Student Teaching Handbook

Student Teaching

Handbook

Elementary Education

2015-2016

Educator Preparation Office

Keene State College

Welcome to the Student Teaching Experience………

The Danielson Framework………

Roles and Responsibilities………

The Clinical Field Experience Coordinator

The Certification Officer

The Educator Preparation Office

The Supervisor

The Student Teacher

The Cooperating Teacher

Introductions

Providing Feedback and Guidance

Helping Them to Learn

Letting Go

The Process of Assuming the Cooperating Teacher’s Responsibilities…….

Appraising the Workload

The Early Weeks

Increasing the Load Gradually

Elementary Education Student Teaching Goals and Objectives,

Timelines and Forms

Introductions...

Goals...

Objectives...

Planning Expectations...

Differences Between 7-week and 14-week Placements ……….

Student Teaching Seminar Topics and Assignments………..

Timeline...

7-week placement

14 week placement

Lesson Plan Format...

Guidelines for Completing Forms...

Rubrics...

Goal Setting Form...

Clinical Observation Form and Rubric...

Summative Clinical Evaluation Form and Rubric…...

Teacher Candidate Dispositions Assessment and Rubric………..

Final Evaluation Narrative/Recommendation...

Association for Childhood Education Intervention, Elementary Education

Standards……….

New Hampshire State Department of Education, Ed 612.04 Elementary Education

Standards……….

A

Problem-Solving Procedures……….

If the Cooperating Teacher Has Concerns

If the Student Teacher Has Concerns

When Solutions Fail

Withdrawal from Student Teaching

Removal from Student Teaching

Placement Change

Policies Related to Student Teaching………

Placement Sites

Substitute Teaching Policy

Attendance Policy

Completing Student Teaching Early

Criminal Records Check Requirements

Welcome to the Student Teaching Experience

A successful student teaching experience involves entering into a partnership between the student teacher and cooperating teacher that will prepare the student teacher to become a colleague in this profession. This partnership is one of the most important relationships of the student teacher’s career; the cooperating teacher will become mentor, confidant, co-teacher, coach, and guide for the student teacher who will be experiencing the joys and frustrations of this career. We would like to offer some advice about how to make this experience a good one for both of you.

The supervisor is an integral part of this partnership. She or he is in regular contact with the student teachers and cooperating teachers. Working together, we want to do all that we can to make this crucial moment in the student teacher’s professional life successful.

The Danielson Framework

All accreditation agencies are now requiring that assessment plans be part of program evaluation. To facilitate the assessment process for Keene State College Educator Preparation Programs, we have adopted the

guidelines explained in Charlotte Danielson’s book, Enhancing Professional Practice: A Framework for

Teaching. We also follow NH state standards and national accreditation standards. All student teachers should be familiar with these standards from their Methods/Practicum classes, and cooperating teachers should use these standards as a list of expectations to guide the assessment of the student teacher’s progress.

Danielson outlines the following objectives that the successful student teacher should aspire to meet during the student teaching experience:

Planning and Preparation

• Plan and teach individual lessons that demonstrate clear instructional goals, accurate content knowledge, and effective teaching practices

• Plan and teach a variety of classes • Handle a full teaching load

• Design, implement, and record effective assessment tools and outcomes

• Demonstrate an understanding and knowledge of students’ abilities, interests, backgrounds, and special needs

Classroom Environment

• Create an environment in which students feel respected by the teacher and their classmates and show respect to others

• Impart a sense of the importance of the content and the value of the activities and assignments required • Communicate to students that their work is valued and have high expectations for their learning

• Handle classroom management issues effectively • Use physical space to optimize learning

• Manage various learning groups (large group, small group, pairings, etc.), transitions, routines, and duties well

• Interact professionally with paraprofessionals and volunteers in the classroom Instruction

• Speak and write clearly and correctly

• Facilitate discussions, ask good questions, and answer students’ questions to maximize their learning • Monitor participation carefully so that all students are engaged • Select groupings that are appropriate for the activity

• Choose appropriate materials and link content to students’ knowledge • Teach well-structured, well-paced lessons that accomplish instructional goals • Provide helpful and timely feedback to students

• Demonstrate an ability to adjust plans to accommodate changes in scheduling, student needs, or opportunities for further learning

Professional Responsibilities

• Reflect thoughtfully and thoroughly on teaching to determine successes and necessary revisions • Maintain accurate records of students’ work and progress

• Maintain appropriate professional contact with students’ parents and guardians

• Maintain professional relationships with colleagues and participate in school events and projects • Continue professional growth through organizations, study, research, presentations, etc.

In addition, Danielson outlines important themes that should be a part of the student teacher’s professional development:

Themes

• Demonstrate a commitment to equity so that all students, particularly those of underserved populations (females, students of color, gays and lesbians, non-Christians) feel valued

• Demonstrate sensitivity to students of various cultural backgrounds, particularly those from cultures whose educational values and traditions are different from those of US schools

• Maintain high standards of achievement for all students

• Demonstrate an awareness of students’ developmental levels and design assignments that are appropriate for those levels

• Learn how to accommodate students with special needs

• Take every opportunity to incorporate appropriate and effective technology into the classroom

Roles and Responsibilities

A successful student teaching experience is the shared responsibility of students, cooperating teachers, supervisors, and individuals in the Educator Preparation Office, each of whom plays a different, but equally important, role. To help student teachers better understand how they fit into the mosaic of the student teaching placement, the roles and responsibilities of each of the people involved will be explained.

The Clinical Field Experience Coordinator

The Clinical Field Experience Coordinator, a member of the Educator Preparation Office, oversees the placement of student teachers. Students submit their student teaching application through Tk20 and are assessed based on eligibility standards. The Field Experience Coordinator then works with the school sites to find appropriate placements for our student teachers.

The Field Experience Coordinator is also responsible for recording the completed Student Teaching Placement Agreement form. Both the cooperating teacher and the principal must sign off on the placement for it to be finalized and then return the form to the Educator Preparation Office. Students may not begin their student teaching experience until this form has been returned.

Once the placement is finalized, the Clinical Field Experience Coordinator continues to act as a liaison between and resource for the school site and the College. They act as the first line of communication between the school site and the College, help to problem-solve in problematic placement situations, and organize a Resource Night for cooperating professionals at the start of each semester.

