. Offer suggestions for student teacher’s resume and professional portfolio.

16. Complete a summative written evaluation of the student teacher at the end of the placement.

Chapter IV:

Roles and Responsibilities of the School District Administrators School Principal and/or Department Chairperson

The school principal or department chair selects and assigns student teachers to exemplary cooperating teachers,

models of professional practice, who will serve as mentors to student teachers.

Specifically they:

1. Welcome and orient student teachers to the school environment (personnel, policies, and building).

2. Monitor student teaching performance, including observations whenever possible.

3. Communicate with the student teacher re progress/concerns.

4. Communicate with the cooperating teacher and college supervisor re progress/concerns.

5. Arrange for student teachers to observe in other classrooms.

6. Arrange for student teachers to participate in professional development workshops and programs in the

school or school district.

7. Include student teachers in parent involvement activities.Director of Clinical Experiences

The Director of Clinical Experiences coordinates student teaching experiences for candidates in the

Teacher Education Program. Specifically, the director:

1. Reviews applications for admission to student teaching to verify that candidates have met the

requirements.

2. Arranges school placements.

3. Conducts a pre-student teaching orientation with candidates and supervisors to review roles and

responsibilities.

4. Serves as a liaison between the college and schools/school districts.

5. Receives and reviews evaluations of student teachers from cooperating teachers and college supervisors.

6. Arranges a mock screening interview forum for student teachers (with school administrators) to

experience the hiring process.

7. Reviews candidates’ records to verify that candidates have met the requirements for completion of student

teaching.

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Chapter V: The Student Teaching Experience

Student teaching is a gradual introduction to teaching through a progression of experiences from observation, to participation, to teaching. During these experiences, cooperating teachers serve as mentors and models of professional practice for candidates. The following timeline is a suggestion; cooperating teachers may ask their student teachers to begin teaching earlier than outlined below.

Prior to the First Day of Student Teaching

Prior to the first day of student teaching, candidates undertake several preliminary tasks. The candidate should:

Contact the building principal and cooperating teacher as a means of introduction. Attend the student teaching orientation at the college. Review the Student Teaching Manual. Meet with the college supervisor. Make any necessary arrangements to eliminate obstacles to their full participation in student teaching

(e.g., employment schedules, family responsibilities, etc.).

Week 1 Observation

At the start of the student teaching experience, observation provides an opportunity for the candidate to become known to the students as another teacher in the classroom. The candidate should:

Become familiar with the policies and schedule of the school. Learn the names of the students. Learn the classroom schedule and routines. Develop an awareness of the style of the cooperating teacher. Examine instructional materials, library and technological resources. Talk with the cooperating teacher about lessons and units for which s/he will be responsible. Meet parents as opportunities arise. Arrange an initial visit by the college supervisor and a follow-up conference.

Weeks 2-3 Participation in Instruction

By the end of the first week, the candidate begins to take a more active role in the classroom. Participation in instructional activities provides opportunities for the candidate to assist individuals or groups of students in various formats. During the beginning weeks of the experience, the candidate should:

Develop an ease of interaction by working with the cooperating teacher, the students and teaching assistants in small group instruction.

Engage in initial teaching experiences with groups of children and adolescents.

Weeks 3-8 Teaching Please note the distinctions among expectations according to certification types and levels of student teaching experiences…

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As the placement continues, the candidate should gradually assume additional responsibility for planning and for instruction and other school related activities.

By the 8th week, candidates for childhood certification should be able to assume full responsibility for planning and instructing, and for the management of all classroom activities. This can be accomplished by teaching additional subjects/groups each week.

By the 8th week, candidates for adolescence certification whose first placement is in the Middle School should be able to assume full responsibility for planning and instructing, and for the management of all classroom activities. This can be accomplished by teaching one additional class each week.

