Student Teaching Handbook
Departments of:
Elementary Education and Reading
Secondary Education and Educational Technology
Office of Education Advisement and Field Experience
Revised November 2017
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As the capstone experience, student teaching provides an opportunity to apply theories of learning and methods of teaching, to practice.
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Student Teaching Handbook
Departments of:
Elementary Education and Reading
Secondary Education and Educational Technology
Office of Education Advisement and Field Experience
Revised November 2017
- Directory Page(s)
- Overview and Welcome
- Getting Started
- Professional Behavior of Candidates
- Policies and Procedures 8-
- Candidate Termination Policy
- Procedures for Termination of Student Teaching
- New York State Regulations 12-
- Information for the Cooperating Teacher 15-
- Information for the College Supervisor 19- - Suggested Timeline 21- Forms/Guides - Getting Acquainted Checklist 23- - Guideline for Planning and Reflecting.................................................. - Videotape Authorization Form - Weekly Appraisal Form - Supervisor’s Observation Form - Teacher Candidate: Final Evaluation Rubric 30-
- Professional Disposition Survey 34-
- Supervisor Tk20 Access Instructions 39-
- Student Teacher Tk20 Access Instructions…………………………...
- Cooperating Teacher Tk20 Access Instructions 42-
- Evaluation of College Supervisor (sample)……………………………
- Evaluation of Cooperating Teacher (sample)…………………………
- Bloom’s Revised Taxonomy Planning Framework …………………. 46-
- Field Experience and Volunteer Matrix ……………………………... 49-
- New York State Code of Ethics …………………………………..
- Professional Disposition Survey 34-
- Student Teaching Performance Tasks and Assessments 56- Elementary Education Specific Section
- Cumulative Record
- Things to Look for when Observing a Child: A List
- Child Study/Action Plan Project Guide
- Child Study/Action Plan Project Checklist
- Professional Exit Portfolio Rubric
- Sample Short Lesson Plan Format ………………………………….. 65-
- Elementary Personal Lesson Analysis Form………………………… 67-
- Learning Center(s) 69-
- Elementary Unit Plan 72-
- Elementary Lesson Plan Model for edTPA Practice……………… 74-
- Assessment Ideas 80-
- Elementary Education Websites
- Student Teaching Performance Tasks and Assessments 88- Secondary Education Specific Section
- Secondary Sample Unit Plan Form…………………………………...
- Secondary Lesson Plan Model for edTPA Practice………………… 91-
- Sample Short Lesson Plan Format ………………………………….. 101-
- Non-Course Requirements for Secondary Education……………..
- Secondary Education Websites
Directory
Office Phone E-mail
Division of Education Fitzelle Hall 373 Dr. Jan Bowers, Dean of Education & HUEC 607-436-2541 [email protected] Sherry Wildenstein, Secretary 607-436-2541 [email protected] FAX 607-436- Elementary Education & Reading Fitzelle Hall 374 Dr. Gwen Frank, Chair 607-436-3420 [email protected] Jean Yaro, Secretary 607-436-3176 [email protected] FAX 607-436- Educational Psychology & Counseling Fitzelle Hall 374 Dr. Dawn Hamlin, Chair 607-436-3933 [email protected] Suzanne Brown, Secretary 607-436-3554 [email protected] FAX 607-436- Secondary Education & Educational Technology Fitzelle Hall 374 Dr. Paul Bischoff, Chair 607-436-2613 [email protected] Suzanne Brown, Secretary 607-436-3075 [email protected] FAX 607-436-
Office of Education Advisement & Field Experience Fitzelle Hall 273 Thomas Shannon, Director 607-436-3320 [email protected] Mary Mattingly, Placement Supervisor (Student Teachers) 607-436-3710 [email protected] Julia Baxter, Placement Supervisor (Early Field Experience) 607-436-2390 [email protected] Jane Henry, Advisement 607-436-2437 [email protected] Jennifer Mancke, Secretary 607-436-2538 [email protected] FAX 607-436-
Registrar’s Office 607-436-
Certification Officer 607-436-
Transcript Information 607-436-
Student Accounts Office 607-436-
Career Development 607-436-
Academic Advisement 607-436-
Financial Aid 607-436-
Hunt College Union 607-436-
Student Association 607-436-
Writing Center 607-436-
Public Safety 607-436-
General Information 607-436-
Getting Started
To the Candidate : It is the Division of Education’s intent that you will use this handbook as a guide, and maintain ongoing communication with your college supervisor, cooperating teachers, and other professionals in the field and on campus. The following helpful hints are shared to get you thinking about your new responsibilities as a student teacher:
- Read and make use of information contained in this Student Teaching Handbook.