The Certification Officer

The Certification Officer recommends students for endorsement for initial licensure to the New Hampshire Department of Education. If a student teacher is offered a job before the state has issued final certification approval, the Certification Officer will provide, upon request, a letter to the school stating the student’s status towards program completion and recommendation for endorsement for initial licensure.

The Educator Preparation Office

In part, the Educator Preparation Office coordinates the acknowledgement process for cooperating teachers. Cooperating teachers receive their compensation from this office after the student teaching experience is completed and evaluations have been submitted. For each quarter of work with a KSC student teacher, cooperating teachers have the choice of receiving credit vouchers for KSC credit-bearing offerings, or an honorarium.

You can also expect to hear from the Educator Preparation Office at the start of each semester when

orientation emails and invitations to Resource Night are sent, and at the end of the semester, asking for your feedback about our programs and how we can better facilitate quality field placements. This information is collated and sent back to programs for their reflection.

Cooperating teachers receive a field experience binder through Tk20 with required programmatic evaluations. These evaluations need to be reviewed with the student teacher and submitted through TK20 by the due date. The Educator Preparation Office will provide cooperating teachers with a schedule of important dates for student teaching. All required evaluations must be submitted in Tk20 before compensation will be processed. Since the cooperating teacher’s letter of recommendation is the most important one in the student teacher’s file, we would ask that, if it is at all possible, cooperating teachers accommodate an early letter request. The Supervisor

In elementary, special education, and early childhood settings, the site supervisor is the school-based extension of the college. These individuals are “master teachers” who are selected by the principal and respected by their colleagues but who work for KSC in their roles as site supervisor. This individual is a support person for both the student teacher and the cooperating teacher, and is the liaison with the college. The site supervisor facilitates placements; orients student teachers to the school, teachers, and policies/procedures; conducts 4-6 on-site seminars; serves as a formal observer and evaluator for each student teacher assigned to him/her; and is responsible for completing all paperwork required by KSC.

Site supervisors receive a binder with required programmatic evaluations through Tk20. These evaluations need to be reviewed with the student teacher and submitted through TK20 by the due date. The Educator Preparation Office will provide supervisors with a schedule of important dates for student teaching. All required evaluations must be submitted in Tk20 before compensation will be processed.

The Student Teacher

As student teachers, you have already begun your professional work in the field during your

Methods/Practicum experiences where you learned and practiced the principles of professionalism that we expect to see in student teaching. Some of these are:

 That you remember you are a guest in this school and that the teachers and administrators there are under no obligation to allow us to use this placement site. Therefore, you must always behave in a professional and polite manner, not only to make your experience successful, but so that future student teachers will be welcome there.

• That you are always present, on time, and stay for the full school day. Under no circumstances may you be absent without a compelling reason and without informing your cooperating teacher prior to the absence. You must also inform your supervisor of the absence as soon as possible. You must always be at school early so that you have time to organize all your materials for the day and are ready to greet your students as they arrive. You should not leave the school until you are prepared for the next day and have your cooperating teacher’s permission to do so. Be prepared to stay long after the last bell on many days for faculty meetings, co-curricular activities, to provide extra help or make-up work for students, or to meet with students’ parents or guardians.

• That you are always thoroughly prepared. It is never acceptable to “wing it” while you are student teaching. Typically, you will be expected to write formal lesson plans until your cooperating teacher and supervisor agree that you may adjust the initial lesson planning expectations. Your lesson plans must be submitted in a timely fashion so adjustments can be made as needed.

• That you continually evaluate your own knowledge base. If you discover an area in which you are weak, now is the time to study that area and improve your ability to communicate your understanding to students. You may not say, “I was never very good at . . .” as that subject is now an area you are expected to teach.

• That you continually reflect on your progress. Each lesson should cause you to consider what went well and what could have been improved. Beyond that, you must also think about why techniques worked or didn’t, why certain students responded well or didn’t, and what about your presence or presentation contributed to the success or failure of a particular lesson. Make notes on your lesson plans about any changes you would make in the future.

• That you continually increase your knowledge of your students’ abilities, learning styles, and lives so that you can adjust your lessons and methods to suit their needs and your own instructional goals. Be clear about whether the personal information that they share with you about their lives may be kept confidential or must be reported to your cooperating teacher and/or supervisor.

• That your attitude counts. Your cooperating teacher, supervisor, and most importantly, your students will be able to sense whether you are enthusiastic about what you are doing. If you care about

fostering the intellectual, physical/motor, and personal/social development of your students, let that show. If you love your subject matter and want your students to love it, tell them that and tell them why. If you value education, make them feel that they are spending each day doing important work with you. If you are bored or lethargic, why should they be otherwise?

• That you know the rules of your school. Most schools have a handbook outlining school policies. Read it and ask questions about anything you do not understand. If you have not already met with the school’s administrators, set up appointments to meet the principal and guidance counselor. The first time these important people meet you should not be the first time you are facing a problem.

• That you at all times behave in a professional manner in terms of how you interact with

administrators, colleagues, and students—how you speak and the language that you use; how you dress; how you organize your plans, files, records, and life; and how you behave in the community. A

student teacher must be a model for acceptable adult behavior at all times. As an example, using a cell phone during classroom time is unacceptable. In addition , you may want your students to like you, and even though you may want them to know that you relate to and understand what they are feeling, you must never cross the boundary between professional and personal relationships with students. • That you use your time well. Past student teachers have said that the most important thing you can

do to create a successful experience is to take full advantage of every opportunity for professional development that presents itself. Be on the lookout for these opportunities and be sure to document them for your portfolio. You might, for example, help with extracurricular school activities (yearbook, plays, music events, science or academic fairs, spelling or geography bees) and attend performances; assist a sports coach or attend games or practices; attend all meetings (faculty meetings, in-service days, parent conferences, open houses) in which you are allowed to participate; chaperone field trips or dances; or provide extra academic help to students before and after school. Each of these

experiences will enhance your knowledge of your students’ lives outside of your classroom. The wisdom gained and the relationships built will have a positive impact on your teaching.