Candidates for adolescence certification whose one placement (7-12) covers the entire semester should assume increasing responsibility for planning, instructing and managing all classroom activities on a regular basis. This can be accomplished by teaching an additional class (including AP sections) every week or second week. It is not unusual that these candidates would assume full teaching responsibilities by the 12th to the 14th

week of the experience. In other words, the candidate should take on the responsibilities of a classroom teacher.

The candidate should:

Arrange a third visit by the college supervisor and a follow-up conference. Arrange for an observation by and follow-up conference with the principal or department chairperson.

Collaboration The most successful student teaching experiences are the result of collaboration between the candidate and the cooperating teacher. Through collaboration, the candidate learns to interact with peers and supervisors for the purpose of professional growth. Collaboration fosters the development of:

Self-awareness - to accept responsibility. - to reflect on one’s own teaching performance – strengths and weaknesses. - to adjust one’s teaching practice so that student learning is enhanced.

Communication skills - to listen to the ideas and viewpoints of others. - to exchange ideas. - to discuss concerns and to seek clarification.

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Chapter V. continued

Considerations about Second Placement

Prior to the First Day of the SECOND placement for Student Teaching, candidates should undertake

several preliminary tasks:

Contact the building principal and cooperating teacher as a means of introduction.

Review the Student Teaching Manual.

Make any necessary arrangements to eliminate obstacles to their full participation in student teaching

(e.g., employment schedules, family responsibilities, etc.).

Week 1 Observation and Participation in Instruction

Because the student teacher has already had experience in a classroom, he or she should, by the end of the

first week, begin to take an active role in the classroom. Participation in instructional activities provides

opportunities for the candidate to assist individuals or groups of students in various formats. During the

beginning week of the experience, the candidate should:

Become familiar with the policies and schedule of the school.

Learn the names of the students.

Learn the classroom schedule and routines.

Develop an awareness of the style of the cooperating teacher.

Examine instructional materials, library and technological resources.

Talk with the cooperating teacher about lessons and units for which s/he will be responsible.

Meet parents as opportunities arise.

Arrange an initial visit by the college supervisor and a follow-up conference.

Develop an ease of interaction by working with the cooperating teacher, the students and teaching

assistants in small group instruction.

Engage in initial teaching experiences with groups of children and adolescents.

As the placement continues, the candidate should assume additional responsibility for planning and for

instruction and other school related activities.

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Chapter VI

Supervision and Evaluation of Student Teachers Candidates’ performance is monitored over the course of the student teaching experience to support the candidate in achieving the performance standards of the teacher education program (see Chapter III).

Observations and Conferences Cooperating teachers observe student teachers on a daily basis and provide formative evaluations of candidate performance during collaborative conferences. At the completion of the student teaching placement, the cooperating teachers complete summative evaluations of the candidates’ performance.

During the student teaching experience, college supervisors conduct a minimum of six formal observations of candidates. Supervisors meet with candidates after each observation to provide formative evaluations of the candidate’s performance. The supervisor prepares a written summary of the observation and the post observation conference and gives it to the candidate and the cooperating teacher. Conferences between the supervisor, the cooperating teacher and the candidate are scheduled regularly near the time of observations and are intended to support the development of the candidate’s use of reflection and self-evaluation for professional growth.

At the completion of student teaching, the college supervisor and the cooperating teachers evaluate the performance of their student teachers (see Appendix). At the same time, candidates evaluate their own student teaching experience and that of their supervisors (see Appendix). Early Intervention Letter During the course of the semester and prior to the time when cooperating teachers evaluate the student teacher, the Director of Clinical Experience will send an Early Intervention Letter to the cooperating teacher. In part this letter states:

In order to ensure that our student teachers are meeting the standards set by the college and New York State, I ask that you contact me immediately, if a problem arises that you, the student teacher, and/or the college supervisor cannot solve. Should you need me to intervene about planning, attendance, punctuality, or attitude, I’d be happy to do so. Simply call or e-mail me at the college as soon as you think it necessary.

