fall 2013 york college clinical experience handbook

TEACHER EDUCATION PROGRAM

Enable students.

Embody pedagogy.

Exemplify professionalism.

Enact content.

CLINICAL EXPERIENCE HANDBOOK

for CANDIDATES AND SUPERVISORS

Fall 2013

ii

ii Department of Teacher Education

“Our best chance for happiness is education.” Mark VanDorn

Clinical Experience Handbook

iii

INTRODUCTION

This handbook is intended to orient new teacher candidates and clinical supervisors to student

teaching practices and policies developed by the Department of Teacher Education at York College

of the City University of New York.

While many questions concerning student teaching (also referred to as clinical practice) experiences

are addressed within this handbook, it is not intended to replace personal contact between program

partners. It was developed as a reference tool.

York College Department of Teacher Education guidelines may change from time to time, so it is

always good to pick up the telephone, send out a quick email, or to stop by our office to get the

“It’s not what is poured into a student that counts, but what is planted.” Linda Conway

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iv Department of Teacher Education

WELCOME

Dear Teacher Candidates:

A successful experience in student teaching is crucial in the development of teaching pro-

fessionals. Student teaching is the capstone experience that connects the foundational and

pedagogical coursework candidates have completed with practical and constructive experi-

ences inside classrooms on a regular basis. It provides an opportunity for teacher candidates

to gain valuable experience working with children while being supported. It also enables

professional educators involved to make a substantial contribution to the teaching profes-

sion. This becomes achievable through the cooperation and collaboration of all involved --

the teacher candidate, the cooperating teacher, the school administrator, the practicum in-

structor and Field and Clinical Program Director, and the college supervisor.

We look forward to working with all of you in creating the environment for nurturing and

developing quality teachers. At York College we stand ready to assist in any way to ensure

that the student teaching experience is a positive and productive one for all involved.

Please come and see us in Room 1D12, call us at 718-262-2450, should there be questions,

concerns, or compliments.

Sincerely,

Dr. Lindamichelle Baron, Chair,

Department of Teacher Education

“Nine-tenths of education is encouragement.” Anatole France


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“Any genuine teaching will result, if successful, in someone’s knowing

how to bring about a better condition of things than existed earlier.” John Dewey

TABLE OF

CONTENTS

Page

Teacher Education Conceptual Framework 1

Field and Clinical Experience Quality Statement 2

Teacher Education Transition Points 3

Program Requirements 5

Clinical Experience Field Placement Guidelines 7

Clinical Experience Seminar Requirements 9

edTPA / Teacher Work Sample Assignment 10

Reflective Journal Assignment 11

Planning 13

The Field Placement Triad 14

Student Teacher Responsibilities 15

Progression of Increasing Responsibilities of the Student Teacher 17

Suggested Student Teaching Weekly Timeline 18

Role and Responsibilities of the Clinical Supervisor 21

Role and Responsibilities of the Cooperating Teacher 22

Role and Responsibilities of School & Agency Administrators 23

Key Legal Matters Concerning Student Teachers in New York State 24

New York State Code of Ethics for Teachers 25

Certification Pathway for New York State Classroom Teachers 26

Recommended Job Search Activities 27

APPENDICES

Department of Teacher Education Faculty & Staff A

Block Plan Template B

Lesson Plan Planning Process C

Lesson Plan Templates D

Monthly Time Log E

Weekly Time Log F

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1 Department of Teacher Education

“I hear and I forget. I see and I remember. I do and I understand.” Chinese Proverb

York College Mission Statement

York College enriches lives and enables students to grow as passionate, engaged learners with the

confidence to realize their intellectual and human potential as individuals and global citizens.

CONCEPTUAL FRAMEWORK

Teacher Education Unit Vision Statement The vision of the teacher education unit builds upon the vision and mission of York College. The unit’s vi-

sion is to develop a cadre of professional educators who, having been taught by models of good teaching, are

prepared with an array of theories, tools, and skills necessary to create rich learning environments in which

urban children and youth can strive for and reach success.