The Cooperating Teacher

Cooperating teachers have said that the most satisfying part of this work is watching the student teacher succeed and knowing that they have helped create a new colleague who will make valuable contributions to the lives of students and to the profession. That is why most teachers take this on, and why many of them return to the work again and again. As a cooperating teacher, there will be times when you will find yourself learning from the student teacher, gathering new ideas, finding out new information, asking for an extra copy of a lesson plan for your future use. There will be a time when you will watch a power struggle that has been going on in the classroom for weeks come to an end and know that the student teacher has finally gotten a handle on classroom management. There will come a time when you watch a lesson or review a lesson plan and have no suggestions, only praise to offer. There will come a time when you coach your student teacher through job interview preparation and realize how very much the student teacher has learned and how much you have contributed to that learning. There may even come that moment when you find yourself talking to your student teacher as a colleague and that you will miss the daily ritual of “talking shop” with someone who cares about this profession as much as you do.

This is what mentoring is all about. Your role is to model professional behavior for them, offer advice and encouragement as they grow into their new role, and then help them achieve their goal of becoming your colleague and part of the next generation of teachers. The world’s work is seldom more significant or more meaningful than this.

The Student Teacher Assuming the Cooperating Teacher’s Responsibilities

As the student teacher takes on the course load and responsibilities of the cooperating teacher, we need to remember that the student teacher is truly both a “student” and a “teacher.” The student teacher is still a student, receiving college credit, paying tuition, being graded, and needing very much to learn from an experienced mentor. On the other hand, this student must leave student teaching ready to be a teacher, able to manage the full-time responsibilities of a first job. If the transition to teacher happens too quickly, the learning time is truncated and the experience can be frustrating and unsuccessful. If it happens too slowly, the teacher preparation is truncated, and the student enters the job market feeling unprepared. It is a delicate balance.

A successful timeline will be different for each student teacher, not only because each student teacher is different, but also because the difficulty of the cooperating teacher’s workload varies. So, instead of a formula, here are some basic guidelines you both can use to help determine an effective timeline for responsibilities.

Appraising the Workload

Before student teaching begins or on the first day, you will need to talk about the workload. The cooperating teacher explains the class, reviews requirements, and is honest about challenges and rewards. The student teacher expresses preferences and strengths in preparation. Keeping in mind the student teacher’s need to experience success in order to build the confidence needed to face challenges later, choose one subject area or class that you both consider to be the best starting place.

The Early Weeks

The first weeks of student teaching are crucial for establishing your relationship, your expectations, and an overall plan for the experience.

Setting Up a Regular Meeting Time

One responsibility that cooperating teachers have identified as being a challenge is finding time within the busy school day to talk with the student teacher. However difficult it may be, it is essential that the two of you find this time. When the relationship between a cooperating teacher and a student teacher is unsuccessful, it is usually because they simply have not been communicating. Frustrations remain unexpressed, expectations are unclear, and resentments build. It is absolutely crucial for the two of you to establish a time to talk and to remain firm in that commitment.

Taking Over the First Subject Area or Class

The student teacher takes on a first subject area/class as soon as possible. For fall student teachers, this is often the first day of classes. This way the student teacher learns how to begin a school year and the students see the student teacher as their “real” teacher from the start. For spring student teachers, the transition often needs to wait until the end of a unit, but certainly by the beginning of the second week, the student teacher has primary responsibility for one subject area/class.

At the beginning, the cooperating teacher is a presence in the room, observing and monitoring, prepared to answer questions if the student teacher needs help, and ready to give encouragement and advice after the lesson. The early weeks are a time in which the student teacher is gaining confidence and focusing on daily planning and preparation. When not teaching, the student teacher is observing, learning the routines, and memorizing students’ names. The student teacher is using prep time to do long-term planning for that initial subject area/class and then for the next subject area/class the student teacher will take over.

Increasing the Load Gradually

As soon as the student teacher is comfortable with the routine and workload of the first subject area/class, the two of you select a second one for the student teacher to take on. Since the student teacher will have had time to prepare, the cooperating teacher is able to review lesson plans before the student begins teaching. At this point, the student teacher knows all students’ ability levels and learning styles. The student teacher takes on additional subject areas/classes at a logical break, for example, at the end of a unit.

The next subject/class is added as soon as possible after that and so on, until the student teacher is carrying the full load. Time spent with a full load is carefully planned and lasts between 1-2 weeks. Asking the student teacher to carry a full load that ends at Thanksgiving break or April break, for example, would be a logical way of arranging this final part of the load.

Elementary Education Student Teaching Goals and Objectives,

Timelines and Forms

The Keene State College Elementary Education program leads to certification in New Hampshire, Elementary Education (K-8). To this end, your student teaching placement(s) will complement your Method’s experience. Over the course of your field experiences, you will have a minimum of one experience with children in the primary grades (K-3), and one with children in the intermediate grades (4-6). Upon successful completion of Student Teaching, you will be able to state that you have had supervised teaching experience in different classroom levels within elementary education.

You will find that each setting (primary level and intermediate level) has its own particular challenges and strengths. Subsequently, you will be learning complementary skills in each placement. Family involvement, integration of special needs students, thematic teaching and learning, the level of content to be taught, the use of technology, the integration of the arts, as well as the teaching of literacy skills will certainly vary. Methods for managing classroom transitions and routines may differ as well. Techniques for assessing student learning will match the developmental level of the students as well as the setting. The student teaching experience is designed to allow you to master the strengths and challenges of various elementary classrooms and to continue to develop your own style as a teacher.

Goals

The ultimate goal of Student Teaching is to prepare you to assume leadership of your own classroom in your first professional teaching position. The Keene State College Elementary Education program follows the model developed by Charlotte Danielson (2007) in Enhancing Professional Practice: A Framework for Teaching.

Objectives

Specifically, the successful Elementary Education Student Teacher will meet the following objectives, which are based on the Danielson framework, in each student teaching placement:

Goal 1: Develop expertise in planning and preparation of curriculum.

 Plan individual and small-group lessons, demonstrating knowledge of content and appropriate pedagogy for the specific group of students

 Write clear and complete lesson plans, including clear instructional goals

 Plan overall daily curriculum

 Write clear and complete daily curriculum plans

 Identify resources for teaching and for students

 Plan for the assessment of student learning

Goal 2: Develop expertise in creating a positive classroom environment.

 Develop rapport with students

 Manage classroom procedures

 Learn to manage student behaviors

 Use the physical space and materials for effective teaching and learning

Goal 3: Develop expertise in classroom instruction.

 Teach individual and small-group lessons

 Implement overall daily curriculum

 Implement appropriate assessment of student learning

 Develop strategies for grouping students

 Demonstrate flexibility and responsiveness in teaching

Goal 4: Develop expertise in the range of professional teaching responsibilities.

