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Student Teaching Handbook

Welcome

To the Teacher Candidate:

Congratulations! Student teaching will likely be the pinnacle of your teacher preparation program. Most students find their student teaching experiences to be the most fulfilling, rewarding, and helpful part of their training.

Student teaching will provide you with a unique learning experience. It will show you what the job of teaching is all about. It will also greatly further your development as a teacher. Finally, it will give you a chance to apply concepts and theories from your earlier education coursework. During your student teaching experience you will have opportunity to work closely with a mentor teacher. This individual is an experienced individual who has volunteered to share his/her classroom and expertise with you. A university supervisor will also be working with you. This individual will also be providing guidance and support to you – helping to ensure your success as a student teacher. Student teaching is all about the experience and experience is truly the “best teacher”. It is our hope that your student teaching experience will enable you to become the “best teacher” possible! To the Mentor Teacher: The dictionary defines a mentor as “a person looked upon for wise advice and guidance”. This is exactly how your student teacher will perceive you. This perception will result from your nurturing support and feedback in the student teaching process. Without you, student teaching would not be possible. Thus, we greatly appreciate your giving of your time and energy and sharing your classroom and expertise with your student teacher. Also, we want to thank you for doing your part to help ensure that our next generation of teachers is well prepared to meet the challenge it will face. Sincerely, The University of St. Thomas School of Education

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Contact Information Dr. Randy Soffer Student Teacher Director of Field Experiences School of Education, Malloy Hall ______________________________ 713/942-5922 sofferr@stthom.edu Phone #:______________________ email: ________________________ Jill Calzada University Supervisor Exec. Assistant, Undergraduate Studies School of Education, Malloy Hall ____________________________________ 713/525-3543 fax 713/525-3871 Phone #:___________________________ calzadj@stthom.edu email: ________________________ Dr. Nora Hutto Mentor Teacher Dean School of Education, Malloy Hall ____________________________________ 713/525-2145 hutton@stthom.edu Phone #:______________________ email:_________________________

The online version of this Handbook is available at www.stthom.edu.

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Table of Contents

Welcome ............................................................................................................................ 1 Contact Information ......................................................................................................... 2 Table of Contents.............................................................................................................. 3 Program Information ....................................................................................................... 5 Mission ............................................................................................................................... 5 Program Objectives .......................................................................................................... 5 Competencies .................................................................................................................... 5 Code of Ethics ................................................................................................................... 6 Accomodations .................................................................................................................. 8

Student Teaching Timeline .............................................................................................. 9 Phase I: School Orientation/Observation ...................................................................... 9 Phase II: Induction ........................................................................................................ 11 Phase III: Culmination/Phase Out ................................................................................ 13 Roles of the Team Members .......................................................................................... 14 Responsibilities of the Student Teacher ....................................................................... 14

Guidelines for Daily/Weekly Reflections ...................................................................... 15

Responsibilities of the Mentor Teacher ........................................................................ 16 Responsibilities of the University Supervisor .............................................................. 17 Responsibilities of the Director of Field Experiences .................................................. 18

Teaching Dispositions ..................................................................................................... 19

Evaluation and Recommendation Processes ................................................................ 20 Midpoint Evaluation ...................................................................................................... 20 Summative Evaluation ................................................................................................... 21 Appraisal Framework .................................................................................................... 21 Grading ........................................................................................................................... 27

Withdrawal ..................................................................................................................... 28 Dismissal .......................................................................................................................... 28 Field Intervention ........................................................................................................... 29 Extended Student Teaching ........................................................................................... 29 Failing Student Teaching ............................................................................................... 29 Recommendation / Placement Files .............................................................................. 29 Letters of Recommendation .......................................................................................... 30 Guidelines for a Successful Experience ........................................................................ 31 Observation ..................................................................................................................... 31 Ordering Your Priorities ............................................................................................... 32

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Managing Time and Organizing Information ............................................................. 33 Planning for Teaching .................................................................................................... 33 Helpful Hints ................................................................................................................... 37 Web Resources for Teaching ......................................................................................... 41 Developing Professional Relationships ......................................................................... 42 Teacher Candidate Seminars ........................................................................................ 43

Acknowledgement: The student teacher handbooks at the following universities provided some materials for this handbook:

Texas Tech University

Texas A & M

The University of Nebraska at Kearney

Indiana University

The University of Maryland College Park

The University of Wisconsin at Whitewater

Bowling Green State University

Oklahoma State University

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Program Information Mission The mission of the School of Education Teacher Education program is to offer a comprehensive teacher preparation program that leads to the development of quality teachers in a way that collaboratively accomplishes the following:

• Involves Community • Recruits quality students and mentor teachers • Values diversity • Teaches meaning of professionalism • Demonstrates effective teaching strategies and appropriate assessment measures • Inspires pride and cooperative attitudes • Models cooperative endeavors • Provides a strong academic program • Provides relevant, meaningful field-based experiences with partnership schools • Provides continuous staff development for UST and professional development school personnel • Provides UST students with the technological tools for instructional purposes

Our overall goal at UST is to produce bright, enthusiastic, successful teachers who are risk-takers, responsible, professional decision makers and who are able to work effectively with diverse populations of students, parents, and peers with commitment and pride. Program Objectives The student teacher will learn, via observation and supervised teaching, to:

1. Design instruction appropriate for all students reflecting an understanding of relevant content and is based on continuous and appropriate assessment.

2. Create a classroom environment of respect and rapport fostering a positive climate for learning, equity, and excellence.

3. Promote student learning by providing responsive instruction that uses effective communication techniques, instructional strategies that actively engage students in the learning process.

4. Fulfill professional roles and responsibilities and adhere to legal and ethical requirements of the profession.

(from the State Board for Educator Certification Pedagogy and Professional Responsibilities Standards) Competencies After completion of the teacher education program at the University of St. Thomas, a beginning teacher will be able to demonstrate the following competencies: Domain I: Designing instruction and assessment to promote student learning

1. The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their developmental characteristics and needs.

2. The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and promote all students’ learning.

3. The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives.

4. The teacher understands learning processes and factors affecting student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.

Domain II: Creating a positive, productive classroom environment

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5. The teacher knows how to establish a classroom climate to foster learning, equity, and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive.

6. The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior.

Domain III: Implementing effective, responsive instruction and assessment

7. The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts.

8. The teacher provides appropriate instruction to actively engage students in the learning process. 9. The teacher incorporates the effective use of technology to plan, organize, deliver, and evaluate

instruction for all students. 10. The teacher monitors student performance and achievement; provides students with timely, high-

quality feedback; and responds flexibly to promote learning for all students. Domain IV: Fulfilling professional roles and responsibilities

11. The teacher understands the importance of family involvement in children’s education and knows how to interact and communicate effectively with families.

12. The teacher enhances professional knowledge and skills by effectively interacting with other members of the educational community and participating in various types of professional activities.

13. The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas.

These competencies are clarified with descriptors on the State Board for Educator Certification website (http://www.sbec.state.tx.us/stand_framewrk/TExES/Ppr_EC-12.pdf). These competencies will be assessed on the final evaluation and the TExES exam. All teacher education programs provide that candidates systematically reflect upon and engage in professional practice with diverse students/clients (e.g., ethnicity, race, socioeconomic status, gender, exceptionalities, and language) and in a variety of settings, as relevant to the specific areas of professional expertise. Placements will be assigned to provide that diversity of experiences. Code of Ethics Code of Ethics and Standard Practices for Texas Educators – Effective 09/01/2002 Statement of Purpose The Texas educator shall comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community and shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify honesty. The Texas educator, in exemplifying ethical relations with colleagues, shall extend just and equitable treatment to all members of the profession. The Texas educator, in accepting a position of public trust, shall measure success by the progress of each student toward realization of his or her potential as an effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate with parents and others to improve the public schools of the community. ENFORCEABLE STANDARDS

I. Professional Ethical Conduct, Practices and Performance. Standard 1.1 The educator shall not knowingly engage in deceptive practices regarding official policies of the school district or educational institution. Standard 1.2 The educator shall not knowingly misappropriate, divert or use monies, personnel, property or equipment committed to his or her charge for personal gain or advantage. Standard 1.3 The educator shall not submit fraudulent requests for reimbursement, expenses or pay. Standard 1.4 The educator shall not use institutional or professional privileges for personal or partisan advantage.

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Standard 1.5 The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents or other persons or organizations in recognition or appreciation of service. Standard 1.6 The educator shall not falsify records, or direct or coerce others to do so. Standard 1.7 The educator shall comply with state regulations, written local school board policies and other applicable state and federal laws. Standard 1.8 The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. II. Ethical Conduct Toward Professional Colleagues. Standard 2.1 The educator shall not reveal confidential health of personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. Standard 2.2 The educator shall not harm others by knowingly making false statements about a colleague or the school system. Standard 2.3 The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. Standard 2.4 The educator shall not interfere with a colleague’s exercise of political, professional or citizenship rights and responsibilities. Standard 2.5 The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, sex, disability, or family status. Standard 2.6 The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. Standard 2.7 The educator shall not retaliate against any individual who has filed a complaint with the SBEC under this chapter. III. Ethical Conduct Toward Students. Standard 3.1 The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. Standard 3.2 The educator shall not knowingly treat a student in a manner that adversely affects the student’s learning, physical health, mental health or safety. Standard 3.3 The educator shall not deliberately or knowingly misrepresent facts regarding a student. Standard 3.4 The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, sex, disability, national origin, religion or family status. Standard 3.5 The educator shall not engage in physical mistreatment of a student. Standard 3.6 The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student.

Standard 3.7 The educator shall not furnish alcohol or illegal/unauthorized drugs to any student or knowingly allow any student to consume alcohol or illegal/unauthorized drugs in the presence of the educator.

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Accommodations Students requiring accommodations for an identified disability should speak with the Director of Field Experiences at the beginning of the semester.

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Student Teaching Timeline Week 1 – Observe and learn procedures of school culture (University Supervisors visits)

Week 2 – Begin to plan, present 1 subject and grade work

*Between weeks 2 – 10, university supervisor to conduct a minimum of 3 observations of student teacher and share results with student teacher and mentor teacher.

Week 3 – Begin to plan, present 2 subjects and grade work – Monthly meeting (date/time to be announced)

Week 4 – Begin to plan, present 3 subjects and grade work (Special Education Student Teachers are anticipated to be “full teaching” this week).

Week 5 – Begin to plan, present 4 subjects and grade work

Week 6 – Begin to plan, present 5 subjects and grade work

Week 7 – FULL TEACHING, PLANNING, GRADING (Mid-term evaluation-required among student teacher, mentor teacher and university supervisor. Evaluation forms to be completed prior to meeting by student teacher and mentor teacher)

Week 8 – FULL TEACHING, PLANNING, GRADING – Monthly meeting (date/time to be announced)

Week 9 – Teach 4 classes

Week 10 – Teach 3 classes

Week 11 – Teach 2 classes; ½ day observing other teachers

Week 12 – Teach 1 class; ½ day observing other teachers – Monthly meeting (date/time to be announced)

*After receiving student teacher self-evaluation, mentor teacher and university supervisor to complete their final evaluations and hold final conference with student teacher during week 11 or 12.