Teacher Education Unit Mission Statement By providing our students with learning experiences that develop deep and broad content knowledge and life

skills (G1), our teacher candidates become effective practitioners who will:

Empower Learners to Achieve at the Highest Levels by being able to

Understand the full range of student needs represented in an urban classroom (G5)

Respond to the diversity of learners in the classroom when designing and implementing instruction

(G7) Prepare students to be active and effective participants in a political and social democracy (G2)

Collaborate with parents and leaders/agencies in the local community (G4)

Embody Pedagogy by being able to

Design and implement curriculum and instruction that represents broad and deep knowledge of peda-

gogy (G6)

Assess students using a diversity of measures, analyze the results, and make instructional decisions

to optimize teaching and maximize student performance (G8)

Exhibit strong written, verbal, and non-verbal communication skills (G10)

Embed technology into the learning experience (G11)

Exemplify Professionalism by being able to

Act as reflective practitioners with a strong conviction that learning is a lifelong process achievable

by all (G9)

Collaborate with the professional educational community (G12)

Demonstrate a commitment to social justice and equity issues in multicultural, multilingual, urban

schools (G3)

Enact Knowledge by being able to

Demonstrate a broad and deep knowledge of academic content (G13)

Access and build content knowledge (G14)

Examine the power and biases of knowledge and knowledge construction (G15)

Evaluate emerging content knowledge using scholarly research based evidence (G16)

Evaluate content knowledge for relevance to K-12 classroom (G17)


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FIELD AND CLINICAL EXPERIENCE QUALITY STATEMENT

To the extent possible, York College early field and practicum placements will:

1. Provide students with safe, comfortable, and welcoming placements with cooperating

teachers who serve as a willing mentor/teachers and/or coaches.

2. Teach grade level content area instruction and practice in teacher candidates’ target

certification area (e.g., special education, general science, mathematics, physics, etc.).

3. Provide proven models of effective and innovative instruction, active teaching and learning

4. Provide candidates with sufficient opportunities to apply what they have learned in their

coursework, especially toward meeting the required performance standards.

5. Ensure that the student-teaching experience is carefully and continuously monitored and

properly supported.

6. Provide a highly qualified college supervisor to support and guide student teacher’s prac-

tice.

7. Ensure placement at a school where the principal and staff will foster the professional de-

velopment of new teachers.

8. Provide an intensive clinical experience with improved links between research and prac-

tice.

9. Provide the opportunity for student teachers to develop valuable collegial relationships

and supports for learning.

10. Provide candidates with opportunities to practice in more than one school or classroom.

11. Provide students with a cohort of colleagues, with whom they can reflect, learning from

their collective teaching experiences, both positive and negative.

12. Support improvement of neighborhood schools and local communities.

13. Provide opportunities for the candidate to significantly contribute to school or instruc-

tional improvement.

“I like a teacher who gives you something to take home to think about besides homework.”Lily Tomlin as “Edith Ann”

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TRANSITION POINTS

ADMISSION TO THE TEACHER EDUCATION PROGRAM

Complete the Application for Admission to the Teacher Education Program including the planning grid and

documentation for taking or registering for the Language Arts and Science Test (LAST) & Assessment

of Teaching Skills - Written (ATSW)

Declare an approved major

Earn a minimum overall 2.75 GPA in all courses taken at York College

(Transfer Students complete a minimum of 12 credits at York College)

Complete the Foundations courses EDUC 280 EDUC 283 and EDUC 284

Earn a minimum overall 2.75 GPA in Foundations courses AND a minimum grade of C in each Foundations

course (Minimum grade of B in each Foundations course taken elsewhere)

TRANSITION POINT 1

Admission to Curriculum & Methods Courses (EDUC 300 levels)

Earn a minimum overall 2.75 GPA in all courses taken at York College

Complete all Foundations courses for the program

Earn a minimum overall 2.75 GPA in Foundations courses AND a minimum grade of C in each Foundations

course (Minimum grade of B in each Foundations course taken elsewhere)

TRANSITION POINT 2

Admission to Student Teaching

Complete the application for Student Teaching AND update planning grid, including exam documentation

and program completion plan

Earn a minimum overall 2.75 GPA on all courses taken at York College

Completed all Professional Education (300 level Curriculum and Methods) courses

Earn a minimum overall GPA of 2.75 in all Professional Education courses AND a minimum of C grade in

each Professional Education course taken at York College (A minimum of B in each Professional Education

course taken elsewhere)

Completed 2/3 of the courses required in the major

TRANSITION POINT 3

Completion of the Teacher Education Program

Complete Student Teaching/Seminar I & Teaching/Seminar II with a minimum grade of C in each including

the Dignity for All Students Act, Violence Prevention, AND Child Abuse and Neglect workshops


Complete all course work required for the degree

NEW YORK STATE INITIAL CERTIFICATION REQUIREMENTS

in addition to COMPLETION OF THE TEACHER EDUCATION PROGRAM

Fulfill foreign language requirement

Complete a science course with a laboratory

Appropriate exams (exam requirements will change for all students graduating after 4/30/2014. Refer

to the table below for testing requirements based on your graduation date)