 Demonstrate professional teaching responsibility by being prompt and prepared each day of the student teaching experience

 Learn and follow building procedures and rules

 Participate in school routines, playground and cafeteria duty responsibilities, etc.

 Communicate with parents/guardians and families

 Attend parent meetings and parent conference(s) whenever possible

 Attend appropriate staff meetings, professional workshops, conferences, etc.

 Attend school functions (open houses, fund raisers, etc.) when possible

 Demonstrate respect and confidentiality with regard to the children, families, staff and administration of the school

 Demonstrate cooperation and a positive attitude toward the children, families, staff and administration of the school

Planning Expectations

Planning, both short and long range, is an important part of what all teachers do. As a student teacher, you will need to plan both for daily lessons and for your role in the classroom for the whole semester. You will plan for each of your daily lessons by using the lesson plan form that you have used in Methods and with which you have become very familiar.

Daily and Weekly Planning:

As you start your student teaching, your cooperating teacher will go over a timeline for you to gradually take over the teaching of the lessons. This will help you plan your weeks in the classroom (You can see a suggested outline in this handbook.)

As soon as s/he asks you to teach a lesson, usually in the first week, start writing a detailed plan for each lesson. This plan should be done well in advance of the lesson (a day) so that you and your cooperating teacher can go over it together.

In the beginning, the lesson you are teaching might only be a “simple” Morning Meeting or a Read Aloud. Look on this as a good opportunity for you to practice writing good lesson plans that will ensure your success. Even a simple, short activity will have an objective you want to accomplish, materials you will need to gather, classroom management considerations, and children whose individual needs will need to be met.

After you have taught a lesson such as Morning Meeting for a week or so, your cooperating teacher may agree that you no longer need to write out everything in a formal lesson plan because you are

comfortable with the format and the children’s needs. You may be able to write out only a few notes to guide you. By then, you will have taken on another teaching responsibility, and will be writing plans for that. This will be up to the discretion of the cooperating teacher. If he or she feels that you still need to focus on planning, they might ask you to continue with formal lesson plans for a while longer.

A word of caution: You will seldom, if ever, see your cooperating teacher writing a lesson plan. You will probably see a plan book full of notes or a teacher’s edition of a text that the teacher uses. Remember that your cooperating teacher has had many years of experience, and at this stage, is able to know instinctively what to do to meet the challenges of each lesson, situation and child. He or she will also have spent a great deal of time planning for these lessons in years past, during the summer, in the evenings and on weekends.

Planning Notebook:

You will want to keep your lesson plans and long range plans in some type of organized notebook. This will become a good reference tool for you in future years and some of it may become part of your professional portfolio. You may want to collect ideas and artifacts, such as notes and pictures. Use this time as a chance to collect teaching ideas from experienced teachers, including art, music, physical education and media teachers.

Expectations

Evaluations:

14 week: Dispositions and Clinical Summative Evaluations submitted- one submitted mid-placement and one at the end of the placement.

Solo Teaching:

14 week: 1 week around week 7 ; 1-2 weeks toward the end, during weeks 12, 13, 14

Observations by Cooperating Professionals

EDUC 400 ELED Student Teaching/ EDUC 420 ELED Student Teaching Seminar

Seminars (campus and school) and assignments are designed to be a collaborative 'composite'

Campus Seminar Topics –

1. Success in Student Teaching

 Knowing yourself…your school & staff…your students

 Readiness for the schools and assignments 2. Career and Professional Readiness

 Resume, cover letters and interviews

 School law and ethics

3. Responding to Challenging Behavior

 Scenarios from the schools

 Beliefs informing practice 4. Professional Commitments & Hopes

 Mock interviews

 Next steps

School-based Seminar Topics –

1. Coming to know schools

 School values , safety policies and procedures

 Special Education – key players and their roles 2. Coming to know all students

 Classroom management – beliefs and practice

 Responding to challenging behavior 3. Coming to know myself as a teacher

 Beliefs in action

 Curiosity about children and their learning

School-based Assignments

1. Lesson plans

Seminar Assignments

 TCAP Assessment- The Teacher Candidate Assessment of Performance (TCAP) Assessment will

require our students to record themselves teaching and reflect on student learning and their instruction.

 Exemplary lesson plans submitted in each of the four content areas

2. Safe & Healthy Schools Essay*

TIMELINE FOR 7-WEEK PLACEMENT (1 quarter)

The suggested timeline below is designed to be a model for you to customize to your particular setting, learning goals and needs. We suggest using this as a framework for Student Teacher, Cooperating Teacher and Supervisor planning.

When? Student Teacher's

Responsibility (S.T.)

Cooperating Teacher's Responsibility (C.T.)

Site Supervisor's Responsibility (S.S.) Summary Reminders (S.T., C.T., S.S.) Semester prior to student teaching experience/before Student Teaching begins

 Contact school and set up interview

 Visit school, meet teachers  _{Request completion of}

Student Teaching Agreement Form

 Get information about curriculum goals, content, approaches, etc. you will be expected to implement

 _{Complete student teaching}

orientation module on Tk20

 Agree to accept a student teacher

 Become familiar with KSC guidelines

 _{Meet with Student Teacher}

and share curriculum information

 Complete student teaching agreement form and send to Educator Preparation Office

 Select cooperating teachers  Communicate with Educator

Preparation Office

 _{Meet with prospective}

student teachers

 Welcome and orient the student teachers to your school

 Be sure to contact the Educator Preparation Office (603-358-2848) if you have any questions.  Complete and return placement paperwork to Educator Preparation Office. Week 1 Student Teacher's Role:

Observe & Assist

 Observe classroom routines and schedule

 _{Observe "specials"}  _{Participate as teaching}

assistant

 Take over small groups  Begin leadership of Morning

Meeting or circle (whole group)

 _{Participate in school}

activities

 Submit lesson plans  Attend goal setting

conference



 Welcome student teacher into the classroom

 _{Develop way for S.T. to}

introduce him/herself to students and parents

 Encourage and assign responsibility for groups and other assistance in the classroom

 _{Provide S.T. with access to}

student and curriculum information (as appropriate)

 Review early lesson plans  Hold goal setting

conference

 Welcome and orient S.T. to the building

 _{Hold first seminar to}

conduct orientation to physical space, explain expectations, get acquainted, etc.