The teaching-learning process has a structure quite similar to that followed in any good instructional setting. Student teachers vary in their abilities, personalities, preparation, and previous experiences. Since each teaching assignment can be very different, one perfect schedule is difficult to develop and maintain. Much depends upon the ability and readiness of the student teacher and the confidence in the student teacher expressed by the mentor teacher.

The following framework will serve to guide the student teaching experience, from start to finish. The phases of student teaching include:

1. School Orientation/Observation – week 1 & 2 2. Induction(from minimum to maximum instructional responsibility) – week 2 – 8; and 3. Culmination/Phase Out – week 9 - 12

Each phase is addressed below.

Phase I: School Orientation/Observation

Schedule a time during the first few days of your student teaching when you and your mentor teacher can meet to review the information contained here. This orientation will help you gain a better understanding of your school community and policies. Using a recent, reliable human development text, review the growth and development characteristics of students at your assigned grade(s) for student teaching.

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Orientation activities (usually provided by a building administrator):

1. Meet with your mentor teacher to decide where you will be located (classroom desk, files, etc.). Get an overview of class procedures and where books and other materials are kept.

2. Tour the building. Introduce yourself to school personnel and colleagues. Locate key areas (office, library, cafeteria, workroom, auditorium, etc.).

3. Ask if you may have a copy of the Faculty Handbook and/or Department Policies (for secondary student teachers). Find out when any orientation meetings are held.

4. Review this Student Teaching Handbook with your mentor teacher.

Questions to ask the mentor teacher pertaining to your responsibilities:

1. Are teachers required to sign in and out of school? 2. Will you be performing special duties (hall, lunch, bus)? 3. When are faculty and departmental meetings, parent nights, and open house

functions scheduled? Mark these dates in your planning book or on your school calendar.

Questions to ask pertaining to school procedures:

1. Is there a school nurse on duty? If so, what days and times is the nurse available? 2. What is the procedure if a pupil is injured in class? 3. What are the roles and responsibilities of other members of the school professional

staff, including the school psychologist, social worker, library media specialist, reading specialist, learning coordinator, and guidance counselor? Learn about referral procedures for the school.

4. What are procedures for fire drills? Tornado drills? Emergency evacuations? Determine your responsibilities in these situations.

Questions to ask pertaining to classroom policies:

1. What are the classroom rules and management plan? What procedures are followed in discipline situations (such as referring pupils to the school's disciplinarian)?

2. Are there special procedures for transition times? 3. What are procedures for taking attendance, for recording and reporting absentees as

well as procedures to follow for tardy pupils? 4. Are hall passes or permission slips used? How?

Questions to ask pertaining to instructional resources:

1. What media equipment is available? How are projectors, videos, etc. scheduled? 2. Is it possible to duplicate instructional materials? 3. What are policies for student use of the library/media center? 4. What texts and supporting materials are used? 5. Will you be expected to use (or have available to use) an instructional bulletin

board? 6. What is the grading policy? How are grades reported to the students and their parents

(letter grades, P/F, etc.)? What options/limitations will you have in grading your units of teaching?

7. What types of daily lesson plan and unit plan formats are you expected to use? Does the mentor teacher have an example to follow?

8. What resources, activities, and opportunities in the community might you be able to draw on in your teaching?

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Questions to ask pertaining to students:

1. What is the general socio-economic background and cultural heritage of students attending your school?

2. How do students get to and from school (bus, walk, bikes, private transportation, car pool)? Approximately what percentage of students uses each of the forms of transportation?

3. What kinds of activities do students pursue after school? Where do they go to participate? Are there opportunities for you to get involved, too?

4. What is the level of parental involvement in the school? How are parents involved in the school, and how do they participate in their children's education?

5. Are there any allergies or specific health and/or participation restrictions of any of your students?

6. Are there special-needs students in your classes? If so, what types of specialist teachers assist in class or conduct pullouts?

7. What are the reading levels of your students? Do some of your students report to a Reading Specialist, Chapter I, or Reading Lab?

Orientation is critical to the student teacher's development of comfort and confidence. Most of what it concerns, however, is so obvious and well known to the mentor teacher that its newness and uniqueness for the student teacher is often overlooked. This should not and cannot happen if the student is to have the best chance for success and if the students' learning is to be maximized. The student teacher also shares the responsibility for taking the initiative for learning about the school and its curriculum, methods, management, materials, policies, and students. The process is simply not one of relying on "someone else" to do it or of passively absorbing whatever someone else gives. The student teacher should use all available opportunities to facilitate this orientation process and be an active participant in it.

Observation. Observation is an integral, on-going aspect of the student teaching experience. It should have a direct focus on instruction and the role of the teacher as a facilitator of instruction. It should also focus on ways in which the mentor teacher manages time, materials, and the classroom or school environment to ensure instructional opportunities are maximized.

When observing the mentor teacher in an instructional role, the student teacher should consider areas of planning, content, instructional techniques, and evaluation. Specific questions the student teacher might ask appear in a later section of the Handbook.

When observing the mentor teacher's approach to discipline and management, the following questions may prove important:

• How does the teacher provide for transitions between learning activities?

• How are changes of verbal and nonverbal communication used to modify student behavior?

• How does the teacher handle interruptions?

• How does the teacher handle disruptive students?

• What is the nature of the interaction between the teacher and students?

While the student teacher may spend the first week or two engaged in observation, he or she should be encouraged to begin participating in classroom activities as soon as possible; however, moving to the "Full Teach" aspect too quickly is not encouraged.

Phase II: Induction (from minimum to maximum instructional responsibility)

This phase is the most important and critical of the three since it relates most directly to the primary purpose of the student teaching experience -- preparation of a person who can both teach and ensure student learning. Induction into teaching is the process of changing one's image, status, and performance from a student to a professionally licensed teacher. It is an individual process, but it follows a pattern of varied activities -- not in sequence, but in duration and intensity. The discovery and practice of one's own most effective teaching style becomes the primary goal of the student teaching experience.

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The following induction pattern, tailored to the individual, will facilitate the discovery and development of that style, at a pace designed to establish a sense of confidence and competency in the student. Induction is based on a solid observation experience. A gradual phase into the role of “teaching” is requested.

Minimum instructional responsibility. Minimum instructional responsibility includes activities related to instruction which follow (or occur concurrently with) observation, but which precede whole class and full instructional responsibility. This includes a wide variety of possible activities, ranging from working with individual students on a tutorial basis on a single topic, to working with small groups, to teaching the whole class a segment of a topic or unit. It can also include such tasks as grading student work, preparing materials, preparing lesson plans, assisting the mentor teacher in a team-teaching situation, etc.

The above activities should be planned and executed within the context of enabling the student teacher to move next into maximum instructional responsibility – it is a means, not an end. It involves careful pre-planning, approval, and assessment by the mentor teacher.

Maximum instructional responsibility. This is what student teaching is all about and, what, in the final analysis, must be the primary basis for deciding if the experience has been successful and if the student should become a licensed teacher. Two fundamental assumptions guide this stage: (1) there is not a way of judging whether students can teach unless they are permitted to do so and are permitted to design the way in which they will teach; and (2) the mentor teacher is still the only person in the classroom both legally and contractually responsible for instruction and learning in that classroom. This means a situation must be designed that will satisfy both conditions.

Mentor teachers must be willing to allow some flexibility in planning on the part of the student teacher so an individual teaching style can be developed, but only to the extent learning on the part of the students is still assured. The student teacher must be willing to accept constructive criticisms and make necessary modifications in his/her approach. The mentor teacher is the final authority.

Assuming full instructional responsibility must be gradual and yet have as its final intent as complete responsibility as is possible:

* The process usually begins with responsibility for a single class, group, or subject.

* Full instructional responsibility, even for a single class, group, or subject, should not begin until after orientation, observation, and at least some other activities have occurred.

* Classes, groups, or subjects should be gradually added to the load of the student teacher, as competence is exhibited and confidence is gained, until the student teacher has assumed all of the instructional responsibilities of the mentor teacher.

* Full instructional responsibility should last a minimum of two weeks, preferably more, if it is to provide many opportunities for the student teacher to grow and develop, and if it is to provide sufficient time for constructive criticism and evaluation. This period should be commensurately lengthened for a full semester assignment.

Full instructional responsibility demands total commitment on the part of both the student teacher and mentor teacher:

• The student teacher must view the experience as a learning opportunity and be willing to accept and use the constructive criticisms of the mentor teacher and university supervisor.

• The student teacher must recognize the weight of the teaching-learning responsibilities involved and place this effort above all other commitments and responsibilities.

• The mentor teacher must continue to accept responsibility for the learning in the classroom.

• Full instructional responsibility involves the assumption by the student teacher of a “full class load” such as is shouldered by a teacher who is employed for 100% teaching time.

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Phase III: Culmination/Phase Out

Student teaching will eventually end, and the student teacher will be gone. It seems only logical to plan culminating the experience with specific activities just as it did to begin with planned orientation. This final phase should include:

* Transition of instructional and non-instructional responsibilities from the student teacher back to the mentor teacher. A gradual transition is suggested.

* Preparation of the students, particularly the younger ones, for the departure of the student teacher. An explanation that departure is not synonymous with failure may seem unnecessary, but without explanation, it is a possible assumption.

* Finalization of all student assigned responsibilities -- grading, reports, final assessments, recommendations, etc., and return by the student teacher of all mentor teacher and school-loaned materials.

* Intensive, directed observations of other teachers and/or schools are exceedingly meaningful at this time after the student has truly experienced the reality of teaching.

* An in-depth analysis of the experience, including recommendations from the mentor teacher relative to what can be done to continue development as a teacher. This is a good time for the mentor teacher to complete the final assessment on the student teacher and to conduct a conference with him/her and university supervisor to discuss the student teacher’s growth and potential areas for continued development

In the best of situations, there is really no end, at least to the relationship between the student teacher and mentor teacher. Many assignments result in a lifetime of continued friendship, contact, reinforcement, and help. And--not infrequently, student and mentor teachers find themselves peers in the same school.

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Roles of the Team Members Responsibilities of the Student Teacher What is the appropriate role for a student teacher? Is the student teacher an aide to the mentor teacher, a guest, or an intruder? The following list outlines the student teacher’s role and responsibilities:

1. The student teacher is a guest in the assigned school; therefore, he/she is expected to support school policies and personnel. All school rules and regulations must be followed.

2. Student teaching is a full-time job. This includes responsibility for the entire class plus any out-of-class responsibilities. Daily attendance and preparation will reflect the seriousness of this responsibility.

3. The student teacher is to be on time and prepared for each day. In the event of an absence or an emergency, it is the student teacher’s responsibility to notify the mentor teacher and UST supervisor as soon as possible. Absences other than those approved by the university, e.g., job fairs or interviews, will have to be made up. You are expected to be on campus during the regularly scheduled contract time. Any schedule variance will be discussed with your university supervisor. After four absences, student teachers must conference with the Coordinator of Student Teacher to determine whether student teaching may be continued.

4. The student teacher will dress, talk, and act as a professional. 5. The student teacher is to exemplify professionalism in dealing with confidential information. 6. The student teacher will assume responsibility for the quality of the experience, seek out new

involvement possibilities, and ask for new assignments or responsibilities as soon as possible. 7. The student teacher should take part in out-of-class activities such as PTA, faculty and

professional meetings, routine teaching and non-teaching tasks. 8. The student teacher is not a substitute teacher. 9. The student teacher will communicate with the university supervisor about problems, progress and

visitation times. 10. The student teacher will display self-reliance, desire, enthusiasm, and initiative. 11. The student teacher will develop detailed written lesson plans in advance of the lessons. Lesson

plans will incorporate the TEKS, actively involve students, and follow all school district policies and procedures.