In consultation with their Teacher Education advisor, candidates should fulfill General Education requirements as

early as possible in order to achieve success on the LAST exam and be prepared for upper division coursework and

student teaching

“The true aim of everyone who aspires to be a teacher should be, not to impart his own opinions,

Graduating on or before 4/30/2014 Graduating on or after 5/1/2014

Assessment of Teaching Skills—Written (ATS–W) Liberal Arts And Science Test (LAST) Content Specialty Test (CST)

edTPA Educating All Students Test (EAS) Academic Literacy Skills Test (ALST) Content Specialty Test (CST)


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Clinical Practice “Student Teaching”

Experiences in Teacher Education

“A good teacher is a master of simplification and an enemy of simplism.” Louis A. Berman

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“I am indebted to my father for living, but to my teacher for living well.” Alexander of Macedon

GENERAL STUDENT TEACHING PROGRAM REQUIREMENTS

Teacher education candidates usually complete their student teaching during their last semester in

their program. The following program requirements are for student teaching (Transition Point 2):

TRANSITION POINT 2

Admission to Student Teaching Complete the application for Student Teaching AND update planning grid, including

exam documentation and program completion plan Earn a minimum overall 2.75 GPA on all courses taken at York College

Completed all Professional Education (300 level Curriculum and Methods) courses

Earn a minimum overall GPA of 2.75 in all Professional Education courses AND a

minimum of C grade in each Professional Education course taken at York College (A

minimum of B in each Professional Education course taken elsewhere)

Completed 2/3 of the courses required in the major

Student teaching requires a tremendous time commitment. Candidates are strongly encouraged

NOT to take additional courses and NOT to work more than 15 hours per week during the student

teaching semester.

The Department of Teacher Education makes all student teaching placements.

Requirements Specific to the Childhood Education Program

Teacher candidates in the Childhood Education Program are required to complete two student teach-

ing placements at different developmental levels. Student Teaching can be completed full-time in

one semester or part-time in two semesters.

One Semester FULL TIME Program (two placements in one semester)

14 weeks – 400 total hours

2 7-week placements – 200 hours per placement

5 full workdays per week (e.g. 8:00 am-3:00 pm; times may vary slightly from school to

school)

Candidates complete one 7-week placement in grades 1-3 and one in grades 4-6

Two Semesters PART TIME Program (one placement per semester)

14 weeks each semester (200 hours per semester)

3 mornings & 1 full day per week

Candidates complete one 14-week placement in grades 1-3 and one in grades 4-6

See “Additional Requirements for all Programs” on the following page for more information.


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Requirements Specific to the Secondary Education Programs

Teacher candidates in Secondary Education Programs are required to complete two student teaching

placements at different developmental levels. The experience is completed full-time in one semes-

ter.

Secondary Education MINIMUM Requirements (two placements in one semester)



Candidates complete one placement in grades 7-9 and one in grades 10-12

Secondary Education Programs are Biology, Chemistry, Earth Science, Mathematics, &

Spanish

Requirements Specific to the Health & Physical Education Programs

Teacher candidates in Health and Physical Education Programs are required to complete two stu-

dent teaching placements at different developmental levels. The experience is completed full-time

in one semester.

Health and Physical Education MINIMUM Requirements (two placements in one semester)



Candidates complete one placement in grades K-6 and one in grades 7-12.

Additional Requirements for all Programs

Candidates must clock in and out at the beginning and end of each day. All clocked-in hours count

toward the completion of required hours.

Hours are recorded on the Weekly Time Log in terms of minutes “Observing,” “Assisting,” and

“Teaching.” The minutes are totaled on the Monthly Time Log.

In addition to all in-class hours, the following hours count toward completion of the minimum re-

quired number of hours:

Attendance at 1-2 professional conferences. Time is recorded as "Observing." Proof of atten-

dance must be obtained and turned-in.

Attendance at 1 school related duty (e.g. parent-teacher night, Superintendent's Conference

Day, faculty meeting). Time is recorded as "Observing."

Time assisting CT when students are not present (e.g. grading student work, putting up a

bulletin board, curriculum development). Time is recorded as "Assisting."

Completion of duties assigned to the CT (e.g. lunch duty, bus duty). Time is as recorded as

"Assisting."

Although the minimum hours for each placement will not take 7 weeks of full time attendance to

complete, it is highly recommended that candidates attend 5 full workdays per week (e.g. 8:00 am-

3:00 pm; times may vary slightly from school to school). It is understood that circumstances may

not permit a student teacher to attend a full day every day; student teachers will be required to

evaluate their responsibilities and commit to a teaching schedule at the beginning of the clinical ex-

perience semester.