 _{Facilitate goal setting}

conferences

 _{Set up schedule for}

seminars

 Establish tentative schedule for observations

 Be available to consult with C.T. and S.T.  Goal setting conferences provide the opportunity to share expectations and open communication.

When? Student Teacher's Responsibility (S.T.)

Cooperating Teacher's Responsibility (C.T.)

Site Supervisor's Responsibility (S.S.) Summary Reminders (S.T., C.T., S.S.) Week 2 Student Teacher's Role:

Assist & Team Teach with Cooperating Teacher

 Continue activities from Week 1

 Take responsibility for 1-2 disciplines (plan, prepare materials, teach lessons, assess)

 Observe and support transitions

 Increase leadership of morning routines

 Submit lesson plans

 Develop plan of increasing responsibility for S.T.

 Review lesson plans and give suggestions

 _{Guide selection of}

curriculum and instructional activities

 Involve S.T. in other school activities (e.g. duties, meetings)

 Meet with S.T. to discuss teaching experiences

 Conduct informal observations and give feedback and suggestions on a regular basis

 Schedule first formal observation(s)

 Review lesson plans

 Continue open communication as student teacher continues transition into classroom and school culture

Week 3

Student Teacher's Role:

Team Teach with Cooperating Teacher and Leadership

 Continue from Weeks 1 & 2  _{Add planning and teaching}

responsibilities for 1-2 more disciplines and/or times of day

 Take responsibility for record keeping (attendance, milk, etc.)

 Take responsibility for transitions

 Plan and implement lessons with S.T.

 _{Provide opportunity for S.T.}

to take over routines, transitions, record keeping, etc.

 Continue to facilitate S.T. in taking over additional responsibilities

 _{Conduct first formal}

observation

 Collect lesson plan for formal observation to submit with write-up

 _{Conduct first formal}

observation, including pre- and post-conference with S.T.

 _{Discuss daily and weekly}

planning responsibilities

 Complete first formal observation and submit to the Educator

Preparation Office if there are concerns.

 Remember that the Educator Preparation Office is available for trouble- shooting and problem solving.

When? Student Teacher's Responsibility (S.T.)

Cooperating Teacher's Responsibility (C.T.)

Site Supervisor's Responsibility (S.S.) Summary Reminders (S.T., C.T., S.S.) Week 4 Student Teacher's Role: Leadership and Team Teach with Cooperating Teacher

 Continue established responsibilities

 _{Take responsibility for major}

parts of the day

 _{Take responsibility for whole}

group, teaming with classroom teacher

 Submit plans for first solo week for feedback

 _{Prepare evaluation forms for}

mid-quarter evaluation conference

 Continue established responsibilities

 _{Prepare mid-quarter}

evaluation and hold mid-quarter conference

 Communicate regularly with student teacher about strengths and concerns

 Communicate with site supervisor about S.T. progress

 _{Review plans for solo week}

and provide feedback

 Continue established responsibilities as

appropriate and necessary

 _{Consult with cooperating}

teachers for mid-quarter progress

 Continue with informal observations and feedback

 Review plans as appropriate

 Mid-quarter evaluation conference should be held this week. Be sure to identify areas of concern as well as areas of growth. If there are significant areas of concern, notify the Educator Preparation Office and provide documentation. Week 5 Student Teacher's Role: Lead Teach/Solo

 Take responsibility for entire group/day/week/ curriculum

 Use cooperating teacher as consultant

 Submit plans for second solo week for feedback

 Review plans for second solo week and provide feedback

 _{Continue informal}

observations and feedback

 _{Conduct second formal}

observation

 Conduct second formal observation and write up, including lesson plan

 Second formal observation should be completed this week. Week 6 Student Teacher's Role: Lead Teach/Solo

 Take responsibility for entire group/day/week

 _{Use cooperating teacher as}

consultant

 _{Complete self evaluation for}

final evaluation conference

 Begin final evaluation forms  Conduct additional

observations as needed

 _{Schedule final evaluation}

conference

 Begin final evaluation forms  Conduct additional

observations as needed

 Conduct additional observations as needed.

 _{Prepare for final}

When? Student Teacher's Responsibility (S.T.) Cooperating Teacher's Responsibility (C.T.) Site Supervisor's Responsibility (S.S.) Summary Reminders (S.T., C.T., S.S.) Week 7 Student Teacher's Role: Closure  Plan/implement closure activities

 Observe other classroom teachers during specials, recess, breaks, etc.

 _{Complete assessments}  _{Celebrate with students}  Take part in final

evaluation conference

 Hold final evaluation conference

 Share written evaluation with S.T.

 _{Support S.T. with closure}

activities

 Hold final evaluation conference

 Share written evaluation with S.T.

 _{Support S.T. with closure}

and transition out of classroom

 Prepare for transition to new placement if appropriate

 Final evaluation conference should be held this week.

 Submit evaluations to Tk20.

TIMELINE FOR 14-WEEK PLACEMENT (entire semester)

The following timeline is designed to be a model for you to customize to your particular setting, learning goals and needs. We suggest using this as a framework for Student Teacher, Cooperating Teacher and Supervisor planning.

When? Student Teacher's

Responsibility (S.T.) Cooperating Teacher's Responsibility (C.T.) Site Supervisor's Responsibility (S.S.) Summary Reminders (S.T., C.T., S.S.) Semester prior to student teaching experience/befor e Student Teaching begins

 Contact school and set up appointment to visit

 _{Visit school, meet}

teachers

 _{Request completion of}

Student Teaching Agreement

 Discuss tentative lesson ideas.

 _{Get information about}

curriculum goals,

 Agree to accept a Student Teacher

 _{Become familiar with KSC}

guidelines

 _{Meet with Student}

Teacher and share curriculum information

 Complete student

teaching agreement form and send to Educator Preparation Office

 Select cooperating teachers

 _{Communicate with the}

Educator Preparation Office

 _{Meet with prospective}

student teachers

 Welcome and orient the student teachers to your school

 Be sure to contact the Educator Preparation Office (603-358-2848) if you have any questions.  Complete and return placement paperwork to the Educator Preparation Office.

approaches, etc. you will be expected to implement  Complete student teaching orientation module on Tk20 Week 1 Student Teacher's Role:

Observe & Assist

 Observe classroom routines and schedule

 _{Observe "specials"}  _{Participate as teaching}

assistant

 Take over small groups  Begin leadership of

Morning Meeting or circle (whole group)

 _{Participate in school}

activities

 Submit lesson plans  Attend goal setting

conference

 Welcome S.T. into the classroom

 _{Develop way for S.T. to}

introduce him/herself to students and parents

 Encourage and assign responsibility for groups and other assistance in the classroom

 _{Provide S.T. with access}

to student and curriculum information (as

appropriate)

 Review early lesson plans  Hold goal setting

conference

 Welcome and orient S.T.(s) to the building

 _{Hold first seminar to}

conduct orientation to physical space, explain expectations, get acquainted, etc.