12. The student teacher will discuss lesson plans with the mentor teacher before the lesson begins. 13. The student teacher will observe instructional strategies of the mentor teacher and classroom

management techniques employed. 14. The student teacher will learn names of the students in assigned classes as well as relevant staff

members in the school. 15. The student teacher should test new ideas within the structure the mentor teacher has established,

making them available to the mentor teacher several days in advance of the lesson. 16. The student teacher should be continually involved in the self-evaluation process. This includes

examining goals and outcomes of each instructional activity, reviewing videotapes of their teaching, soliciting feedback with suggestions for improvement, and seeking immediate answers to problems.

17. The student teacher will keep a reflective journal. The purpose of this journal is to allow the student teacher to reflect upon his/her professional development during the experience, to integrate theory with practice, and to communicate with the University Supervisor. (guidelines for the journal appear in the next section of the handbook)

18. The student teacher will submit a professional portfolio at the end of the semester. The portfolio is a compilation of evidence to show the student teacher’s progress from student to professional. Evidence of proficiency in each of the 6 domains is to be documented.

19. BE PATIENT WITH YOURSELF. Student teaching is a difficult job! Organize your time, get enough rest, eat well, and avoid undue stress while student teaching. You will perform best if you are fresh and mentally alert. Most importantly, enjoy your experience!

20. The Student Teacher should not get involved in activities with students on My Space and be aware of consequences and repercussions of photos/activities listed in Facebook.

21. The Student Teacher is required to participate in monthly meetings with the Field Experiences Director and fellow student teachers.

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GUIDELINES FOR DAILY/WEEKLY REFLECTIONS Cruickshank & Applegate (1981) describe reflective practice as a process that helps teachers think about what happened, why it happened, and what else could have been done to reach their goals. Each day you should reflect on your student teaching experiences and keep a journal on your thoughts and feelings. You should pick a time of day to do this that works best for you to write in your journal. You should record your experiences, observations, reactions, frustrations, successes, feelings, problems, ideas, insights, and questions. You should also reflect on how your experiences are contributing to or reinforcing your thinking about teaching, learning, and/or your views on schools in general. Also, as much as possible, compare and contrast what you are learning through your teaching experience with your education coursework taken prior to student teaching. Questions that can help stimulate your thinking for reflecting include the following:

1. How do you feel about your student teaching? Are you pleased with it? Are you not pleased with it? Why?

2. What is working and what is not working? Why?

3. What do you think might help for what is not working? Why?

4. Thinking back on your prior education coursework, what theories or best practices you learned

might explain how your teaching is going? What theories or other ideas or strategies you have learned in your prior education courses might you apply to improve your teaching?

5. From your teaching experience, what are you learning? What do you want to remember to do new

or do differently in the future or not do in the future? What insights are you gaining?

6. What are you finding most helpful, interesting, surprising, or troubling about your student teaching experience?

7. How is your student teaching experience influencing your values and beliefs about teaching?

8. As a result of your student teaching, what questions do you have? What do you want to learn

more about related to teaching? Additional questions that can help stimulate your thinking for your final reflection include the following:

1. Was student teaching what you expected? Why?

2. What, if anything, would have made your student teaching experience more enriching and beneficial? Why?

3. How well did your prior coursework prepare you for your student teaching? What could have

been done differently in your prior coursework that would have better prepared you for student teaching?

Reference Cruickshank, D., & Applegate, J. (1981). Reflective teaching as a strategy for teacher growth. Educational leadership, 38, 553-554.

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Responsibilities of the Mentor teacher Qualifications Mentor teachers hold a significant and enviable position among teacher educators. Studies reveal experienced teachers describe their student teaching experience as having had a profound influence in determining the kind of teacher they would become. Mentor teachers are in a unique position to induct newcomers into the profession and to pass on the "torch of experience" to those who will follow them in their work. To qualify as a student teaching mentor teacher, you must have a minimum of three (3) years of classroom teaching experience, possess certification in the content area you are teaching, and be identified and recommended as a quality role-model by your building principal and/or district office As a mentor teacher, you will probably have the greatest influence on the development of the teacher candidate as a new professional in education. This responsibility is a highly significant one and we appreciate your involvement in this college-school partnership. Providing a climate for open and honest discussion of questions and concerns will help to create the growth environment and support system the teacher candidate needs.

The role of the mentor teacher is to TEACH the candidate what you know about good teaching practices, COACH the candidate so their skills will be developed in a supportive, mentored environment, and provide opportunities for the teacher candidate to REFLECT on the many aspects of the teaching/learning process. By encouraging the teacher candidate to analyze his/her own progress and identify problems and possible solutions, the transfer into the role of decision maker in his or her own classroom will be more easily made. The following guidelines will help to facilitate this process.

1. Participate in a mid-point and summative evaluation conference with the student teacher and university supervisor. In preparation for these conferences, please conduct at least one observation of your student teacher and complete the two page Evaluation form. (All forms to be provided to you by the university supervisor)

2. Insure adequate continuity, class contact, and supervision of the student teacher program. The student teacher should be part of a teaching team and will not be considered as a replacement for the regular teacher.

3. Define the student teacher’s role in terms of his/her duties and responsibilities. To accomplish this the mentor teacher should:

a. Schedule a conference with the student teacher early in the experience to clarify the role of the student teacher in a given situation.

b. Provide many opportunities for the student teacher to observe methods as appropriate to the profession.

c. Assist the student teacher in developing a professional attitude in all of his/her contacts with school and community.

d. Assist the student teacher in becoming acquainted with the regulations applicable to pupils and teachers in the school.

e. Clarify the student teacher’s responsibilities with respect to making lesson plans, securing and organizing appropriate materials, and other necessary activities.

f. Advise the student teacher well in advance of the time when a lesson or unit is expected to be taught.

4. Keep an anecdotal record on the Teacher Candidate’s classroom performance. Enter your comments, if possible on a blog that will be created for you. The University Supervisor and Teacher Candidate will have access to this blog and be able to make comments on your comments. During the Summative Evaluation conference, please share three items from your anecdotal record that will make the teacher candidate an effective teacher.

5. Insure the student teacher’s induction in actual teaching at a rate that seems appropriate for the student teacher. A helpful model is a three-phase process: (1) the mentor teacher directly models lesson teaching, (2) the student teacher teaches a comparable lesson using the mentor teacher’s lesson plans, and (3) the student teacher plans and teaches a lesson.

6. Make sure the student teacher has planned adequately before being permitted to teach. Choose a time to meet daily with your student teacher to review planned lessons and provide feedback and constructive criticisms.

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7. Keep the student teacher informed of progress, making constructive suggestions and criticisms as necessary. Continue to evaluate the student teacher on a regular basis, even after they have taken over the teaching responsibilities completely.

8. Help the student teacher reflect upon his/her teaching. Student teachers are being asked to more lessons (at least one early in full-teach experience). This is a valuable tool for helping student teachers to analyze their teaching practice. Your assistance in videotaping the student teacher would be appreciated. If, for some reason, videotaping the student teacher would be an inconvenience, please visit with your university supervisor. Help the student teacher to develop a document for students’ evaluation of his/her work – formative or summative.

9. Review the student teacher’s daily activities, problems, and successes with the university supervisor. The supervisor is available to provide assistance in the role of the mentor teacher, and to work as a partner in this responsibility. Do not hesitate to ask for assistance or suggestions.

10. Openly communicate with the university supervisor to ensure any problems or concerns are addressed immediately. The university supervisor will make an initial visit, plus a minimum of three formal observations for student teachers assigned a full semester. Other informal visits should occur bi-weekly, ensuring many opportunities to discuss concerns.

Responsibilities of the University Supervisor

Supervising student teachers is a complex task. It requires a mixture of administrative skills and "people" skills. We not only ask them to be a skilled communicator, seminar leader, and facilitator, but also ask them to deliver, monitor, and collect paperwork that can only be completed on-site by the student teacher and the mentor teachers.

The criteria to meet to be a University Supervisor is 1) to be an experienced classroom teacher with at least 3 years experience preferably at the level and content of the student teacher being supervised; 2) have a Doctorate Degree; 3) have received training at the university level as a mentor; and 4) preferably has experience evaluating classroom teachers using the Texas Professional Development Appraisal System or as with an alternative, approved evaluation method. Exceptions to these qualifications will be considered on an individual basis involving the Director of Field Experiences and the Dean.

The University Supervisor should check-in weekly via phone/email with the mentor teacher. The check-in should let the University Supervisor know how the student teacher is doing – great, good, fair or poor and, if not great what is missing. If needed, corrective actions should be taken.

Below are suggestions for supervising student teachers as they work toward objectives listed as Program Objectives. As you will see, some of the activities fall into the administrative category and must be completed in a timely fashion. Other suggestions listed are for information.

Pre-teaching Period. Serves as a liaison between the university and cooperating school

1. Orients student teachers to assignment, calendar, expectations, and procedures to be followed. 2. Makes an initial visit to check on the student teacher placement during the first few days of the

placement. 3. Provides a communication link between the university and the cooperating school, and clarifies for

the mentor teacher the goals and objectives for student teaching. 4. Communicates any suggestions made by mentor teachers to appropriate personnel of the

university. 5. Maintains communication with the administration of the cooperating school to enlist its assistance

in the development of the student teaching program.

Induction Period.

1. Observes the student teacher a minimum of three times during the semester. Four-five observations should be for the entire lesson. Schedules visits based on weekly schedules provided by student teachers. The initial visits may be arranged in advance with student teachers and/or mentor teachers. Some visits may be unannounced.

2. Shares teaching and learning experiences in the classroom with student teachers and mentor teachers. Reviews lesson plans giving suggestions (lesson plans are required).

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3. Initiates a discussion about teaching styles. This is our first opportunity to identify potential mismatches. Hopefully, styles of the student teacher and mentor teacher will mesh well and each will learn from the other.

4. Provides detailed information to student teacher including comments on instructional delivery, use of supportive materials, and classroom management skills. Opens up discussions with the student teacher about

a. literacy concerns of their students, b. ADD behaviors, c. inclusion situations, and d. diversity issues.

5. Evaluates, along with the mentor teacher, the student teacher’s strengths and weaknesses and prescribes behaviors for achieving competencies.

6. Confers with the student teacher and the mentor teacher as often as needed to encourage and assist. Assists with problems encountered in relationships with the mentor teachers and staff.

7. Assess the student teacher's sense of "self-assessment" and determine need for further guidance to develop self-assessment skills. Help the student teacher to develop a document for students’ evaluation of his/her work – formative or summative.

8. Evaluates the student teacher:

• Gives feedback to the student after each observation. • Has a conference and completes a midterm evaluation being sure to share it with the

student teacher. • Completes a final/summative evaluation. Return final evaluation forms to the Office of

Field Experiences in a timely manner. • Assigns the final grade. The mentor teacher gives substantial input into the final grade. • Is alert and responsive to potential problems. Initiates reassignment if necessary.

9. Informs the Director of Field Experiences regarding special situations that may arise and areas of concern.

Culmination Period.