Completion of the Student Teaching Experience Successful completion of student teaching experience requires:

Completion of the Reflective Teacher Project (baccalaureate program) or the Action Research Project (post-baccalaureate program)

Summative evaluations by the college supervisor and the cooperating teachers indicating that the candidate has successfully completed the student teaching assignment

Unsuccessful student teaching may result in withdrawal or dismissal from the program).

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Chapter VII Procedure for Withdrawal or Dismissal from Student Teaching

and the Appeal Process When a major problem occurs during the practicum, the cooperating teacher, college supervisor, and student teacher should meet to develop a plan of action that might include:

• the identification of the specific concerns of all participants • the development of appropriate strategies and evaluation criteria to address those concerns, and • the setting of a realistic time line for review of the action plan.

If the specific concerns of all parties are not addressed satisfactorily during the designated time period, the college supervisor should notify Director of Clinical Experience, to determine the advisability of:

• developing a second action plan, using the guidelines outlined in the previous section; • recommending termination of the placement; • recommending withdrawing from the teacher education program.

If the recommendation is to terminate the student teaching placement, the Director of Clinical Experience, college supervisor, and student teacher will meet with the Chairperson of the School of Education to finalize the recommendation and determine the student's next steps. If the recommendation is to withdraw the student teacher from the teacher education program for the purposes of retraining the candidate, the Chairperson of the School of Education will notify the student and other appropriate personnel in writing. This notification will provide information on available campus resources and the procedures for appeal. If the placement situation requires immediate action because the safety of one or more participants is in question or because the interests of one or more participants are in jeopardy, any of the involved parties may request that the student teacher not participate in classroom activities.

The Appeal Process:

If a candidate wishes to appeal his/her dismissal from student teaching, a written request must be submitted to the Chairperson of the School of Education within five (5) days of the dismissal.

The written request should contain the following information:

1. The candidate’s name, address, phone number, student ID#, and social security number. 2. The school’s name, address, telephone number, principal’s name, cooperating teacher’s name(s),

grade/subject level, student teaching dates and college supervisor’s name. 3. Reasons for the request of appeal 4. Copies of any information and/or supporting documents to support the student teacher’s request for

appeal

Once a committee of the Division Chairperson, Director of Clinical Experience, College Supervisor, and Student Adviser reviews the written appeal, the candidate will be called in for a formal hearing. in which the appeal will be either upheld or dismissed.

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amended from the procedure outlined at http://www.colorado.edu/ http://www.coe.uh.edu/ http://www.cortland.edu/

Chapter VIII

New York State Certification Requirements

Prior to student teaching all candidates are required to take the several New York State Teacher Certification Examinations as outlined below. Yearly information regarding the test schedule may be accessed directly online at www.nystce.nesinc.com.

Before candidates can petition for New York State teacher certification, they must provide evidence that all NYS required tests have been passed.

Office of Teaching Initiatives Certification

Update on New Exams for Initial Certification of Teachers and School Building Leaders. We anticipate that candidates applying for certification on or after May 1st, 2014 will be required to take certain new exams. At the February 2012 meeting, the New York State Board of Regents approved a change to the implementation schedule for the new testing requirements for the initial certification of teachers and school building leaders. Read the policy memo here. The following non-regulatory guidance is based on the Board’s direction and is subject to change when regulations are adopted later this year.

Current Exams New Exams

Teacher

Assessment of Teaching Skills – Written

(ATS-W)

Teacher Performance Assessment (Portfolio)

Educating All Students Test

Liberal Arts And Science Test (LAST) Academic Literacy Skills Test

Content Specialty Tests (CST) Revised Content Specialty Tests

Anticipated requirements for qualified candidates who apply for a certificate on or before April 30, 2014 and qualified candidates who apply via the Individual Evaluation pathway prior to September 1, 2013

• All candidates for the Initial or Transitional B teaching certificate may take the current Content Specialty Test in their field. Candidates who do not pass the current CST prior to implementation of the new CST will have to pass the new CST. (See “When will the new exams be available,” below.)