- Become acquainted with school personnel and their roles and responsibilities.
- Provide the cooperating teacher with pertinent biographical data (personal and professional) by the first meeting. It is also recommended that the candidate take the initiative to inquire about how he/she might become involved in other aspects of the overall school program (e.g., after school help sessions, chaperoning a school event).
- Conduct yourself as a professional at all times, particularly in relationships with school colleagues and students.
- Learn and carry out school policies and procedures.
- Acquire relevant information about students for whom you are responsible.
- Refrain from inappropriate discussion of confidential information.
- Take the initiative in seeking help from the cooperative teacher.
- Display a willingness to adapt to various situations, to accept criticism, and to learn from mistakes.
- Read professional literature and attend professional workshops.
- After consultation with the cooperating teacher, arrange to observe other teachers.
- Work with a diverse student population throughout the assignment. This will include lesson planning and teaching that demonstrates recognition of the exceptional student (e.g., academically gifted, learning disabled, emotional or physically challenged). Planning for differences posed by culturally and linguistically diverse students should also be evident.
- Complete self-evaluation forms as required by the college supervisor.
- Inform the college supervisor of progress made and problems encountered.
Professional Behavior of Candidates
Dress and act professionally at all times.
Observe the cooperating teacher and give special attention to classroom organization and management routines.
Assume responsibility for classroom management and physical appearance of the room, the care of equipment and materials, the safety of the students, and other administrative routines.
Be receptive to suggestions and constructive feedback about teaching.
Keep and submit accurate, updated records, lesson plans, journals, and portfolio materials as required by the cooperating teacher, and/or college supervisor.
Handle all confidential information in an ethical manner.
Refrain from criticism of any phase of the school’s operation. Questions about the purpose and/or implementation of policies is appropriate, but criticism is not.
Refrain from starting or repeating rumors or gossip.
Do not at any time discuss a particular student by name, except in professional sessions with the cooperating teacher, principal or college supervisor.
Avoid corporal punishment under any circumstances.
Student Teachers May Not Act as Substitute Teachers
All parties involved acknowledge the fact that student teaching is an apprenticeship and that a student teacher will always be under the supervision of a cooperating teacher. Due to these expectations, the student teacher may not act as a paid or unpaid substitute teacher during his/her student teaching placement.
Teacher Strikes and Job Actions
Neither the college nor candidates have a contractual agreement with the school system; candidates are participating in a long-term academic experience at the invitation of the school system. Thus, candidates are not involved in determining policies or procedures of the school or teachers’ associations or unions. In the event that a job action or strike situation should arise during a candidate’s placement at the school, the following procedures should be followed:
The candidate should inform the college supervisor as to the possibility of a job action.
The candidate should maintain a neutral stance regarding the job action and not engage directly in the activity or related activities, such as preparation of flyers or mailings.
At the commencement of a strike, the candidate must contact the college supervisor (or other designated emergency contact person at the college) to receive further instructions.
If the strike continues past three days, the candidate’s placement will likely be changed to another school system. (This may be done earlier at the discretion of the college supervisor.)