 Facilitate goal setting conferences

 _{Set up schedule for}

seminars

 Establish tentative

schedule for observations

 Be available to consult with C.T. and S.T.  Goal setting conferences to provide the opportunity to share expectations and open communication.

When? Student Teacher's Responsibility (S.T.) Cooperating Teacher's Responsibility (C.T.) Site Supervisor's Responsibility (S.S.) Summary Reminders (S.T., C.T., S.S.) Week 2 Student Teacher's Role: Assist & Team Teach with Cooperating Teacher

 _{Continue activities from}

Week 1

 Take responsibility for 1-2 disciplines (plan, prepare materials, teach lessons, assess)

 _{Observe and support}

transitions

 _{Increase leadership of}

morning routines

 Submit lesson plans

 _{Develop plan of}

increasing responsibility for S.T.

 Review lesson plans and give suggestions

 _{Guide selection of}

curriculum and instructional activities

 _{Involve S.T. in other}

school activities (e.g. duties, meetings)

 Schedule first formal observation(s)

 _{Meet with S.T. to discuss}

teaching experiences

 Conduct informal observations and give feedback and

suggestions on a regular basis

 Review lesson plans  _{Schedule first formal}

observation(s)  _{Continue open} communication as S.T. continues transition into classroom and school culture Week 3 Student Teacher's Role: Team Teach with Cooperating Teacher and Leadership

 Continue previous activities

 _{Add planning and}

teaching responsibilities for 1-2 more disciplines and/or times of day

 Take responsibility for record keeping

(attendance, milk, etc.)

 _{Take responsibility for}

transitions

 Plan and implement lessons with S.T.

 _{Provide opportunity for}

S.T. to take over routines, transitions, record keeping, etc.

 Continue to facilitate S.T. in taking over additional

responsibilities.

 Conduct first formal observation and write-up

 Collect lesson plan for formal observation to submit with write-up

 Discuss daily and weekly planning responsibilities  Complete first formal observation and submit to the Educator Preparation Office if there are concerns.  _{Remember that} the Educator Preparation Office is available for trouble shooting and problem solving

When? Student Teacher's Responsibility (S.T.) Cooperating Teacher's Responsibility (C.T.) Site Supervisor's Responsibility (S.S.) Summary Reminders (S.T., C.T., S.S.) Weeks 4 - 5 Student Teacher's Role: Provide Leadership and Team Teach with Cooperating Teacher

 Continue established responsibilities

 Take responsibility for major parts of the day

 _{Take responsibility for}

whole group, teaming with classroom teacher

 Use cooperating teacher as consultant

 Submit plans for first solo weeks (6&7) for feedback

 _{Prepare evaluation forms}

for mid-placement evaluation conference

 Prepare for first solo weeks

 Continue established responsibilities

 Prepare mid-placement evaluation forms and hold mid-placement conference

 _{Communicate regularly}

with S.T. about strengths and concerns

 Communicate with site supervisor about S.T. progress

 _{Review plans for solo}

weeks and provide feedback

 Continue informal observations and provide feedback

 _{Schedule second formal}

observation(s)  Continue established responsibilities as appropriate and necessary  _{Consult with C.T. on} progress by mid-semester

 Conduct first formal observation, including pre- and post-conference with S.T.

 _{Review plans (as}

appropriate)

 Conduct additional observations (as needed)

 Schedule second formal observation(s)

 Review progress on unit planning  First conference should be held by Week 5 at the latest. Be sure to identify areas of concern as well as areas of growth. If there are significant areas of concern, notify the Educator Preparation Office and provide documentation.  Second formal observation should be completed by the end of Week 7. Weeks 6 - 7 Student Teacher's Role: Lead Teach/Solo (first two weeks)

 _{Take responsibility for}

entire group/day/week/ curriculum

 Use C.T. as consultant

 _{Communicate regularly}

with S.T. about strengths and concerns

 Conduct second formal observation and write-up

 _{Conduct second formal}

observation and write up, including lesson plan

When? Student Teacher's Responsibility (S.T.) Cooperating Teacher's Responsibility (C.T.) Site Supervisor's Responsibility (S.S.) Summary Reminders (S.T., C.T., S.S.) Week 8 Student Teacher's Role: Co-teach with Cooperating Teacher, Evaluate and Reflect  Continue previous activities and responsibilities

 _{Take time to evaluate}

teaching experiences

 Plan and implement lessons with S.T.

 _{Provide opportunity for}

S.T. to focus on

assessment and record keeping strategies

 Schedule third formal observation(s)

 Continue established responsibilities (as appropriate and necessary)

 _{Schedule third formal}

observation(s)  Reflect on solo weeks. Weeks 9 – 10 Student Teacher's Role: Provide Leadership and Team Teach with Cooperating Teacher

 _{Continue all previous}

responsibilities

 Submit plans for second solo weeks (11&12) for feedback

 _{Prepare for second solo}

weeks

 _{Review plans for solo}

weeks and provide feedback

 Conduct third formal observation and write-up; conference with student teacher

 Provide opportunity for family contact if possible

 Schedule fourth formal observation(s)

 _{Conduct third formal}

observation and write up, including lesson plan

 Schedule fourth formal observation(s)

When? Student Teacher's

Responsibility (S.T.)

Cooperating Teacher's Responsibility (C.T.)

Site Supervisor's Responsibility (S.S.)

Summary Reminders (S.T., C.T., S.S.) Weeks 11 - 12  Take responsibility for entire

group/day/week/ curriculum

 _{Use C.T. as consultant}

 Communicate regularly with S.T. about strengths and concerns

 Conduct fourth formal observation and write up, including lesson plan

Student Teacher's Role:

Lead Teach/Solo (second two weeks)

 _{Conduct fourth formal}

observation and write-up

Weeks 13-14 Student Teacher's Role: Closure  Complete unit/theme if necessary  _{Plan/implement closure} activities

 Observe other classroom teachers during specials, recess, breaks, etc.

