STUDENT TEACHING HANDBOOK (Student Teacher, University Supervisor, and Cooperating Teacher)

STUDENT TEACHING HANDBOOK(Student Teacher, University Supervisor, and Cooperating Teacher)Norfolk State Universitywww.nsu.edu/education The Center for Professional Development Norfolk State UniversitySchool of Education, BEB 221700 Park AvenueNorfolk, VA 23504-9989Telephone: (757) 823-8715Telefax: (757) 823-2590Email: mdknightnsu.eduwww.nsu.edu/education/development The Teacher “Preparing Competent, Compassionate, Cooperative, and Committed Leaders”STUDENT TEACHING HANDBOOK Norfolk State UniversitySchool of EducationApproved by the Virginia Department of EducationAccredited by the NCATE (The Standard of Excellencein Teacher Education) Tiiiable of ContentsINTRODUCTION-7-DESCRIPTION OF THE CONCEPTUAL FRAMEWORK-8-Field Experiences-8-Competent-8-Compassionate-9-Cooperative-9-Committed Leadership-9-GENERAL POLICES FOR STUDENT TEACHING -10-Student Teaching Experiences -10-Attendance -10-Absences -10-Personal Appearance -10-Formsand Reports -10- DEFINITIONS -11-Directed Teaching -11- TK-20 Assessment System -11-Coordinator -11- Cooperating Teacher -11- Director -11-Prospective Teacher -11- University Supervisor -11- Observation and Participation Programs -11-Directed Teaching Programs -12-Graduate Intern Program -12-Assignments and Professional Seminars -13-Dual Assignments -13-Single Assignments -13-PROFESSIONAL DEVELOPMENT -13-The Professional Seminar -13-The Departmental Seminar -14-Conferences with Supervisors and Cooperating Teacher -14-Workshops -14- ivSUMMARY -15-FIELD EXPERIENCES POLICIES AND PROCEDURES -16-Field Experiences -16-LEVEL III FIELD EXPERIENCES STUDENT TEACHING -17-Level III, Part A Student Teaching -17-Prerequisites -17-GENERAL OVERVIEW AND PURPOSE -17-Orientations and Seminars -17-LEVEL III, PART A OBJECTIVES STUDENT TEACHING FIELD EXPERENCES -18-Academic Preparation -18-Methodology/Classroom Management -18-Delivery of Instruction -18-Teaching Competencies -18-Instruction from a Global Perspective -18-Professional Seminars with Student Teachers -19-MINIMAL REQUIREMENTS -20-CRITERIA FOR APPLICATION TO STUDENT TEACHING -21-Application Packet -21-APPLICATION PROCESS AND PLACEMENT -21-EVALUATION AND GRADING -22-PROVISIONS FOR CANDIDATES WHO ARE UNSUCCESSFUL -22-SELECTION OF UNIVERSITY SUPERVISORS -22-ROLE OF THE UNIVERSITY SUPERVISOR -23-COOPERATING TEACHER RESPONSIBILITIES -24-Roles -24-Specific Responsibilities -24-After the Student Teacher Arrives -25-Cooperating Teachers are Expected to -26-Professional Qualifications -27-Personal Qualifications -27-vROLE OF THE STUDENT TEACHER -28-RESPONSIBILITIES -28-School Calendar -28-When in Charge -28-Cooperating Teacher is Absent -28-LESSON PLANS -29-CENTER FOR PROFESSIONAL DEVELOPMENT -29-STUDENT TEACHERS TEACHING COMPETENCIES BTAP COMPETENCIES AND INDICATORS -30-Academic Learning Time -30-Accountability -30-Clarity of Structure -30-Individual Differences -30-Evaluation -30-Consistent Rules -30-Affective Climate -30-Learner Self-Concept -30-Meaningfulness -31-Planning -31-Questioning Skill -31-Close Supervision -31-Awareness -31-SUGGESTED TEACHING GUIDE -32-First Week -32-Second Week -33-Third Week -33-Fourth Week -33-Fifth Week -34-Sixth Week -34-Seventh Week -34-Eighth Week -34-APPENDIX -35-Reports/Forms from Directed Teaching Candidates -36-Cooperating Teacher Payroll Data Sheet -37-Bi-weekly Progress Reports -38-Time-Record -40-viCandidate Self-Assessment of Content Knowledge and Expertise -41-Students Reflection on Teaching Performance -42-Conceptual Framework Theme Evaluation -43-Lesson Plan Evaluation -44-University Supervisors Evaluation -45-Cooperating Teachers EvaluationFIRST Experience -47-Cooperating Teachers Evaluation SECOND Experience -49-Principals Evaluation -51-Student Teaching Release Form -53-Teacher Certification Data/Graduate Exit Document -54-Schedule of Activities -55-Students Reflection form for Portfolio -56-University Supervisors Teaching Portfolio Grade Sheet -57-Unit Plan -58-Checklist for Lesson Plans -59-Checklist for Video Preparations -60-Student Teaching Video Rubrics -61-Student Teaching Evaluation Rubric -62-Knowledge Taxonomy Verb List -63-KNOWLEDGE -63-COMPREHENSION -63-APPLICATION -63-ANALYSIS -63-SYNTHESIS -63-EVALUATION -63-Sample Lesson Plan -64-The Hunter and Russell Model Lesson Planning -66-Scaffolding -67-7IntroductionStudent teaching is an experience in which teacher candidates are afforded the opportunity to assume the role of a professional classroom teacher. The candidates have opportunities to work closely with skilled and professional educators, and to practice those skills in a classroom environment. The candidates learn that the classroom, the school and their clinical faculty, are all a part of the real world environment. They should take advantage of every opportunity to observe, ask questions, and evaluate as a means of increasing teacher competency and enhancing professional growth.This handbook is a guide to be used by the teacher candidate, the cooperating teacher, and the university supervisor. This handbook focuses on the roles and responsibilities for the three participants.The Director ofThe Center for Professional DevelopmentSchool of EducationNorfolk State University8Description of the Conceptual FrameworkField Experiences“Preparing Competent, Compassionate, Cooperative, and Committed Leaders”Candidates entering field experiences are equipped