Policy Prohibiting Sexual Harassment
Sexual harassment is an unlawful practice, referring to any unwanted verbal or physical sexual advance or sexually-explicit derogatory statement made by someone in the classroom or workplace that is offensive or that causes the recipient discomfort or humiliation or that interferes with the recipient’s education or job performance. It is the policy of SUNY Oneonta to take affirmative action to provide an environment where employees and candidates are free from sexual harassment.
The candidate is responsible for the safety and comfort of all students. No harassment of students by students can be tolerated. Candidates should be aware of their behavior with students, especially those in early adolescence. Touching students of the opposite sex, even simple expressions of care and concern, could be misinterpreted and should be used cautiously.
Military Service and Training Policy
If there is a possibility that a candidate may be called to military service or training, it is recommended that the candidate meets with the Director of Education Advisement and Field Experience to discuss a plan to fulfill the degree requirements.
Felony and/or Misdemeanor Convictions Policy (related to Student Teaching)
The important issue of felony and misdemeanor convictions is presented to candidates in EDUC 106, and again during Methods. In Methods, just prior to the student teaching assignment, the prospective student teacher must fill out the Crime Conviction Sheet. This topic is brought up as early as possible so that candidates realize they may not be able to complete fieldwork and/or student teaching, complete their coursework or earn teacher certification if they have a misdemeanor or felony. It is important that student candidates realize that a felony or misdemeanor conviction may affect their ability to receive certification from the State of New York. This information is officially determined when Fingerprinting and Criminal History Checks are completed by the State Education Department during the certification application procedure.
Candidates, who have been charged and/or convicted of felonies and/or misdemeanors, should direct any questions to the Office of Education Advisement and Field Experience. All information will be confidential. Each situation will be reviewed on an individual basis. The Director will request, at the candidate’s expense, a copy of the original deposition of the case in order to review these documents and take appropriate action. Certain crimes are considered more serious than others in the evaluation process, and can possibly deter any chance of certification. The nature of the crime, its recency and frequency are the factors considered when deciding on potential certification. If a candidate has a felony or misdemeanor charge, and working with children or youth is determined to be inappropriate, the OEAFE will not set up a fieldwork experience for this candidate.
New York State Regulations
Laws of New York - By Authority Chapter 128
The following education law pertains to the obligation of certain school authorities to protect practice teachers from liability for negligence.
The People of the State of New York, represented in Senate and Assembly, do enact as follows:
Section 1. Section three thousand twenty-three of the education law, as added by chapter five hundred eighty-three of laws of nineteen hundred fifty-five, is hereby amended to read as follows.
- Liability of a board of education, trustee, trustees, or board of cooperative educational services.
Notwithstanding any inconsistent provision of law, general, specific, or local, or the limitation contained in the provisions of any city chapter, it shall be the duty of each board of education, trustee or trustees, in any school district having a population of less than one million, and each board of cooperative educational services established pursuant to section nineteen hundred fifty of this chapter, to save harmless and protect all teachers, practice or cadet teachers, authorized participants in a school volunteer program, and members of supervisory and administrative staff or employees from financial loss arising out of any claim, demand, suit or judgment by reason of alleged negligence or other act resulting in accidental bodily injury to any person, or accidental damage to the property of any person within or without the school building, provided such teacher, practice or cadet teacher, authorized participant in a school volunteer program, or member of the supervisory or administrative staff or employee at the time of the accident or injury was acting in the discharge of his duties and/or under the direction of said board of education, trustee, trustees or board of cooperative educational services; and said board of education, trustee, trustees or board of cooperative educational services may arrange for and maintain appropriate insurance with any insurance company created by or under the laws of this state or in any insurance company authorized by law to transact business in this state, or such insurers to maintain the aforesaid protection. A board of education, trustee, board of trustees, or board of cooperative educational services, however, shall not be subject to the duty imposed by this section, unless such teacher, practice or cadet teacher, authorized participant in a school volunteer program, or member of the supervisory and administrative staff or employee shall, within ten days of the time he is served with any summons, complaint, process, notice, demand or pleading, deliver the original or a copy of the same to such board of education, trustee, trustees or board of cooperative educational services. As amended L. 1976, c 844, 1.