 Complete assessments  Celebrate with students  _{Prepare for Final Evaluation}

Conference

 Prepare for and hold Final Evaluation Conference

 _{Share written evaluation}

with S.T.

 Support S.T. with closure activities

 Prepare for and hold Final Evaluation Conference

 _{Share written evaluation}

with S.T.

 Support S.T. with closure and transition out of classroom

 Final Evaluation Conference should be held during final week.

 Submit paperwork to Tk20.

LESSON PLAN FORMAT

Name: ______________________________ Date: ______________ Grade Level: Subject:_____________________________ Topic:

Purpose: Write the broad purpose or goal of this lesson.

Curriculum Standard: State the curriculum standard using either NH State Standards or National Standards.

Objective(s): What skills, concepts, and knowledge do you expect the children will learn? Keep the standards in mind and use specific (observable, measurable) learning verbs.

Materials Needed for Learning Experience: Teacher:

Student:

Anticipated Length of Learning Experience:

Student Grouping: Whole group, small group, individual? If small group how will you create groups and provide work space? (Keep in mind that it may be beneficial to use more than one grouping modality within a single lesson.)

Prerequisite Knowledge:

Teacher: What content knowledge does the teacher need to teach this lesson?

Student: What prerequisite knowledge does the student need for success in this lesson? Do you anticipate any misconceptions? If so, briefly describe them.

Procedure: Write in detail what you, as the teacher, will do as well as what the students will do. Your procedure must be in sufficient detail to allow someone to teach the lesson with only this plan as a guide.

1. Introduction:

Make connections to students’ previous learning Motivate, gain attention and create interest

Discuss purpose and tell students what they will be learning 2. Body of Learning Experience:

Plan activities with objectives in mind

Use guided practice and modeling of expected activity/behavior Use independent practice when appropriate

Use questioning techniques

Check for understanding (formative assessment)

Include plans for early finishers that enhance learning within the subject area (reach beyond silent reading and/or worksheets)

3. Conclusion:

Summarize what students have learned Check for understanding

Make connections to previous learning and upcoming lessons Re-teach/enrich/review as needed

Include students in clean up when appropriate Link to next lesson/activity

Assessment: How will you know how to adjust your teaching to meet the immediate needs of the students? How will you know the lesson’s objectives have been met? How will the student know a skill or concept has been learned or knowledge gained?

1. Formative: What observations will you make and assessment techniques will you use while you are teaching that may influence choices you make in the lesson?

.

2. Summative: What questions can you ask, actions can you take or assignments can you give so that you will have evidence of the extent to which each student has met the lesson’s objectives? How might you include physical movement and/or the arts into your assessment (either formative or summative)?

Child Guidance (Behavioral):

Proactive Considerations: What will you do to prevent confusion and misunderstandings about directions? What will you do to prevent behavioral or attention issues for whole group or individuals? What is built into your plan to promote

cooperation and positive social interaction? What will you do to promote participation by all students?

Reactive Considerations: What will you do in response to student

misbehavior? Will you have a sequence of steps you will take?

What will you do to redirect attention if students have difficulty attending?

What will you do in response to student confusion about directions?

Child Guidance (Cognitive):

Consider the following before you fill in the chart that follows.

How have you planned for specific students’ needs? What instructional and/or environmental

modifications are needed for students with learning, attention, behavior or emotional problems? What modifications are needed for those with advanced knowledge or level of interest? Have you planned for a diverse student population -socioeconomic status, ethnicity, race, gender, etc.? (Be more specific than “an aide will assist student.” Tell what the aide will do to ensure success.) How does this lesson honor the multiple intelligences, prior experiences and interests of the students (individually and as a group)?

Needs for Lesson Participation: Modification Required: What required skills within the lesson present

challenges for individual students?

What components of the lesson need enrichment to promote engagement?

What components of the lesson need

modification to promote full engagement due to diverse student population?

How can the instructional plan be modified to ensure success for this student?

How can the classroom environment be modified to ensure success?

How can instructional materials be modified to ensure success?

Resources Used: Using APA format, give credit for any materials you have used in the development of your lesson.

Lesson Reflection: After teaching your lesson, spend some time reflecting on the experience with a critical eye. Look as objectively as you can on what went well in your teaching of the lesson and what did not go as well. As you do this, remember that your ultimate goal is for your students to learn. Keep in mind that all good teachers, no matter how experienced, are continually improving on their teaching practice and it is through this kind of reflection that you will grow as a teacher.

Every Lesson Reflection has the following two components:

1. Analysis: What went well with the lesson? Why did you teach the lesson the way you did? Were the objectives achieved? What did the students learn and how do you know they learned this? Did students have misconceptions and what were they? What were the areas of confusion for students? What positive impact did you have on students? What interventions were tried with student(s)? What interventions worked? What interventions didn’t work?

2. Planning: Now that you have taught this lesson and analyzed the experience, describe how you would plan for this lesson if you were going to teach it again. Use these guiding questions: What will you do the same in the future based on this lesson? What would you do differently? What new strategies might you use? What strategies might you use again? What interventions could you use with other children? What interventions with students might you never use again? What impact did the children have on your teaching philosophy? How did your values change as a result of this experience?

LESSON

PLAN

FORMAT

NAME: DATE: GRADE LEVEL: SUBJECT: TOPIC:

PURPOSE:

CURRICULUM STANDARD

OBJECTIVE(S):

MATERIALS NEEDED FOR LEARNING EXPERIENCE:

TEACHER: STUDENT:

ANTICIPATED LENGTH OF LEARNING EXPERIENCE:

STUDENT GROUPING: PREREQUISITE KNOWLEDGE: TEACHER: STUDENT: PROCEDURE: 1.INTRODUCTION:

2. BODY OF LEARNING EXPERIENCE

3.CONCLUSION

ASSESSMENT:

1.FORMATIVE: 2.SUMMATIVE CHILD GUIDANCE:

DIFFERENTIATION:

NEEDS FOR LESSON PARTICIPATION: MODIFICATION REQUIRED:

RESOURCES USED:

LESSON REFLECTION:

1.DESCRIPTION: 2.ANALYSIS: 3.PLANNING:

G

C

F

Guidelines for Completing the Goal Setting Form

Goal setting is an important part of the student teaching experience. Each student teacher comes with a unique set of strengths and concerns in the areas of skills, knowledge and dispositions. Sharing areas for growth and improvement, as well as strengths, will focus the student teacher's approach to the student teaching experience and will facilitate the work of the cooperating teacher and site supervisor. This conversation will also set the stage for open and honest communication among all parties, and will help identify what areas of the student teaching experience may need more attention for individual student teachers.