1. Facilitates other appropriate observations for the student teacher. 2. Facilitates a meeting between the student teacher and their new mentor teacher if the student

teacher has a split placement. 3. Conducts a final meeting to inform the student teacher of procedures for applying for a teaching

position, collect materials, and discuss other pertinent information. 4. Expresses personal appreciation to the mentor teacher and the principal for their participation in

the experience. May suggest to the student teacher that an appropriate card, flowers, or other small gift would be a nice departure gesture.

Responsibilities of the Director of Field Experiences

1. Provides leadership in developing and maintaining appropriate field experience programs and in preparing and distributing information about them.

2. Maintains liaison with schools and makes all contacts with administrative personnel in:

a. Cooperating with the university faculty as well as the public schools in assigning student teachers to mentor teachers.

b. Maintaining approved lists of personnel in cooperating schools.

c. Cooperating with the university faculty in assigning student teachers to university supervisors.

d. Mediating problem situations as appropriate.

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3. Coordinates with Department Faculty to verify students’ eligibility.

4. Collects Final/Summative Evaluations and forwards them for filing in student files.

5. Represents UST in its relationship with other institutions, professional associations and groups, and accrediting agencies.

6. Meets with teachers and administrators to describe field experience programs, to answer questions, to address concerns, and to solicit recommendations for program improvement.

7. Collects data regularly from students, teachers, mentor teachers, principals, district administrators, and center directors for the purpose of program improvement.

Teaching Dispositions Besides the knowledge and skill of teaching, teaching dispositions are critically important to the success of teachers. What are these dispositions? Quite simply, teaching dispositions are the professional attitudes, values, beliefs, commitments, and behaviors needed for successful teaching. Such professional qualities include an understanding that all students can learn and the ability to deal with stress, cope with the changing demands and needs of students, accept constructive criticism, and to be punctual. A key point to keep in mind about teaching dispositions is that they are developmental. That is, they can and should be targets for improvement. Thus, it is important for teacher candidates to be aware of their teaching dispositions, their individual strengths and weaknesses relative to the various dispositions, and to have a plan for addressing areas of their weakness. A complete list of desired teaching dispositions is included in the UST Teaching Dispositions Assessment Form. This form can be found on the UST School of Education website. During your student teaching, your teaching dispositions will be assessed twice. Your mentor teacher will assess your teaching dispositions in week two or three of student teaching experience and again during week nine or ten. Assessing your dispositions twice will give you the opportunity to target and address areas in need of improvement between the two assessments.

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Evaluation and Recommendation Processes

The evaluation stage of the student teaching program is continuous for the student teacher throughout the entire experience. The student teacher is to be continuously analyzing and evaluating his/her effect in the classroom, making changes because of his/her evaluation. Without this self-evaluation step, the student teacher cannot grow.

Methods of self-evaluation the student teacher can use include:

• Visit with mentor teacher after a lesson or at the end of a day to explore together the evidence the lesson’s objectives have been met and determine the effectiveness of methods and activities used.

• Videotaping is a valuable tool for helping teachers to analyze their teaching practice, to observe one’s non-verbal communication, poise, confidence, voice, lesson structure, etc. Student teachers are required to videotape two of their instructional activities (see grading standards, page 29 for details).

• Audiotape of classroom to be played back at home for student teacher’s evaluation of voice, questions, class participation, etc.

• Informal questions asked to students concerning classroom management, class activities, important points of a lesson (What do you think is the most important point made in today’s lesson? or What thing(s) did you learn in today’s lesson?). Develop a document for students’ evaluation of your work – formative or summative.

• Reflections on student teaching in your portfolio (required – see grading standards, page 29 for details).

The mentor teacher and university supervisor team with the student teacher in a continuous evaluation process enabling them to analyze performance and formulate more effective instructional techniques. As the student teacher progresses in his/her development, the mentor teacher becomes less involved in the evaluation process. The goal of the experience is to enable the student teacher to do effective self-analysis revealing causes, consequences, and generates alternatives.

Therefore, it is essential evaluation is not considered a grade or completion of the competency list, but viewed instead as a process vital to teacher growth and improvement of teaching in general.

Midpoint Evaluation The midpoint affords a good opportunity for a more comprehensive look at the teacher candidate's progress. He or she has been in the school long enough for patterns to emerge but has enough time remaining so concentrated effort can be devoted to improving teaching effectiveness. This type of conference can be reassuring in terms that progress has been made as well as identifying areas for continuous growth with enough time to strengthen weak areas. The structure identified for the mid-point conference provides opportunity for the teacher candidate to self-evaluate as well as the mentor teacher to provide evaluative feedback.

The midpoint evaluation form should be completed by the mentor teacher and the student teacher then shared during a midpoint conference with the university supervisor present. If the university supervisor is not present, a copy of the completed midpoint evaluation form will be given to the supervisor. The midpoint evaluation forms will not become a part of the teacher candidate's credential file.

The intent of the midpoint evaluation is:

• To assess the effectiveness of the student teacher’s performance • To discuss concerns about any areas of difficulty related to the student teaching or

supervision experience • To identify goals for the remainder of the experience and design a plan to meet those

goals

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Summative Evaluation

The student teacher will complete a self-evaluation. A copy of this should be given to the university supervisor and mentor teacher. The university supervisor and mentor teacher will then complete their final evaluation forms. After all three parties have completed their forms, they will meet to discuss their evaluations. After this meeting, the university supervisor should turn copies of all evaluations into the Director of Field Experiences. The university supervisor will pick up this form prior to the end of the semester.

Appraisal Framework Domain I: Active, Successful Student Participation in the Learning Process Evaluation Dimensions: a. Quantity and quality of active student participation in the learning process is evident b. Students are challenged by instruction and make connections to work and life applications, both within the discipline and with other disciplines. EVALUATION CRITERIA

Exceeds Expectations

ALMOST ALL OF THE TIME 1. Students are actively engaged in learning. 2. Students are successful in learning. 3. Students behaviors indicate learning is at a high cognitive level (e.g., critical thinking, creative thinking, problem solving, etc.) 4. Students are self-directed/self-initiated as appropriate to the lesson objectives. 5. Students are connecting learning to work and life applications, both within the discipline and with other disciplines.

Proficient

MOST OF THE TIME 1. Students are actively engaged in learning. 2. Students are successful in learning. 3. Students behaviors indicate learning is at a high cognitive level (e.g., critical thinking, creative thinking, problem solving, etc.) 4. Students are self-directed/self-initiated as appropriate to the lesson objectives. 5. Students are connecting learning to work and life applications, both within the discipline and with other disciplines.

Below Expectations

SOME OF THE TIME 1. Students are actively engaged in learning. 2. Students are successful in learning. 3. Students behaviors indicate learning is at a high cognitive level (e.g., critical thinking, creative thinking, problem solving, etc.) 4. Students are self-directed/self-initiated as appropriate to the lesson objectives. 5. Students are connecting learning to work and life applications, both within the discipline and with other disciplines.

Unsatisfactory

LESS THAN HALF OF THE TIME 1. Students are actively engaged in learning. 2. Students are successful in learning. 3. Students behaviors indicate learning is at a high cognitive level (e.g., critical thinking, creative thinking, problem solving, etc.) 4. Students are self-directed/self-initiated as appropriate to the lesson objectives. 5. Students are connecting learning to work and life applications, both within the discipline and with other disciplines.

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Domain II: LEARNER-CENTERED INSTRUCTION Evaluation Dimensions: a. The instructional content is based on appropriate goals and objectives. b. The instructional content includes basic knowledge and skills, as well as central themes and concepts, both within the discipline and other disciplines. c. The instructional strategies are aligned with learning objectives and activities, student needs, and work and life applications, both within the discipline and with other disciplines. d. The instructional strategies promote application of learning through critical thinking and problem solving. e. The teacher uses appropriate motivational and instructional strategies which successfully and actively engage students in the learning process. EVALUATION CRITERIA

Exceeds Expectations

ALMOST ALL OF THE TIME 1. Objectives and goals include basic knowledge/skills and central themes/concepts of discipline. 2. Instructional content is learner-centered (e.g., relates to the interests and varied characteristics of students). 3. Instructional strategies promote critical thinking and problem solving. 4. Instructional strategies include motivational techniques to successfully and actively engage students in the learning process. 5. Instructional strategies are aligned with the objectives, activities, student characteristics, prior learning, and work and life applications both within the discipline and with other disciplines. 6. The teacher varies activities appropriately and maintains appropriate pacing and sequencing of instruction. 7. The teacher emphasizes the value and importance of the activity/content. 8. The teacher uses appropriate questioning and inquiry techniques to challenge students. 9. The teacher makes appropriate and effective use of available technology as a part of the instructional process.

Proficient

MOST OF THE TIME 1. Objectives and goals include basic knowledge/skills and central themes/concepts of discipline. 2. Instructional content is learner-centered (e.g., relates to the interests and varied characteristics of students). 3. Instructional strategies promote critical thinking and problem solving. 4. Instructional strategies include motivational techniques to successfully and actively engage students in the learning process. 5. Instructional strategies are aligned with the objectives, activities, student characteristics, prior learning, and work and life applications both within the discipline and with other disciplines. 6. The teacher varies activities appropriately and maintains appropriate pacing and sequencing of instruction. 7. The teacher emphasizes the value and importance of the activity/content. 8. The teacher uses appropriate questioning and inquiry techniques to challenge students. 9. The teacher makes appropriate and effective use of available technology as a part of the instructional process.

Below Expectations

SOME OF THE TIME 1. Objectives and goals include basic knowledge/skills and central themes/concepts of discipline. 2. Instructional content is learner-centered (e.g., relates to the interests and varied characteristics of students). 3. Instructional strategies promote critical thinking and problem solving. 4. Instructional strategies include motivational techniques to successfully and actively engage students in the learning process. 5. Instructional strategies are aligned with the objectives, activities, student characteristics, prior learning, and work and life applications both within the discipline and with other disciplines. 6. The teacher varies activities appropriately and maintains appropriate pacing and sequencing of instruction. 7. The teacher emphasizes the value and importance of the activity/content. 8. The teacher uses appropriate questioning and inquiry techniques to challenge students. 9. The teacher makes appropriate and effective use of available technology as a part of the instructional process.

Unsatisfactory

LESS THAN HALF OF THE TIME 1. Objectives and goals include basic knowledge/skills and central themes/concepts of discipline. 2. Instructional content is learner-centered (e.g., relates to the interests and varied characteristics of students). 3. Instructional strategies promote critical thinking and problem solving. 4. Instructional strategies include motivational techniques to successfully and actively engage students in the learning process. 5. Instructional strategies are aligned with the objectives, activities, student characteristics, prior learning, and work and life applications both within the discipline and with other disciplines. 6. The teacher varies activities appropriately and maintains appropriate pacing and sequencing of instruction. 7. The teacher emphasizes the value and importance of the activity/content. 8. The teacher uses appropriate questioning and inquiry techniques to challenge students. 9. The teacher makes appropriate and effective use of available technology as a part of the instructional process.

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Domain III: Evaluation and Feedback on Student Progress Evaluation Dimensions: a. The teacher aligns assessment and feedback with goals and objectives and instructional strategies. b. The teacher uses a variety of evaluation and feedback strategies which are appropriate to the varied characteristics of the student. EVALUATION CRITERIA

Exceeds Expectations

ALMOST ALL OF THE TIME 1. Academic progress of students is monitored and assessed 2. Assessment and feedback are aligned with goals and objectives and instructional strategies. 3. Assessment strategies are appropriate to the varied characteristics of students. 4. Student learning is reinforced. 5. Students receive specific constructive feedback. 6. The teacher provides opportunities for relearning and re-evaluation of material.