To the candidate : The above law refers to the fact that the school’s insurance covers you while you are in the school building.
Required Additional Trainings
New York State requires all applicants for teaching certification to have completed the following prior to application (as of July 1, 2013)
At least two clock hours of coursework or training regarding the identification and reporting of suspected child abuse or maltreatment (in accordance with requirements of section 3004 of the Education Law).
At least two clock hours of coursework or training in school violence prevention and intervention (also known as S.A.V.E) (as required by section 3004 of the Education Law).
At least six clock hours of coursework or training in harassment, bullying and discrimination prevention and intervention (also known as DASA: Dignity for All Students Act) (as required by section 14 of Education Law).
Important Note: If you have successfully completed EDUC 213:Education Law requirements Related to Health and Safety Issues at SUNY College at Oneonta PRIOR to the Fall 2013 semester, you have already completed the Child Abuse Recognition/Reporting and Violence Prevention requirements for certification. You will still need, however, the DASA training prior to application for certification.
All those who have successfully completed EDUC 213 from Fall 2013 on will have met all the aforementioned requirements.
If you are still in need of any of the aforementioned required seminars, please contact the Office of Education Advisement and Field Experience for more information.
Please also note: When the college recommends you for certification, they attest that you have taken all three required trainings. Having your certification is proof that you have met all the state requirements. Please note that your DASA training (along with your S.A.V.E. and Mandated Child Abuse Training) may NOT be reflected on your TEACH account. This does not mean that you have not met the requirement.
If a school district requires proof beyond that of your certification that you have taken the DASA, S.A.V.E. or Mandated Child Abuse training, you have the paper copy of your certificate of completion to show them. If you do not have this, please contact the Office of Education Advisement and Field Experience.
INFORMATION FOR THE COOPERATING TEACHER
The following guidelines are intended to assist cooperating teachers and to clarify their responsibilities. It is recommended that the cooperating teacher:
A. Prepare for the candidate.
Attempt to enhance the status of the candidate in the classroom by preparing students and parents for the arrival of a new teacher and by encouraging their acceptance of and cooperation with the candidate. Consider sending home a letter to parents to make them aware of the candidate’s arrival.
Provide a work area for the candidate, including a desk or desk space, shelves, and a place for planning, if possible.
Provide the candidate with instructional resources and texts.
Share your own teaching philosophy and objectives with the candidate.
Have open dialogue with the college supervisor regarding policies and procedures.
B. Orient the candidate. (See pages 23 - 25 : Getting Acquainted Checklist)
Introduce candidate to colleagues, administrators, and other staff members.
Introduce the candidate to the various classes of students, emphasizing his/her status as a teacher and his/her interests or achievements.
Familiarize the candidate with the students' names, special needs (i.e., IEP’s, labels, one-on-one aides), interests, and community background.
Acquaint the candidate with the students' cumulative records and the manner in which they are maintained and used.
Provide the candidate with a class schedule and with a school handbook.
Familiarize the candidate with school policies and procedures regarding such things as: facilities, records and reports, and classroom management practices.
Acquaint the candidate with (1) available supplies, (2) instructional materials and resources, (3) duplicating machines, (4) audio-visual equipment, (5) available computer lab(s), and (6) the library.
Share your expectations for the experience with the candidate.
C. Explain routines and management techniques used in the classroom.
Plan with the candidate and the college supervisor a tentative timeline for assigning teaching responsibilities to the candidate. (See pages 21-22: Suggested Timeline.)
Clarify the candidate's responsibilities regarding school hours, clerical duties, scheduled conferences, and other commitments.
D. Assist the candidate in becoming a professional
Respect the candidate as a partner in the responsibility for his/her own growth as a teacher.
Provide for a variety of professional experiences, such as attending professional and staff meetings, PTA meetings and after school functions such as school concerts, science fair, etc.