• Candidates who apply for their first Initial certificate on or before April 30, 2014 and who will have completed all of their requirements by April 30, 2014 will be required to pass the Liberal Arts and Sciences Test (LAST) and Assessment of Teaching Skills-Written (ATS-W). Candidates who do not complete all requirements (including passing both the LAST and the ATS-W) by April 30, 2014 will be required to pass the new Teacher Performance Assessment, Educating All Students test, and Academic Literacy Skills Test.

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• Candidates who apply for the initial school building leader (SBL) certificate on or before April 30, 2014 and who will have completed all of their requirements by April 30, 2014 will be required to pass the current SBL exam. Candidates who do not complete all requirements (including passing the current SBL exam) by April 30, 2014 will be required to pass the new SBL exam and the Educating All Students Test.

• Candidates who will have completed all of the requirements for the Transitional B certificate by April 30, 2014 will be required to pass the LAST and CST by that date and will be required to pass the ATS-W prior to obtaining the Initial certificate. Candidates who do not complete all requirements for the Transitional B certificate by April 30, 2014 will be required to pass the new Teacher Performance Assessment, Educating All Students test, and Academic Literacy Skills Test.

What is going to be covered on the new exams?

To enable program administrators and faculty to adjust their curricula and prepare their candidates to pass the new exams, the Department will post test frameworks that outline in detail the material that each test will cover, as well as the performance standards for each test. During the spring 2012 semester, we plan to post preliminary frameworks and scoring rubrics for the Teacher Performance Assessment, the Academic Literacy Skills test, the Educating All Students test, and the new School Building Leader exam at http://www.nystce.nesinc.com/. The framework for each new CST will be published well before the first administration date.

Teacher Performance Assessment (Portfolio)

Educating All Students Test

Academic Literacy Skills Test

Revised Content Specialty Tests

The School of Education cannot take responsibility for changes mandated by New York State’s Department of Education. Additional information regarding the new exams and other NYSED initiatives in educator preparation and certification can be found at http://www.highered.nysed.gov/resources.html

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Lesson Planning

During the student teaching experience candidates are expected to follow the St. Thomas Aquinas College lesson plan and will be required to complete several surveys. A sample lesson plan follows. Sample Lesson Plan

While the Division of Education at St. Thomas Aquinas College understands that there are many standard lesson

plan formats, the division mandates daily, written lesson plans for all student teacher presentations. These

formal plans will be kept in a binder and will be periodically reviewed by the candidate’s Action Research or

Reflective Practice seminar professor. The Director of Clinical Experience may call for these plans at any time.

Our note to your student teachers: During your student teaching assignments, your task is to plan for each lesson that you teach. If you fail to plan, you will fail to teach well. There is no gimmick. There are no shortcuts. Find a plan that suits your needs and follow it. Read the article for thoughts about how to plan for planning… Then review these several lesson plans models. All sample plans appear in the student teacher’s binder…

STAC Lesson Plan Charlotte Danielson Model

Local High School English Model

STAC EdTPA Draft Lesson Plan

Grant Wiggins’ Understanding by Design Lesson Plan

Framework for Teachers: C. Danielson (p. 24)

During the student teaching experience, the Division of Education encourages cooperating teachers and their

students to discuss Charlotte Danielson’s Framework for Teaching, as a springboard for discussion about

classroom presentations.

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SAMPLE LESSON PLAN FORMAT: STAC