with the knowledge, skills, and dispositions to work in a diverse society. Similarly, they are prepared to become productive citizens and to work collaboratively in various educational settings to enhance PreK-12 students learning in a rapidly changing and global society.The Conceptual Framework “Preparing Competent, Compassionate, Cooperative, and Committed leaders” is the guiding force for the field experiences in Level I Observation, Level II Observation and Participation, and Level III Student Teaching, Practicum, and Internships.The competent candidate is one who has a strong liberal arts background. He/she possess demonstrated knowledge, skills, and abilities allowing him/her to teach with confidence, creativity, and enthusiasm. The candidate is able to infuse technology into his/her teaching style. The instruction delivery skills of the candidate, including those listed below indicate clear communications and the ability to capture and hold the attention of the students.write a lesson planpresent a lessonmanage a classroomevaluate teaching resourcesuse developmentally appropriate instructionuse multiple teaching and learning instructional strategiesadapt instruction for individual differencesbe creativeassess students performance using a variety of formal and informal assessment techniquesmonitor studentsdevelop instruction based upon evaluation resultsdevelop and ask appropriate questionsorganize and manage timeanalyze the classroom to promote learningmodel effective communication skillsreflect upon teaching effectivenessuse human and community resources to foster learninguse technology9The compassionate candidate cares about student learning by showing respect for the differences and exceptionalities. He/she possesses the skills to effectively teach individuals from diverse cultures and with diverse needs. Trust, integrity, and demonstrated empathy are also attributes of the candidate. The candidate is also able to create a safe, positive, and supportive learning environment.The cooperative candidate is able to positively collaborate with administrators, faculty, peers, students, parents, and community members. The candidate knows how to be a team member working towards achieving goals that will meet the educational needs of all students.The committed leader is dedicated and devoted to teaching. The candidate engages in scholarly activities and continuously develops his/her professional skills. Other characteristics include:improving the curriculum, instruction, and assessment formally and informally through dialogues with colleagues and modeling.improving school effectiveness initiating change, planning for school improvement, participating in individual and collaborative research, working on committees and task forces, involving oneself in family and community outreach.being a student advocate - participating in extracurricular activities, collaborating with staff on behalf of accommodating diverse students needs.being a professional maintaining high ethical standards and behavior, involved in professional associations and activities.10GENERAL POLICIES FOR STUDENT TEACHING1. Student Teaching ExperiencesNorfolk State University requires that candidates complete two experiences for a minimum total of 400 clock hours. One placement is to be in a target/community project school less diversity; one placement in a diversely populated school more diversity, different cultures, and more exceptionalities.2. AttendanceThe student teacher should report to the school at the same time as the cooperating teacher and should remain there until the cooperating teacher gives permission to leave. 3. AbsencesIf for any reason the student teacher will be absent for a day or will be late at any given time, the student teacher must contact the Center for Professional Development (CPD) (823-8715) and University Supervisor in addition to the cooperating teacher. The Cooperating Teacher, Director of the CPD, and the University Supervisor must be notified as far in advance as possible (call/email all three). 4. Personal AppearanceStudent teachers are expected to observe the Professional dress guidelines as outlined by the Student Teaching Program. Professional dress includes no jeans, sneakers, flip flops, skin-tight pants, miniskirts, cleavage showing, undergarments/straps showing, belts below the waist, or t-shirts. Men are to wear a neck tie daily.5. FormsAll forms must be signed in TK20 by the Student Teacher, Cooperating Teacher, and/or University Supervisor.NOTES: The completed forms must be submitted via TK-20 to the CPD on time as listed in the Semester Schedule or indicated by the CPD Director.11DefinitionsDirected TeachingA period of supervised teaching during which the prospective teacher takes increasing responsibility for a given group of pupils for a definite period of time in an effort to increase competence as it relates to teaching and learning.TK-20 Assessment SystemSystem used to electronically collect and analyze data on candidate and graduate qualification, performance, and unit operations to evaluate and improve the unit and its program.CoordinatorOne who is responsible for directed teaching activities involving clinical supervisors, prospective teachers supervision, and seminars (on campus and off campus).Cooperating TeacherA regular employed faculty member of a cooperating school assigned to supervise directed teaching. Other terms used to refer