The Goal Setting Form should be completed during the first week by the student teacher and the cooperating teacher. Sometimes the site supervisor will also sit in on these conversations. The Goal Setting Form utilizes the broad framework of domains from the Danielson (2007) model. It is open-ended to allow for each student teacher and cooperating teacher dyad to set the appropriate goals for their unique situation. These goals are meant to complement the evaluation criteria outlined in the Student Teacher's Handbook. Copies of the Goal Setting Form should be given to the student teacher, the cooperating teacher, and the site supervisor by the Monday of the second week of student teaching.

Guidelines for Conducting Formal Observations and Completing the Observation Form

The Student Teaching Observation Form lists criteria for observation under the four domains from the Danielson Framework. Prior to the observation, the observer should review the lesson plan with the student teacher, and hold a "pre-observation conversation." This conversation (or conference) should focus on what the student teacher would like to learn from the observer about his/her teaching, as well as clarify the lesson to be taught. The observer should also share with the student teacher any focus areas. (For example, the student teacher is concerned about the pacing of lessons and shares this as the focus area with the observer. The observer has noticed that the student teacher tends to rush the directions for a lesson and shares this as a focus.) The purpose is to foster open communication prior to the observation process so that it will be mutually beneficial.

During the observation the observer should take notes by a method appropriate to the focus of the observation (i.e. time or event sampling, running record, frequency count, videotape). The data collected should be shared with the student teacher. Some observers find it useful to talk immediately after the lesson; others find that sharing the written data right away is useful; still others wait until the end of the school day to process the experience. This decision must be made by the observer and reflect the realities of the situation and the preferences of the individuals involved.

The "post-observation conversation" (or conference) usually begins with the student teacher's own reflection on the lesson, and a sharing of the observation notes. The observer then will give feedback in the form of positive comments and focused suggestions for improvement for the future, and ideas of what might have been done differently with the lesson just observed. The written observation form must also be completed, copied, and shared with the student teacher. (Rubrics are described, beginning on page 42.)

Guidelines for Mid-placement Conference and Mid-placement Evaluation Form

At mid-placement, the student teacher and cooperating teacher conduct a conference. The student teacher must prepare a self-evaluation on progress-to-date for the goals set at the outset of the

experience, and complete a mid-placement self-evaluation, using the KSC Summative Clinical Evaluation Form and the KSC Teacher Candidate Dispositions Assessment, circling the appropriate categories on the form. This should be completed prior to the mid-placement conference session. In most cases, the cooperating teacher also completes these forms prior to the meeting, although it is acceptable for the cooperating teacher to complete the form during the meeting, based on the discussion.

Usually the site supervisor attends this mid-placement conference. Copies of the mid-placement evaluation forms must be given to the student teacher, cooperating teacher, and site supervisor and become part of the student teacher's file in Tk20, submitted electronically by the cooperating teacher and site supervisor. If the student teacher is at risk for not completing the experience successfully, the site supervisor must attend this conference, and the Educator Preparation Office must be notified. The student teacher must receive clear feedback and information about his/her performance at this meeting, in order to provide her/him the opportunity to improve and be successful.

Guidelines for Final Conference and Final Evaluation Form

At the end of the student teaching experience, the student teacher and cooperating teacher conduct a final conference. Usually the site supervisor attends this conference. The student teacher, cooperating teacher, and site supervisor must complete the KSC Summative Clinical Evaluation Form and the KSC Teacher Candidate Dispositions Assessment, prior to the conference session. The cooperating teacher must also write a narrative evaluation and share that with the student teacher. Sometimes this narrative is written prior to the final conference; sometimes the cooperating teacher prefers to write it afterwards, based on the conference discussion. Copies of all evaluation forms must be given to the student teacher, cooperating teacher, and site supervisor. They become part of the student teacher's file in Tk20, submitted electronically by the cooperating teacher and site supervisor.

KSC STUDENT TEACHING: GOAL SETTING FORM

Student Teacher Cooperating Teacher

Student Teaching Placement Site Supervisor

Directions: Consult the Elementary Education Student Teacher's Handbook for the responsibilities, goals, objectives, and evaluation guidelines for the KSC Student Teaching experience. The KSC Educator Preparation program uses Charlotte Danielson's (2007) Framework for Teaching as our model for teacher evaluation and assessment. Please work together to identify several personal goals for the student teaching experience in the domains listed below.

I. Planning and Preparation

II. Classroom Environment

III. Instruction

IV. Professional Responsibility

Signed:

KSC

S

T

L

R

(

F

E

N

)

In addition to the Summative Clinical Evaluation and the Teacher Candidate Dispositions Assessment, cooperating teachers and supervisors must prepare a final evaluation narrative or letter of

recommendation. The statement should be printed on school stationery and signed and dated at the bottom.

Prior to the completion of the student teaching experience, the student teacher should have the opportunity to read and discuss the evaluation with you. All completed evaluation forms must be submitted to Tk20 at the conclusion of the student teaching experience.

KSC Clinical Observation Form

Candidate______________________________ School_____________________________

Observer _____________________ Grade/Class________________________

Date: ______________________________

Comments

I. Planning and Preparing for Instruction

A. Knowledge of Students and School Context ______________________________________ B. Knowledge of Content and ______________________________________

Associated Pedagogy

______________________________________ C. Instructional Goals/Activities/

Assessments/Learning Outcomes ______________________________________ ______________________________________

II. Creating a Positive Learning Environment

A. Respect/Rapport

______________________________________ B. Managing Routines and Procedures

______________________________________ C. Managing Student Behavior

______________________________________ ______________________________________

III. Instruction

A. Activating and Maintaining Engagement ______________________________________ B. Flexibility/Responsiveness ______________________________________

C. Activities ______________________________________

D. Pacing and Timing ______________________________________

______________________________________

IV. Professional Responsibility

A. Clear and Accurate Communication ______________________________________ with All Audiences

______________________________________ B. Professional Interactions and Pursuit of

Professional Development ______________________________________

C. Use of Technology ______________________________________