Lesson Plans Student teachers must write daily lesson plans and are encouraged to use the lesson plan format required by their assigned schools. If the assigned school does not require a specific format, the lesson plan format on the following page should be used. Subject Area(s) _____________________________________________Grade_____________ Goals and Objectives What do I want students to learn and understand during the lesson? (Knowledge or Outcomes) What do I want students be able to do as a result of the lesson? (Performance outcomes) Assessment of learning Over time, how will the students demonstrate what they have learned? For this lesson, how well have students met the learning objectives? What alternative assessment strategies will I use for students with special needs? Materials and Supplies What materials and supplies will I need in order to achieve my goals and objectives by creating a multi-sensory experience that involves all students in the learning process. Set Induction How will I help students to make personal connections to the material to be learned? How will I connect new ideas and information to students’ prior learning and background? How might I incorporate KWL charts/Venn Diagrams/Concept webs, etc. Methodology How will I organize the instruction? Will I use Interactive lecture, cooperative groups, reciprocal teaching? Learning Activities How will the students be involved? What techniques and Guiding Questions will I use in discussion/reading/writing/drawing/simulations, dramatic enactments, etc. Accommodating special learning needs Once I identify those students with special learning needs, how will I accommodate their instruction? Closure How will I bring closure to the lesson by guiding students to summarize key concepts and reflect on their learning? Learning Extensions What will students do to extend their knowledge and understanding; to involve their parents and community? Teacher Reflection: What can I do to improve the lesson once it is taught?

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Framework for Teaching

Charlotte Danielson

During the student teaching experience cooperating teachers and their students may use the following “Framework for Teaching, a research-based set of components of instruction popularized by Charlotte Danielson. In this framework, the complex activity of teaching is divided into 22 components clustered into four domains of teaching responsibility: planning and preparation (Domain 1), classroom environment (Domain 2), instruction (Domain 3), and professional responsibilities (Domain 4).

“The Framework may be used for many purposes, but its full value is realized as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. The Framework may be used as the foundation of a school or district’s mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners”(http://charlottedanielson.com/theframeteach.htm).

The Framework for Teaching: Components of Professional Practice

Domain 1: Planning and Preparation Domain 2: The Classroom Environment

Demonstrating Knowledge of Content

and Pedagogy Demonstrating

Knowledge of Students

Setting Instructional Outcomes

Demonstrating Knowledge of Resources

Designing Coherent Instruction

Designing Student Assessments

Creating an Environment of Respect and Rapport

Establishing a Culture for Learning

Managing Classroom Procedures

Managing Student Behavior

Organizing Physical Space

Domain 4: Professional Responsibilities Domain 3: Instruction

Reflecting on Teaching

Maintaining Accurate Records

Communicating with Families

Participating in a Professional

Community

Growing and Developing Professionally

Showing Professionalism

Communicating with Students

Using Questioning and Discussion

Techniques

Engaging Students in Learning

Using Assessment in Instruction

Demonstrating Flexibility and Responsiveness

http://charlottedanielson.com/theframeteach.htm

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St. Thomas Aquinas College School of Education

Classroom Observation Checklist: Cooperating Teachers may elect to use this list for monitoring daily plans.

Student Teacher _____________________________ School ____________________ Date of session observed: _____________________________ Subject / Grade Level _______ Type of presentation: (lecture/seminar/tutorial/laboratory class/other: _________________) Number of students _____________________________ Observer: _________________ Introduction of the lesson

Key: 1 Unacceptably 2 As an Emerging student teacher 3 Acceptably 4 Proficiently 5 Outstandingly

How well did the student teacher 1 2 3 4 5

• secure attention of the students

• introduce subject in an interesting way

• make the aims of the session clear to students

• link subject to previous sessions

• set tasks appropriately and allocate responsibilities

• define the topic for discussion

Explanation of the subject

How well did the student teacher 1 2 3 4 5

• demonstrate a firm grasp of the subject area

• adopt a logical structured approach

• move clearly from one transition point to the next

• emphasise key points

• provide alternative explanations of difficult points

• make good use of audio-visual/technology

• make good use of student handouts

• use effective academic language

• introduce tasks effectively

• explain tasks clearly and concisely demonstrate techniques

• use relevant examples and topical illustrations

Presentation of the session

How well did the student teacher 1 2 3 4 5

• vary the style of delivery

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• show enthusiasm

• control pace of delivery

• speak clearly and concisely

• make eye contact with students

• maintain appropriate class control and discipline

Student participation and interaction How well did the student teacher 1 2 3 4 5

• use higher order questions to clarify understanding and involve students

• handle student questions and responses appropriately

• respond positively to and build on incorrect answers

• encourage reasoned argument

• invite and reinforce participation by non-contributing students

• restrain dominant students in a non-threatening way

• give support and guidance to help students with difficulties

• keep students involved and maintain student interest

• monitor student progress during the session

• use layout of the room effectively

Closing the session How well did the student teacher 1 2 3 4 5

• reiterate and summarize key points

• summarize the discussion

• give clear instructions for follow up work

• identify link with following session

• end the session positively and clearly

Comments

Observer’s Signature ____________________________________________________ Date: _______________