to this person are supervising teacher, critic teacher, school-based teacher, and coordinating teacher.DirectorOne who is administratively responsible for planning, organizing, directing, and evaluating the program of directed teaching. The duties include developing and maintaining a constructive relationship with cooperating personnel.Prospective TeacherAn individual enrolled in a program of teacher education and assigned to teach in a classroom under the direction of a regular teacher.University SupervisorA regular staff/faculty member who visits the prospective teacher at the assigned teaching center and works with the cooperating teacher in guiding and evaluating the progress of the prospective teacher.Observation and Participation ProgramsThis is a preclinical activity designed as a formal part of the teacher preparation component which provides systematized field-based experiences carried on in conjunction with methods courses, and planned to enable the prospective teacher to make transitions from theory to practice.12Directed Teaching ProgramsThe major phase of the professional education component and is a senior level performance based experience. It is organized on a professional semester basis. Participants follow the plan: Full school day, sixteen weeks, two experiences (minimum 400 clock hours or as indicated by the program) of pupil contact as listed below:ELEMENTARY EDUCATION teacher candidates are placed in two eight-week appropriate settings: primary grades K, 1, 2, or 3- elementary grades 4, 5, or 6SECONDARY EDUCATION teacher candidates are place in two eight-week appropriate settings:- Middle School- High SchoolART, SPECIAL EDUCATION, HEALTH/PHYSICAL EDUCATION, AND MUSIC teacher candidates are place in two eight-week appropriate settings:- Elementary - High School or Middle SchoolGraduate Intern ProgramThis program provides those field experiences needed by graduate students who are pursuing degrees in: Pre-Elementary Education Supervision/Curriculum Development School Counseling Public School AdministrationThis phase of graduate training provides for 200 clock hours to six months of on-site training which will enhance upward mobility in their chosen field of educational endeavors.13Assignments and Professional Seminars Plan Dual AssignmentFirst teaching assignment one-half semester full time400 minimum clock hours of teaching activities (or as required by program)Orientation and seminar attendance are required.Second teaching assignment one-half semester full timePROFESSIONAL DEVELOPMENTThe mechanical organization of the professional development aspect of the directed teaching component of the professional laboratory experiences is structured so as to provide for continuous use of resource persons at the local, state, and national levels in order to facilitate the maximum growth of both pre-service and in-service personnel who are connected with the Universitys teacher preparation programs. Included are seminars, conferences, and workshops.a. The Professional SeminarThe professional seminar series is an integral part of the directed teaching component and a major part of the professional laboratory experience. The seminar series is designed especially for pre-service and in-service teachers who are associated with the program during each semester. The term “professional development in a group situation and meaningful information” is disseminated through the study of problems directly or indirectly related to the teaching act. All professional seminars are organized to provide for the following:(1) To cover topics and issues that are essential to operational competence for todays teacher.(2) To involve practicing professionals (local, state, and national) directly or indirectly in the preparation of teachers.(3) To prepare students for employment.The professional seminar is held every other Thursday at 1:30 p.m. All prospective teachers are required to attend these scheduled seminars. Those absent are penalized. Attendance at seminar is a part of the grade for the course.14b. The Departmental SeminarThe organization and structure of the departmental seminars vary among departments. This aspect of professional development is the responsibility of the subject-area coordinator and/or university supervisor. Following professional seminar, departmental seminar is held at 3:00 p.m. and offers an opportunity for the prospective teacher to enhance and develop an understanding of what teaching is all about, to analyze classroom experiences, and to interact and share problems with peers. Specifically, the departmental seminars are designed to:(1) Relieve anxieties and frustration normally experienced.(2) Assist in developing professional approaches to educational problems in a school setting.(3) Demonstrate the ability to reflect upon and analyze performance as a teacher.(4) Analyze methods and theories of learning as they relate to the classroom.The coordinator and/or clinical supervisor of the seminar serves as a facilitator and leader in designing the organization of the seminars and a primary resource person in dealing with the questions and topics under consideration. All prospective teachers are required to attend the seminars. Those absent are penalized. Attendance at seminar is a part of the grade for the course.c. ConferencesA major supportive aspect of the professional development phase of the directed teaching component is the conference