Proficient MOST OF THE TIME 1. Academic progress of students is monitored and assessed 2. Assessment and feedback are aligned with goals and objectives and instructional strategies. 3. Assessment strategies are appropriate to the varied characteristics of students. 4. Student learning is reinforced. 5. Students receive specific constructive feedback. 6. The teacher provides opportunities for relearning and re-evaluation of material.

Below Expectations

SOME OF THE TIME 1. Academic progress of students is monitored and assessed 2. Assessment and feedback are aligned with goals and objectives and instructional strategies. 3. Assessment strategies are appropriate to the varied characteristics of students. 4. Student learning is reinforced. 5. Students receive specific constructive feedback. 6. The teacher provides opportunities for relearning and re-evaluation of material.

Unsatisfactory

LESS THAN HALF OF THE TIME 1. Academic progress of students is monitored and assessed 2. Assessment and feedback are aligned with goals and objectives and instructional strategies. 3. Assessment strategies are appropriate to the varied characteristics of students. 4. Student learning is reinforced. 5. Students receive specific constructive feedback. 6. The teacher provides opportunities for relearning and re-evaluation of material.

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Domain IV: Management of Student Discipline, Instructional Strategies, Time and Materials Evaluation Dimensions: a. The teacher effectively implements the discipline-management procedures approved by the district. b. The teacher establishes a classroom environment which promotes and encourages self-discipline and self-directed learning. c. The teacher selects instructional materials which are equitable and acknowledge the varied characteristics of all students. d. The teacher effectively and efficiently manages time and materials. EVALUATION CRITERIA

Exceeds Expectations

ALMOST ALL OF THE TIME 1. The teacher effectively implements the discipline-management procedures approved by the campus. The teacher participates in the development of discipline management procedures and offers suggestions for improvement. 2. The teacher establishes a classroom environment which promotes and encourages self-discipline and self-directed learning as appropriate. 3. The teacher interacts with students in an equitable manner, including the fair application of rules. 4. The teacher specifies expectations for desired behavior. 5. The teacher intervenes and re-directs off-task, inappropriate or disruptive behavior as needed. 6. The teacher reinforces desired behavior when appropriate. 7. The instructional materials selected by the teacher are equitable and acknowledge the varied characteristics of all students. 8. The teacher effectively and efficiently manages time and materials.

Proficient MOST OF THE TIME 1. The teacher effectively implements the discipline-management procedures approved by the campus. The teacher participates in the development of discipline management procedures and offers suggestions for improvement. 2. The teacher establishes a classroom environment which promotes and encourages self-discipline and self-directed learning as appropriate. 3. The teacher interacts with students in an equitable manner, including the fair application of rules. 4. The teacher specifies expectations for desired behavior. 5. The teacher intervenes and re-directs off-task, inappropriate or disruptive behavior as needed. 6. The teacher reinforces desired behavior when appropriate. 7. The instructional materials selected by the teacher are equitable and acknowledge the varied characteristics of all students. 8. The teacher effectively and efficiently manages time and materials.

Below Expectations

SOME OF THE TIME 1. The teacher effectively implements the discipline-management procedures approved by the campus. The teacher participates in the development of discipline management procedures and offers suggestions for improvement. 2. The teacher establishes a classroom environment which promotes and encourages self-discipline and self-directed learning as appropriate. 3. The teacher interacts with students in an equitable manner, including the fair application of rules. 4. The teacher specifies expectations for desired behavior. 5. The teacher intervenes and re-directs off-task, inappropriate or disruptive behavior as needed. 6. The teacher reinforces desired behavior when appropriate. 7. The instructional materials selected by the teacher are equitable and acknowledge the varied characteristics of all students. 8. The teacher effectively and efficiently manages time and materials.

Unsatisfactory

LESS THAN HALF OF THE TIME 1. The teacher effectively implements the discipline-management procedures approved by the campus. The teacher participates in the development of discipline management procedures and offers suggestions for improvement. 2. The teacher establishes a classroom environment which promotes and encourages self-discipline and self-directed learning as appropriate. 3. The teacher interacts with students in an equitable manner, including the fair application of rules. 4. The teacher specifies expectations for desired behavior. 5. The teacher intervenes and re-directs off-task, inappropriate or disruptive behavior as needed. 6. The teacher reinforces desired behavior when appropriate. 7. The instructional materials selected by the teacher are equitable and acknowledge the varied characteristics of all students. 8. The teacher effectively and efficiently manages time and materials.

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Domain V: Professional Communication Evaluation Dimensions: a. The teacher uses appropriate and accurate written, verbal, and non-verbal modes of communication with students. b. The teacher uses appropriate and accurate written, verbal, and non-verbal modes of communication with parents, staff, community members, and other professionals. c. The teacher’s interactions are supportive, courteous, respectful, and encouraging to students who are reluctant and having difficulty. EVALUATION CRITERIA

Exceeds Expectations

ALMOST ALL OF THE TIME 1. The teacher uses appropriate and accurate written communication with students. 2. The teacher uses appropriate and accurate verbal and non-verbal communication with students. 3. The teacher encourages and supports students who are reluctant or having difficulty. 4. The teacher uses appropriate and accurate written communication with parents, staff, community members, and other professionals. 5. The teacher uses appropriate and accurate verbal and non-verbal communication with parents, staff, community members, and other professionals. 6. The teacher’s interactions are supportive, courteous, and respectful with students, parents, staff, community members, and other professionals.

Proficient MOST OF THE TIME 1. The teacher uses appropriate and accurate written communication with students. 2. The teacher uses appropriate and accurate verbal and non-verbal communication with students. 3. The teacher encourages and supports students who are reluctant or having difficulty. 4. The teacher uses appropriate and accurate written communication with parents, staff, community members, and other professionals. 5. The teacher uses appropriate and accurate verbal and non-verbal communication with parents, staff, community members, and other professionals. 6. The teacher’s interactions are supportive, courteous, and respectful with students, parents, staff, community members, and other professionals.

Below Expectations

SOME OF THE TIME 1. The teacher uses appropriate and accurate written communication with students. 2. The teacher uses appropriate and accurate verbal and non-verbal communication with students. 3. The teacher encourages and supports students who are reluctant or having difficulty. 4. The teacher uses appropriate and accurate written communication with parents, staff, community members, and other professionals. 5. The teacher uses appropriate and accurate verbal and non-verbal communication with parents, staff, community members, and other professionals. 6. The teacher’s interactions are supportive, courteous, and respectful with students, parents, staff, community members, and other professionals.

Unsatisfactory

LESS THAN HALF OF THE TIME 1. The teacher uses appropriate and accurate written communication with students. 2. The teacher uses appropriate and accurate verbal and non-verbal communication with students. 3. The teacher encourages and supports students who are reluctant or having difficulty. 4. The teacher uses appropriate and accurate written communication with parents, staff, community members, and other professionals. 5. The teacher uses appropriate and accurate verbal and non-verbal communication with parents, staff, community members, and other professionals. 6. The teacher’s interactions are supportive, courteous, and respectful with students, parents, staff, community members, and other professionals.

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Domain VI: Professional Development Evaluation Dimensions: a. The teacher determines and participates in professional development goals and activities that are aligned with the goals of the campus and the goals of the district. b. The teacher correlates professional development activities with assigned subject content and the varied needs of students. c. The teacher exhibits a willingness to collaborate with colleagues and other professionals for continuous growth and development. d. The teacher correlates professional development activities with the prior performance appraisal. EVALUATION CRITERIA

Exceeds Expectations

ALMOST ALL OF THE TIME 1. The teacher successfully seeks out and engages in professional development activities that positively correlate with the goals of the campus and district. 2. The teacher successfully correlates professional development activities with assigned subject content and the varied needs of students. 3. The teacher successfully engages in professional development activities that positively correlate with the prior performance appraisal. 4. The teacher works collaboratively and constructively with colleagues and other professionals toward the overall improvement of student performance.

Proficient MOST OF THE TIME 1. The teacher successfully seeks out and engages in professional development activities that positively correlate with the goals of the campus and district. 2. The teacher successfully correlates professional development activities with assigned subject content and the varied needs of students. 3. The teacher successfully engages in professional development activities that positively correlate with the prior performance appraisal. 4. The teacher works collaboratively and constructively with colleagues and other professionals toward the overall improvement of student performance

Below Expectations

SOME OF THE TIME 1. The teacher successfully seeks out and engages in professional development activities that positively correlate with the goals of the campus and district. 2. The teacher successfully correlates professional development activities with assigned subject content and the varied needs of students. 3. The teacher successfully engages in professional development activities that positively correlate with the prior performance appraisal. 4. The teacher works collaboratively and constructively with colleagues and other professionals toward the overall improvement of student performance

Unsatisfactory

LESS THAN HALF OF THE TIME 1. The teacher successfully seeks out and engages in professional development activities that positively correlate with the goals of the campus and district. 2. The teacher successfully correlates professional development activities with assigned subject content and the varied needs of students. 3. The teacher successfully engages in professional development activities that positively correlate with the prior performance appraisal. 4. The teacher works collaboratively and constructively with colleagues and other professionals toward the overall improvement of student performance

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Grading

Grading for student teaching is based on teaching performance (50%), teaching dispositions (15%), your portfolio and videos (20%) and following program guidelines (including attending the Mentor Teacher Appreciation Brunch) (15%). The University Supervisor assigns the grade with input from the mentor teacher and student teacher.

Student Assignments Grading Standards

‘A’ Level Expectations for Portfolios-

1. Need to include a variety of artifacts – students’ work, lesson plans, photos and/or videos on CD, mentor teacher written comments, student written comments, excerpts from your journal, etc.

2. For each artifact, it is clearly indicated what domain the artifact relates to and what the artifact demonstrates about your teaching related to the domain

3. At least three artifacts support high performance in each of the evaluation instrument’s domains 4. Need to be done on an on-going basis – not at the end of student teaching 5. Need to have a table of contents with divided sections for each domain 6. Can be done in a paper/notebook or electronic format 7. Besides the artifacts mentioned above, you are also expected to include, in 50 words or more, a

daily reflection in your portfolio. Each daily entry should address your reflections (see page 15 for guidelines) on your student teaching experience regarding one of the domains from the evaluation instrument. Your reflection can be based on something you observed, did, or just thought about during the day. Please be sure to include your reflection in the applicable section of your portfolio. Finally, at the time of your ‘full-day/time’ student teaching, you will only need to provide one reflection weekly instead of one daily.

‘A’ Level Expectations for Videos-

1. You did two videos of your teaching. One was completed during the first four weeks of your student teaching. The second was completed by week #10. The reason for doing two videos is that previous UST Student Teachers found their review of these videos helpful toward improving their teaching skills. This is because comparing the two videos can help you and your university supervisor to assess your progress from the start to the end of your student teaching experience.

2. Your first video just needs to capture about a 20 minute lesson that you taught. Besides the video, you should also give your university supervisor a copy of the lesson plan that relates to your video taped lesson.