E. Assist in Lesson Planning.
Use cooperative planning during the student teaching experience.
Guide the student to become a self-initiated planner.
Acquaint the candidate with your long range goals and plans, and with what has occurred before their arrival and what will probably follow it (e.g. share curriculum guide and plans for the semester and year).
Assist the candidate in considering the learning abilities of students when developing lesson plans.
Review the candidate's lesson plan and offer suggestions well in advance of when the lesson will be implemented. (Elementary See page 65-66: Sample Short Lesson Plan Format.) (Secondary See page 101-102: Sample Short Lesson Plan Format.)
Encourage the candidate to think through objectives and to decide which teaching techniques will best meet those objectives.
View planning as a basis for later evaluation and analysis of a lesson.
Assist candidate in selecting topic for the unit and review and approve candidate’s unit plan before implementation. (See pages 72 - 73 : Elementary Unit Plan.) (See page 90 : Secondary Sample Unit Plan Form.)
F. Guide the candidate.
Suggest and, if possible, model the use of various teaching strategies and materials.
I. Confer with the candidate.
If possible, select a place that will allow privacy.
Attempt to create an atmosphere that will allow a free flow of ideas.
Consider scheduling conferences for specific times on a regular basis (daily preferred, if possible).
Possibly schedule conferences to discuss topics agreed upon in advance, such as planning or evaluation.
Participate in three-way conferences with the candidate and the college supervisor.
J. Evaluate the candidate.
Review evaluation forms with the candidate and the college supervisor.
Consider growth, not evaluation per se, as the real purpose of assessment.
Assess and record, in cooperation with the candidate, their progress.
Emphasize the strengths and progress of the candidate, as well as any weaknesses.
Encourage the candidate to engage in self-evaluation of professional experiences.
Help provide a cumulative look at the candidate’s progress and provide input for the Teacher Candidate: Final Evaluation Rubric. (See pages 30-33.) With the help of College Supervisors and Cooperating Teachers, the O.E.A.F.E. created the Supervisor’s Report form to operationalize the items on the Final Evaluation Rubric (Please see page 29).
Reserve the right to remove an ineffective/unmotivated candidate.
Provide a written evaluation of the respective college supervisor.
Provide a recommendation of the candidate to the Office of Career Development (if requested by the candidate).
K. Evaluate the college supervisor Complete and submit the Evaluation of the College Supervisor electronically using Tk (See page 42-43 for instructions.) The college supervisor will complete the Supervisor’s Evaluation of the Cooperating Teacher.
INFORMATION FOR THE COLLEGE SUPERVISOR
The college supervisor is responsible for supporting cooperating teachers and administrators in their work with candidates. The following recommended guidelines are intended to clarify the responsibilities of the college supervisor. Cooperating teachers and school administrators should not hesitate to seek assistance from the college supervisor in areas not specifically mentioned below.
It is recommended that the college supervisor:
A. Serve as a liaison between the college and the cooperating schools.
B. Serve as a liaison between the cooperating teacher and the student teaching program through:
explaining the philosophy, goals, and policies of the student teaching program.
informing the cooperating teacher of the written records and reports required of them, and their nature, purpose and due dates.
informing the cooperating teacher of the written records, reports, and seminars required of the candidate, and their nature, purpose, and due dates.
C. Serve as a resource person in the area of teaching specialization.
D. Confer with the cooperating teacher regularly.
E. Work with the cooperating teacher (1) in planning a variety of teaching experiences for the candidate and (2) in scheduling increased and/or changed responsibilities for the candidate.
F. Guide the progress of the candidate through:
orienting candidate to Division of Education’s expectations and guidelines.
observing the candidate at least every 5-7 working days.
making written comments on observations of the candidate available to both the cooperating teacher and the candidate. (See page 29 for sample form.)
conferring with the candidate to cooperatively analyze their teaching performance.
counseling the candidate concerning problems of adjustment to his/her teaching role.