Student’s Signature: ____________________________________________________ Date: _______________ (Indicates only that she/he has read these comments)

Teacher Observation Checklist has been adapted from Benedictine University: http://www.ben.edu/fac_staff/ctle/resources/sample-forms-for-teaching-observation.

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Professional Development Hours for Cooperating Teachers NYSED.gov

http://www.highered.nysed.gov/tcert/resteachers/175.html

Office of Teaching Initiatives Educator Resources

• 175 Hour Professional Development Requirement

NYSED / Higher Ed / OTI / Educator Resources

175 and 75 Hour Professional Development Requirement

These guidelines are intended to assist school districts, teachers and teaching assistants in identifying professional development activities as they prepare to comply with teacher certification requirements requiring continuing professional development. Holders of the Professional certificate must complete 175 hours of professional development and holders of the Level III Teaching Assistant certificate must complete 75 hours every 5 years in order to maintain certification. These are guidelines only; authority for decision-making regarding appropriateness of activities as to fulfillment of this requirement resides solely with the local public school district.

The ultimate goal of all efforts in this area is to increase the capacity of teachers and teaching assistants to enable and assist all students to higher academic achievement.

Suggested Activities

The following categories of activities are suggestions for meeting the needs of school districts in building teacher and teaching assistant capacity: ( Not all suggested activities are intended for Level III teaching assistants)

• Analyzing student data and student work to determine needed changes in the delivery of instruction.

• Participating in reviews of class performance data over time to make decisions about one's own professional development, based on student outcomes

• Collaborating with other teachers and teaching assistants to examine case studies of student work and development

• Participating in courses and other learning opportunities delivered from many providers, such as institutions of higher education, teacher centers, BOCES, school districts and independent professional development service providers.

• Coursework linked to improvement of instructional technique or content knowledge, which may or may not be in pursuit of a teaching or advanced teaching degree.

• Completing coursework for more advanced certification or certificates in additional areas or in accordance with teaching assignment requirement for extension to certification.

• Developing or collaborating on the development of new programs and instructional methods

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• Service as a mentor, support teacher, helping teacher, or peer coach

• Service as a cooperating teacher for a student teacher or field internships; including attendant meetings and processes.

Office of Teaching Initiatives Educator Resources

• Curriculum planning and development

• Participating in regional scoring of State assessments, assessing student portfolios

• Creating and assessing teacher or teaching assistant portfolios

• Engaging in research projects (includes online research)

• Participation in study (collegial) circles such as "Critical Friends" activities, structured guided reflection activities focused on student learning

• Participating in formal programs of peer coaching or participation in peer review

• Participating in Professional Development School activities or other school-college teacher development partnerships

• Serving on CDEP (Comprehensive District Education Plan), or DCEP (District Comprehensive Education Plan), or CEP (Comprehensive Education Plan), or other school leadership activities or committees.

• Delivering professional development (e.g. conducting workshops, job-embedded modeling and coaching, providing pre service teacher preparation courses)

• Pursuing National Board certification or re-certification (either as candidate or provider of support) • Service/designation as Master Teacher

• Engaging in Sabbatical work related to content specialty or enhancement of teaching strategies.

• Teacher of the Year activities

• NYSTCE "assessor" or test development committee member

• Development of Statewide curriculum

• Service as an elected officer in professional organizations

• Service as teacher center director •

• http://www.highered.nysed.gov/tcert/resteachers/175.html • •