3. Your second video should be a maximum of 38 minutes in length and include the following elements:

a. Video Introduction: Introduce yourself on tape, and provide a brief description of your class including the number of students and the context of the lesson you will be teaching (maximum time: 3 minutes)

b. Lesson: The lesson must consist of a continuous, unedited lesson (no breaks or pauses) showing the candidate teaching in his or her classroom. (maximum time: 30 minutes)

c. Reflection: The video should conclude with a reflective analysis where the student teacher responds to the following questions:

i. What did the students learn as a result of this lesson? ii. What did you like most about the lesson?

iii. What did you learn from this lesson? iv. What changes, if any, would you make if you were to re-teach this lesson?

(maximum time 5 minutes) d. Written Lesson Plan: Include with the video the written lesson plan used for the

videotaped lesson. Please include a description of your class – males, females, special needs students, and limited English proficiency students grouping pattern used, if any, and also include a written reflection of the lesson taught.

e. Grading Criteria for your second video:

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i. Planning and Preparation – (1) Were the lesson plans and the identified objectives appropriate for students, and did the students accomplish the objectives? (2) Were the instructional materials appropriate and stimulating?

ii. Knowledge and Presentation of Subject Matter – (1) Did the teacher actively engage the students in the learning process and reinforce learning? (2) Did the teacher show skill in questioning and examples that clearly communicate ideas to the students?

iii. Management of Instruction – (1) Did the teacher use the time effectively? (2) Did the teacher induce enthusiasm and respond effectively to student behavior?

iv. Interaction and Communication: (1) Did the teacher establish an atmosphere of trust and mutual respect? (2) Did the teacher and students communicate effectively?

v. Professional Image and Presentation – (1) Did the teacher project an image that reflects professionalism and commitment? (2) Is the presentation one that can be used to model excellence in student teaching?

vi. Inclusion of All Students – All video images should include students. 4. Each video was put on a standard DVD for your university supervisor to review

Withdrawal

To withdraw from a required field experience is an important matter with serious consequences. It recognizes the student, mentor teacher(s), and university supervisor(s) have explored and implemented all appropriate courses of action, but without success. Situations warranting withdrawal from student teaching include but are not limited to personal circumstances; a change of mind regarding the suitability of a career in a specific field; deficiencies in necessary knowledge, skills or dispositions; absences; irresponsible, unprofessional, or unethical behavior; and violation of rules and responsibilities outlined in the Student Teaching Handbook.

Student teachers may withdraw from student teaching and receive either a W or F according to the University's withdrawal guidelines. Students withdrawing from student teaching must report to the Office of Field Experiences.

Dismissal

A student may be dismissed for these reasons:

1. Non-adherence to school policy and/or procedures. 2. Failure to meet UST School of Education program requirements.

3. Failure to meet moral and ethical standards of the profession as defined by the school and the University.

If the school administrator, the mentor teacher, and /or university supervisor decide a student teacher is to be dismissed, the UST School of Education must be contacted. The student teacher will receive a failing grade. The student will have the opportunity to re-enroll in student teaching in a subsequent semester, depending upon the grounds for dismissal. See Code of Conduct for details on appeals process.

A student teacher dismissed from a school on the basis of admitted and/or documented evidence of sexual misconduct with pupil(s) at the school site will have a report of that misconduct become part of his/her permanent record file. Any subsequent placements will only be made with the full knowledge and consent of the superintendent of the participating school district and the college Dean. Recommendation for certification shall remain contingent upon satisfactory completion of all required student teaching experiences, including evidence of good moral character.

The Dean retains the right to deny a student from student teaching.

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Field Intervention

Evaluation is a continuous part of the total student teaching experience and is a cooperative process shared by the student, mentor teacher, and supervisor. The experience should be structured to facilitate success, not failure, and every effort will be made to provide each student with the support needed to perform to the best of his/her ability.

At anytime during student teaching if there is an indication of unacceptable performance, the mentor teacher and/or the supervisor will meet with the student to discuss concerns and implement strategies for improvement. If the mentor teacher and/or supervisor feel the student's performance warrants further review, they may want to contact the Director of Field Experiences regarding extension and/or placement changes. The director will work with the supervisor, mentor teacher, and student to review the following options:

1. Student may withdraw with the option of re-enrolling in another term at a different site.

2. Student may be reassigned to another site having been advised the lack of progress has placed the student in jeopardy.

3. Student may withdraw from a program leading to certification and complete coursework for a degree not including certification in teaching.

4. Student may continue at the same site having been advised of the limitations and difficulties, but choosing to remain.

The director will recommend the option best fitting the needs of the student. Action will be taken immediately to implement the appropriate course of action. The mentor teacher and supervisor will be advised of the decision. The student has the right to appeal in writing.

A student failing student teaching must satisfactorily complete an intervention experience before being considered eligible for a final teaching experience. The Director of Field Experiences arranges the intervention for the student. The length of time varies with each student's needs. The student teacher is not eligible for redoing student teaching for the second and final time until the intervention is successfully completed.

Extended Student Teaching If the required number of weeks to meet certification standards is not reached, the student teacher must complete additional school- based classroom time. The student teacher will receive a grade of “I” until the time standard is met. The grade will be changed to a grade if the experience has been completed successfully.

Failing Student Teaching A student teacher who has failed student teaching is to receive a completed evaluation form and contract indicating the intervention necessary for the student. The mentor teacher and the supervisor complete the evaluation form and the contract, and then return these to the Director of Field Experiences.

Recommendation / Placement Files Confidentiality and the Final Recommendation Form Since 1974, when Congress passed the General Evaluation Provision Act and an amendment, known as the Buckley Amendment, confidentiality of student teaching recommendations are prohibited in teacher education institutions receiving federal funds. The essence of this amendment is teacher candidates are given absolute right to see their final recommendation. They also have the right not to include the recommendation in their credential file. Teacher candidates at the University of St. Thomas can waive the confidentiality right and maintain a confidential file if they wish to do so.

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Due Process in Student Teacher Evaluation Case law affirms the principle that education professionals have the right, obligation, authority and ability to evaluate teacher candidates. The only condition is due process must be exercised. The following processes constitute due process in student teacher evaluation:

• Review the evaluation instrument and its interpretation with the student teacher. a. Discuss each of the evaluation criteria for understanding. b. Indicate what is expected from the student teacher.

• Observe the student teacher, record number of observations and keep a copy of written feedback.

• Critique and analyze the student teacher performance and inform him/her of any inadequacies so remedial action may be taken.

• Provide evaluative feedback on a regular basis.

• Discuss the completed final recommendation form with the student teacher. Letters of Recommendation Potential employers consider the final assessment of the student teaching experience as the single most important aspect of the placement credentials. Consideration is given to both the evaluation form and letters of recommendation. Although a letter of recommendation is not a required component, greater credence is usually attributed to the written statement. What is said and not said and how it is written can influence a student’s employability.

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Guidelines for a Successful Experience Observation Throughout your student teaching experience, you will be observing your mentor teacher and other professionals. The following guidelines for observing the classroom are provided to assist you in focusing on the complexities of classroom life. I. Focus on the organization of the classroom

A. Physical Arrangement

• seating arrangement • location of the materials • use of bulletin boards and learning centers • utilization of open space • What styles of learning are facilitated/hindered by the room arrangement? • What makes the room appealing and stimulating?

B. Routines • beginning of day - arrival, attendance, lunch count, money collections, opening exercises • bathroom and hall pass procedures • distribution and collection of materials • student jobs and responsibilities • ending of day - dismissal

C. Transitions • from opening routines to start of first lesson • from one lesson to another • within a lesson • from an active experience to a quiet one • from large group to small group instruction • from the classroom to lunch/recess and back to classroom • to and from special subjects such as physical education

movement of groups within the instructional area II. Focus on Instruction

A. Introductions to lessons or activities

• How are new activities introduced? • How are activities continued from the day before introduced? • What techniques are used to interest and involve students? • To what extent is the content valuable for the student?

B. Materials • What types of materials are used? How are they used?

C. Procedures • How much activity is teacher-directed? Student directed? • How much teaching is done in small groups? Large groups? Independently? • What is the rest of the class involved in when the teacher is working with a small group?

D. Conclusions to activities and evaluation • What do students do when they are finished? • How does the teacher provide a feeling of closure? • How does the teacher provide for evaluation or follow-up of activities? • How are evaluation records of pupils’ progress kept?

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E. Team teaching

• How do teachers work together in a team situation? III. Focus on the students

• What are some common characteristics of this age level? • What individual differences do you observe? • How do students of differing abilities relate to each other? • Who are the popular students? Who are the isolates? • Does the behavior of a given student change under a variety of situations and teachers? • Which students appear to have special problems? • What motivates different students?

IV. Focus on teacher/pupil interaction

A. Teacher's use of voice and nonverbal communication (facial expressions and body gestures) in interactions with pupils

B. Teacher's handling of children's differences in:

• academic ability • interests • time required to complete work • ability to complete tasks • ability to work independently • attention span

C. Teacher's questions posed to students • types of questions asked (recall, inferential, opinion) • types of responses made by students • Which students respond most often? Least often?

V. Focus on classroom management

A. Disruptive Student • Observe the teacher's behavior, verbal and nonverbal. • Observe the student's response and response of peers. • Think of alternative ways to handle the same situation.

B. Group Management • What techniques does the teacher use to get the attention of a large group? Small group? • Think of alternative ways to handle the same situation.

Ordering Your Priorities Personal and Professional Transitions. Moving from being a student to becoming a teacher may require a significant change in your life style. The campus student who is presently concerned with the stresses of reading textbooks, attending classes, passing tests and earning grades, will now become concerned with the stresses of interpreting curriculum guides, creating lessons, and assessing student learning. This transition is an exciting one, but which may require modification of how you use your time and energy. In the following sections, we have incorporated some thoughts to be considered as you engage in the process of preparing for this important transition. The decisions you make about how you will modify your lifestyle, and how you will change the ways in which you manage your time and information can potentially make the difference between an adequate student teaching experience and an exceptional one.

As a teacher candidate, you will have many demands on your time. Planning for daily instruction, attending after-school or evening meetings, and being available for unexpected parent conferences makes student teaching a full-time commitment. As a novice, you will have to spend significant amounts of time in the planning, delivery, and evaluation of your instruction. Time which used to be available evenings and weekends may no longer exist. You will need to make decisions about how to order your priorities, and

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manage your time based on what is critical and essential in learning how to teach. This will allow you to obtain maximum benefits from the student teaching experience. You will need to consider:

• the effects of working during student teaching. • the consequences of taking time off for vacations or personal events. • how to schedule travel time and transportation arrangements. • how to balance personal and professional responsibilities.

Managing Time and Organizing Information

Using the Teacher's Planning Book to Manage your Time

A teacher's planning book can be purchased at most office supply stores or bookstores that cater to college students or teachers. Ask your mentor teacher to show you how he or she has used the plan book. The purpose of a teacher's planning book is to:

• quickly summarize your daily/weekly lesson plans.

• jot down reminders (e.g., equipment or materials you must have on hand for a particular lesson) or changes in schedules that can be expected to affect your instructional day.

• keep track of personal obligations to assure they do not interfere with your professional obligations.

Using a Loose Leaf Notebook to Organize Information

There is a vast amount of information pertaining to the student teaching semester. Some of the items that could be included in this notebook are:

• plans for the gradual assumption of responsibility for total classroom takeover.

• detailed lesson plans which follow the takeover schedule and include resources needed for your instruction.

• journaling or reflective entries that include your thoughts about what worked, what didn't.

• to do list - for short reminders (phone calls to parents, materials to duplicate).

• to do list - the long-range planning list which consists of the things you must do over time or within the semester.

• resources and ideas for your present and future instructional needs (bulletin board ideas, lesson modification strategies, lesson ideas, materials or videos) you want as a resource for the future.

• record-keeping relating to student performance (comments, grades, behavioral data, individual student information) will help guide your decisions for effective instruction.

• classroom policies and procedures (fire drill procedure, sending students to the nurse, discipline policies, hall passes, dealing with tardiness and absences both at the teacher and student level.).

Planning for Teaching Effective planning is the basis of successful teaching. Planning begins with the goals of a particular teaching/learning situation; encompasses means of attaining those goals, including materials and activities; and terminates with effective procedures for evaluating the degree to which the instructional goals have been achieved. Good planning has the potential to build confidence, and make you feel more secure in lesson execution.

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Types of plans. It is suggested the mentor teacher acquaint the student teacher with the various types of plans during the first week. Basic types of planning include long-range plans for the year or semester, plans of units of work relating to the larger plan, and plans for each day's work -- all contributing to the accomplishment of the major objectives of education.

Cooperative planning. Although the preparation of actual plans is regarded as the primary responsibility of the student teacher, it must be viewed as a team effort. Thus, the mentor teacher plays a critical role in planning for teaching. A wide range of activities may be included in the planning process. The mentor teacher will be serving as an exemplar of well-planned teaching; furnishing basic planning instruction; encouraging, and if necessary, insisting on planning being done; critiquing student prepared plans; recommending modifications; using the plans as a basis for objectifying observations; and helping the student evaluate his or her instructional efforts within the context of the pre-prepared plans. In other words, careful, cooperative planning involves instruction and offers the mentor teacher excellent opportunities for establishing good working relationships and guiding the growth of the student teacher.

Purposes. The purposes of planning include:

• clarification of the objectives to the pupils, • provision for individual differences, • development of means for stimulating interest, • provision for a logical instructional sequence, • provision for flexibility, and • enabling the student teacher to teach with confidence.

Elements of planning. The following elements typically are included in plans:

• statement of objectives, clearly showing what is to be taught and the outcomes to be achieved, expressed in terms of pupil learning;

• statement of activities, a logical step-by-step sequence of instruction, necessary transition, and an appropriately developed ending;

• list of materials to be used; • assessment, including at least two types of assessment: assessment of pupil learning, and

assessment of the teaching procedures.

Experienced teachers often have plans in their head, use a modified form for planning, or jot down reminders in a weekly planner to guide their instructional objectives. However, your mentor teacher or supervisor should provide you with a model lesson plan format so teaching expectations are congruent. The lesson plan format is to be viewed as a teaching tool. There are many formats available for use, and we want you to use the format of the school where you are student teaching. There are several elements that need to be considered and questions that need to be addressed when making decisions about instruction.

The following elements of lesson design are applicable to any model of teaching whether deductive (direct instruction model) or inductive (concept attainment model). Simply knowing these elements when planning for instruction will not ensure the lesson is implemented with artistry. However, deliberate consideration of these elements should provide you with a structure for reflection when planning instruction and if implemented artistically should increase the probability of student learning.

Questions to Consider when Planning Instruction

Instructional Objective: What is it you want the learner to be able to do or know by the end of the lesson? What is the rationale for selecting this objective? For Special Educators: Does this objective relate to the IEP goals?

Task Analysis: What are the prerequisite or composite skills or concepts needed in order for the student to be able to achieve the desired instructional outcome? At what level of difficulty will you modify instruction to meet all learners’ needs?

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Instructional Aides: What materials, supplies, equipment, etc. will you need or use to enhance instruction and/or appeal to a variety of learning styles? (visual, auditory, tactile, etc.)

Classroom Management: What will you need to think through in order to have a smooth flow of instruction with minimal disruption? (seating arrangement, transitions, student special needs, rules, time, etc.) If you are team teaching - What is everyone's responsibility for lesson implementation? Can you interrupt each other or not, etc.? Instructional Input: What critical and essential information will the students need to know and how will you present or organize instruction so students gain this information?

Modeling: Will students need to see a product or process in order to achieve the instructional objective?

Check for Understanding: During the lesson: * How will you determine whether students understand the information/task/skill before engaging them in further instruction or practice? (ongoing diagnosis and assessment)

Guided Practice: What activities will the student do with your presence to practice or work toward the desired learning outcome? What will you do to mentor or monitor while students practice?

Closure: How will you end the lesson? Review, reprocess, and debrief. Independent Practice: Once students can perform without major errors, discomfort or confusion, how will they achieve the desired learning without your presence? Checking for Understanding/Final Assessment: After instruction: * How will you determine whether the desired learning outcomes (instructional objectives) have been achieved?

Sample Planning Guide for a Directed Teaching Activity I. Focusing Student Attention or "Warm Up:" How will an anticipatory set be established to focus students’ learning and to ensure on-task-behavior by all students?

• What will be done to help students develop positive attitudes and perceptions about the learning climate and the learning task?

• What brief task (up to 5 minutes) can I use to get the students’ attention focused and prepared to think critically?

• What brief task can I use to give students meaningful opportunities for practice of a key skill (i.e., procedural knowledge) or application of essential declarative knowledge?

II. Statement of Objective: How will essential learner outcomes for the lesson be stated and communicated to students?

• What do I want students to know and be able to do as a result of the lesson?

• How will I share the lesson objective(s) with my students?

• What is the primary instructional focus of my lesson?

o mastery of essential declarative and procedural knowledge?

o extension and refinement of essential knowledge?

o meaningful use of knowledge?

o demonstration of productive habits of mind?

III. Introductory and Developmental Activities (Teacher Directed): How will the lesson be organized in order to ensure student mastery of essential learner outcomes? How will assessment of student progress be integrated into instruction?

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A. Declarative Knowledge: What are the general topics and specifics of the lesson?

• What are the essential facts, concepts, generalizations, and principles I wish to emphasize in the lesson?

• How will students be aided in constructing meaning, organizing information, and storing it in long-term memory?

• How will students experience the information presented in the lesson?

B. Procedural Knowledge: What skills, processes, competencies, and procedures do students really need to master in this lesson?

• How will I model the skills and processes in the lesson? How will students be helped to understand, use, and internalize the skill or competency?

IV. Guided Practice Activities (Teacher Monitored): How will students be assisted to extend and refine the knowledge they are acquiring?

• What information will be extended and refined?

• What activities will be used to help students extend and refine their knowledge? To what extent will student-centered activities be used? To what extent will cooperative learning structures be used?

V. Independent Activities/Meaningful-Use Tasks (Student Alone or in Cooperative Learning Groups): To what extent does this lesson contribute to students’ ability to demonstrate self-regulated, critical, and creative thinking?

• What independent activities and tasks are to be part of this lesson?

• How do these activities and tasks reinforce students’ mastery of knowledge?

• To what extent, if any, do these activities and tasks contribute to developing the skills of decision-making and problem solving?

VI. Assessment Activities: Throughout the course of the lesson, how will I monitor student progress?

• What strategies will I use to monitor the extent of students’ mastery of learner outcomes?

• What formative assessment strategies will I use to ensure student progress is monitored from the beginning to the end of the lesson?

• What summative assessment strategy or strategies will I use to ensure all students have mastered the essential learner outcomes?

VII. Closure Activity (Teacher Guided): Such an activity is designed to foster a sense of completion among students. It may be an essential part of the assessment process or it can function as a stand-alone activity.

• What did we do?

• How far will we go tomorrow? For our next lesson, think about...

• In your opinion, what are the most significant or interesting parts of the lesson?

• How does the lesson relate to you and your world?

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HELPFUL HINTS

DO:

1. Know district and school policies and follow them closely.

2. Determine classroom standards and reasons for them (ask the mentor teacher).

3. Explain "why" when you have to deny pupils' requests.

4. Point out the consequences of poor pupil behavior and follow through.

5. Expect pupils to behave well and praise them for good behavior, using positive reinforcement to continue desired behavior.

6. Separate pupils who behave poorly toward each other.

7. Have well planned, motivating, and meaningful lessons and teach in an interesting and enthusiastic manner.

8. Ask for help from other school people -- mentor teacher, principal, counselors -- in setting and enforcing classroom standards, if you need it.

9. Keep accurate anecdotal records on pupils' behaviors as needed. This is important

10. Permit pupils to grow toward independence and self-discipline.

11. Remember, you are the adult. Pupils want a teacher-leader, not another class pal.

12. Acknowledge desirable behavior and good work. Reward pupils in a variety of ways.

13. Seek help from parents.

1. Be consistent. FOLLOW-THROUGH!

DO NOT:

1. Make too many rules, talk too much, or shout at pupils.

2. Treat severe emotional problems yourself or get personally involved with your pupils.

3. Make promises or threats you may not be able to keep.

4. Show favoritism or tolerate begging for special privileges.

5. Reward undesirable behavior or slip-shod work.

6. Say "no" habitually, or before all evidence is in.

7. Apply rules to students arbitrarily. Do watch for individual and unique differences.

8. Use the principal's office or the pupil's home as a discipline dumping-ground.

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GENERAL TIPS ON CLASSROOM CONTROL:

Following are some proven procedures that will help you in developing and maintaining an atmosphere and environment conducive to learning.

1. Be in the room ahead of time and start promptly.

2. Utilize the tendencies of the pupils to behave well in a new environment. Set standards and limits the first day. Possibly let the pupils help. Put the standards in writing.

3. Learn and use the pupils' names as soon as possible. Pronounce them correctly.

4. BE PREPARED! Teacher preparation is critical.

5. BE CONSISTENT! Never discipline one time and ignore the next. Do not let "favorites" get by with behaviors you would not tolerate from the rest of the class.

6. Make assignments appropriate. Recognize individual differences and vary the kind and amount of assignments to keep everyone working to his/her capacity.

7. Employ the three F's: Friendly, Firm, Fair.

8. Maintain a reserve. Do not paint yourself into a verbal corner with too many threats or promises. Learn from the example of the solid, unexposed portion of the iceberg.

9. Use surprise -- an interesting film, an outside speaker, a new song, a change in the classroom routine. Pupils, as adults, like variety that leads to pleasant experiences.

10. Know what you should do next. Show students you are "organized." Students’ sense immediately when you are bluffing.

11. When challenged by a pupil, do not take it personally. Deal with the situation impartially.

12. Read about discipline in professional publications. Ask your university supervisor for additional resources.

13. Speak with a low, well-modulated voice. Pause and wait for attention and quiet, if necessary. Do not try to shout over the noise -- it will get worse.

14. Ask a misbehaving pupil a direct question. Follow with another question, if necessary.

15. Be your strictest at the beginning of your student teaching assignment. You can always loosen up, but tightening up is not so easy.

16. Welcome the opportunity to confer with parents. Keep them as partners.

17. See that each pupil experiences success.

18. Prepare and store special lessons, brainteasers, etc. in your file box to use in any extra minutes so pupils will always be productively working.

Classroom management is a reflection of the teacher's attitude toward pupils and teaching. Your development as a teacher is a process of growth -- you can learn to be a good disciplinarian and improve the prospects of learning for your pupils. Always remember: The focus of your efforts is the student.

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Discipline in the Classroom-Preventative Techniques

•Prepare interesting activities - The best way to prevent discipline problems is to make sure you are prepared with an interesting lesson capturing their interest. Start class on time.

•Get to know your students - Learn and use students' names as soon as possible. Try to learn something about their home environments, their special needs, what interests them and what their "gifts" are.

•Earn students' respect - Students respect you if you treat them fairly, show patience, and recognize success.

•Use verbal and nonverbal reinforcers - Verbal reinforcers may be comments such as "nice job" or "good idea". Be sincere when giving compliments, and do not overuse the same phrase.

•Help students develop self-discipline - Teach students to be responsible by forming groups where students can direct some of their own activities. Give out classroom jobs or set up a tutoring program where they help one another. Help them identify and set goals for their own learning.

•Give students choices whenever possible - All students should be able to make some choices of their own: what books to read, topics to write about, and friends to be with daily. Students need to know the consequences of their choices. Privileges can be granted or taken away.

•Involve students in making rules - When students participate in setting rules and understand why they are necessary, they are likely to feel responsible for their actions. Do not create too many rules, and let the students evaluate their effectiveness.

•Encourage students to solve their own problems - Instead of solving conflicts yourself, turn some problems over to students and let them find solutions. In doing so, you help them develop responsibility and problem solving.

•Check seating arrangements - See if relocating a few students might eliminate some centers of disturbance. Observe those likely to initiate trouble and avoid seating them near each other.

•Don't have "teacher's pets" - Even though you find yourself liking some students better than others, treat them all fairly and consistently.

•Avoid confrontation with students in front of their peers. - It is better to discuss problems rationally later, during a one-to-one conference. As much as possible, try to help students work out their problems without sending them to an outside source (such as the principal).

•Ignore insignificant fractions - Overlook minor misbehaviors, such as rumpling paper and passing notes, rather than disrupt the entire class by calling attention to these incidents. You may want to deal with these matters later, on an individual basis.

•Stay in control - Remain calm when faced with discipline problems. Students will probably take advantage of you if they see you yelling and getting excited. Never use sarcasm.

•Be fair, firm, and consistent - It does not take students long to figure out what kind of disciplinarian you are. You need to be firm from the first day if you expect to have good classroom control.

•Set up a reward system - Provide incentives or rewards for good behaviors, such as holding a popcorn party at the end of the week or being excused from homework. Avoid giving stickers and candy for completion of routine work.

Adapted from Student Teaching and Field Experiences Handbook, 4th Ed., by Betty Roe and Elinor Ross. 1998

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Effective Disciplinary Techniques

•Reinforcers - Both verbal and nonverbal reinforcers are effective for encouraging good behavior and discouraging improper conduct.

•Restitution - A student who takes or destroys something should be expected to return or restore it. If this is impossible, the student should compensate for the loss in some way.

•Role playing - Students appreciate the feelings of other students and see incidents in a new light when they role play.

•Contracts - The use of contracts works well for intermediate and secondary level students. Contracts are agreements dealing with specified behaviors, tasks, responsibilities, and rewards. Both the student and the teacher sign these.

•Group discussions - Guided, open discussions are good ways to handle disputes and disciplines problems. Students feel involved and responsible for carrying out their own recommendations.

•Gripe box - A suggestion box allows students to express their dissatisfactions. After reading the students' notes, you might want to make some changes.

•Nonverbal signals - Effective use of nonverbal signals and body language is one of the best forms of discipline. Examples are a frown, a smile, a nod, movement toward a student, an intent look, a raised hand, and a wink.

•Timeout - This technique can be effective for students who are highly distracting or for those who are in danger of hurting themselves or others. The student should be given time to "cool down" in an isolated area that is secluded, quiet, and dull. This technique should not be overused!

•Daily report card - For certain children the teacher sends home a daily report card that targets specific behaviors for change. Parents can reinforce this feedback at home with appropriate awards or privileges.

•Appeal to reason - Explaining why good behavior is necessary often convinces students to act well. You might say, "Work quickly so we'll have time to plan our party."

•Approval of behavior - This works well in the elementary school. The teacher simply notices students who are "ready to begin" or "have their books open to the right page".

•Grounding - This technique is effective for a student who cannot work well or cooperate at an interest center. The student must return to his or her seat to work until ready to join the group.

•Matching the penalty to the offense - A penalty should relate to the offense so the student can see the reason for it.

•Attention-getting signals - Agree on a signal to get instant attention, such as raising your arm, ringing a bell, or saying "Freeze!"

•Writing it out - When a student misbehaves, ask the student to write what happened, why it happened, and how the situation could be handled better next time.

Adapted from Student Teaching and Field Experiences Handbook, 4th Ed., by Betty Roe and Elinor Ross. 1998

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Web Resources for Teaching

Lesson plans…. Support for student teachers….Collaborative learning…. Technology connections in the classroom

Designed for new teachers and education students, ADPRIMA (http://www.adprima.com) is a source of serious, quality education information. Inside you will find detailed, straightforward information on lesson planning, teaching methods, home schooling, classroom management, study skills, education reform, discussions, and a whole lot more.

The Global Schoolhouse (http://www.gsh.org) was an outgrowth of the Global SchoolNet Foundation (GSN), which began as a pilot project of the National Science Foundation (NSF) in 1992. Having opened the world's eyes to the importance of Internet-based learning and classroom E-mail, the Global SchoolNet Foundation has teamed with individuals, schools, businesses, and community organizations to design, develop, and manage hundreds of collaborative learning projects each year.

Teacher Talk (http://education.indiana.edu/cas/tt/tthmpg.html) is published by the Center for Adolescent Studies at the School of Education, Indiana University, Bloomington, IN. Teacher Talk addresses the interests and concerns of secondary pre-service teachers, who have many questions about teaching, student teaching, and classroom. Through interviews with teachers and professors, as well as interaction from readers, you will be able to discuss the exciting and innovative ideas in teaching.

Targeting elementary education, Teachnet.Com (http://www.teachnet.com) features teaching ideas, hints, tips, lesson plans, room ideas and even an advice column. It was started in August 1995 by the husband/wife team of Lee Shiney (graphic designer and writer) and Lajean Shiney (4th-5th grade teacher in Wichita, Kansas). After being introduced to the internet, they immediately saw the potential for this technology as a communications vehicle for educators.

Teachers Helping Teachers (http://www.pacificnet.net/%7Emandel//index.html) has the following goals: 1.) To provide basic teaching tips to inexperienced teachers; ideas that can be immediately implemented into the classroom 2.) To provide new ideas in teaching methodologies for all teachers 3.) To provide a forum for experienced teachers to share their expertise and tips with colleagues around the world. Discoveryschool.com (http://school.discovery.com/) is the World Wide Web site from the education department of Discovery Communications, Inc. Their goal is to provide innovative online materials for teachers, parents and students, using the resources of Discovery Channel, The Learning Channel, Animal Planet, and the Travel Channel. By designing lesson plans, classroom activities, online expeditions, and special features to support curriculum commonly taught in schools, Discoveryschool.com hopes to provide teachers with additional tools and unique ideas for reaching out to students. Kathy Schrock's Guide for Educators (http://school.discovery.com/schrockguide/eval.html) is a must-see, an award-winning site. Kathy has a categorized list of sites on the Internet found to be useful for enhancing curriculum and teacher professional growth. It is updated daily to include the best new sites to support teaching and learning. Be sure to check this one out!

Educational Resources (http://www.nhusd.k12.ca.us/NHUSD_html/Resources.html) have been compiled by New Haven Unified School District -- very extensive.

The Teachers.Net Chatboard Network (http://teachers.net/mentors) brings together educators in an environment designed to foster peer support and development.

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Developing Professional Relationships There are many areas in which you need to demonstrate professional competency. None is more important than your ability to develop and maintain positive working relationships with students, teachers, school staff, administrators, parents, and university personnel. The relationships you build with students and adults in your environment will go a long way in making your preparation as a teacher a rewarding and successful experience. Your future ability as a teacher, and your perceived value as an employee, has a great deal to do with the way in which you handle these relationships.

The following are some suggestions that will assist you in building and maintaining quality professional relationships:

• The classes you will be assigned or the caseload you will assume will be culturally diverse. Treat each student as an individual. Respect their contributions as worthy and important and intentionally create a classroom climate reflecting a multicultural and individualized perspective with attention given to materials, activities and positive interactions. Remember to use positive nonverbal behavior like smiling.

• Listen to and watch what is going on in your school, classroom, or community. Be a skillful observer, take notes, gather information, and ask questions which strive for understanding. This is your opportunity to tap the expertise of professional educators and learn as much as you can during this short time.

• The practices we observe in the field may not always conform to what you believe in or have learned in your formal coursework. If you have some concerns about a specific practice, ask questions in a non-judgmental manner to gain further insight about school policy, a teacher, classroom practices, or a student's behavior.

• Often information shared in the school setting is not appropriate for other audiences. Not only is it important to respect the information you have about students and their families but you also need to be discrete about sharing the experiences you encounter in the classroom or in the school with those outside of that environment. Confidentiality is an expected professional attribute.

• Be sure you really do know your personal biases, particularly as they are going to affect your attitudes and actions toward students, parents, or other professionals in the school. You need to be sure these biases do not interfere with your professional responsibilities.

• Recognize you communicate through both verbal and nonverbal avenues. Be sure your verbal and nonverbal communication reflects a positive attitude and professional image.

• Recognize others judge you and make decisions about you based upon your personal appearance and manner. Take your cues from the standard or norms established within your building.

• Often you will be expected to participate in collaborative activities with other teachers. In inclusive settings, you may team-teach with another educator. If you are a special educator, you may work closely with a variety of regular educators in team teaching situations. It is essential you learn how to work effectively with others. Communicating openly and honestly and being respectful of other views are essential attributes of a team player, and will facilitate the maintenance of a healthy work environment.

• Your relationship with your mentor teacher is a vital one. The way you conduct yourself initially will have a significant influence upon your working relationship with him/her. Exhibit an interest in what goes on in the classroom. Taking notes, asking questions, becoming actively involved, and being responsive to requests for assistance will contribute to the mentor teacher’s perception of your potential to assume increased responsibility.

• Observations will be conducted on a regular basis by your college supervisor and mentor teacher. This may be a stressful experience for some teacher candidates. In order to make the observation less stressful and maintain a positive working relationship, consider their written and verbal feedback objectively, ask questions about points that may be unclear and be willing to problem solve together. Suggest to your supervisor what you want them to focus upon. Try not to react defensively and produce excuses for instruction that did not go as you intended. Instead, try to incorporate their suggestions into your teaching. Showing an interest in improving and learning

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will promote good relationships, and make it easier for your supervisor and mentor teacher to be helpful.

• You may have the opportunity to interact with parents during your student teaching experience. Try to learn as much as you can about the community. Help parents to feel welcomed and appreciated when they visit the school. Always be courteous and professional. It is a good practice to have the mentor teacher present when conferring with a parent about their child's performance.

Teacher Candidate Seminars Teacher candidates will participate in periodic seminars. These seminars will give participants the opportunity to reflect on past student teaching experiences, better cope with current student teaching challenges, and gain a greater understanding of what Teacher Candidates can do to increase their future success and marketability as educators.