“Who dares to teach must never cease to learn.” John Cotton Dana

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“One good teacher in a lifetime may sometimes change a delinquent into a solid citizen.” Philip Wylie

CLINICAL EXPERIENCE FIELD PLACEMENT GUIDELINES

Attendance Teacher candidates must report to their placements at the time agreed upon with their clinical supervisor and cooperating teacher. The reporting time should allow for punching in and doing final preparations be-fore instruction. Teacher candidates follow the calendar of the school in which he/she is placed even when it differs from the college calendar.

In the case of a necessary absence, the teacher candidate must notify the school office, the cooper-ating teacher and the college supervisor.

In the case of consecutive absences that exceed two days, the clinical supervisor AND the clinical professor must also be notified (the latter via email). Documentation supporting the prolonged ab-sence should be submitted.

Three or more absences will result in an extension of the placement period.

Record Keeping Attendance is documented in 3 ways: the monthly time card, the Student Teaching Weekly Log, and the Monthly Time Log. Credit will be given only when the times documented on each form match and contain the appropriate signatures. All forms must be stapled together when submitted. These documents will be distributed in the Student Teaching Practicum Seminar course.

Monthly Time Card – Supplied by the host school; candidate should request a card from the office secretary and learn where to punch in and out. It serves as a second and mandatory record of at-tendance.

Student Teaching Weekly Log – Used to record basic information about each class and the number of hours of observing, assisting, and teaching each day.

Monthly Time Log – Used to record the total number of hours observing, assisting, and teaching during each month of student teaching.

Instructional Planning The student teacher is expected to prepare all lesson plans using the Backwards Design approach. Plans should be drafted in sufficient time to provide them to the observing party (the cooperating teacher and/or the college supervisor) to be reviewed, so that candidates can make refinements based upon feedback re-ceived. Formalized, detailed lesson plans following the Department of Teacher Education Lesson Plan Tem-plate must be submitted to both the cooperating teacher and the college supervisor prior to formal, sched-uled observations. See the Student Teacher Responsibilities Section for detailed requirements.

Student Teacher / Cooperating Teacher Conferences: Student teachers and their cooperating teachers engage in ongoing conversations regarding plans for the coming week, review lessons observed, and discuss questions and concerns regarding the classroom during daily and weekly meetings. It is both the cooperating teacher and the student teacher’s responsibility to schedule these weekly meetings. York candidates are advised to be proactive. It is during these meetings that plans and ideas for future lessons are presented to the cooperating teacher for approval and feedback, and conversations about specific classroom concerns and opportunities to improve foster development of the student teacher’s abilities. The student teacher needs to come to these meetings prepared with ques-tions, draft lesson plans, assessments and/or related resources.

Student teachers should conference both daily and weekly with their respective cooperating teachers.


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Daily Conferences Daily meetings are generally quick and may occur during prep periods or in the minutes between classes as necessary and possible. Goals of daily conferences:

Discuss day-to-day logistics of planning and implementing lessons and units Review lesson plans (Lesson plans should be reviewed 2-3 days before they are to be

taught so there is ample time for revision as necessary.) Ensure understanding of the immediate needs and interests of the children in the class(es) Reflect on the day’s work Provide feedback on any teaching events that may have occurred during the day

Weekly Conferences Meetings can take place before school or after school, during lunch, or during a prep period. It is important that a scheduled time be set aside for reasonable discussion. Goals of weekly conferences:

Guide the student teacher in a self-appraisal Set weekly goals Provide feedback regarding the student teacher’s professional skills and goals Review Plan book for the following week Schedule future teaching assignments

If the cooperating teacher fails to make time for daily and weekly conferences, the student teacher must contact his/her college supervisor to set up a three-person meeting to review responsibilities.

Formal Lesson Observations Student teachers must complete 3 formally observed and evaluated lessons during each placement. Stu-dent teachers must provide a lesson plan to the college supervisor at least one week before each formal observation (two weeks preferred) in order to receive feedback for further refinement. Lesson plans are also to be discussed with and approved by the cooperating teacher prior to lesson delivery. A post-observation conference will take place after each formal observation with the clinical supervisor and the cooperating teacher.

“Optimism is the faith that leads to achievement; nothing can be done without hope and confidence.” Helen Keller

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“A child miseducated is a child lost.” John F. Kennedy

CLINICAL EXPERIENCE SEMINAR REQUIREMENTS

Assessment of Student Teachers The cooperating teacher provides feedback (both formal and informal) to the student teacher throughout the placement; he/she electronically completes a weekly feedback form. Towards the end of the place-ment, the cooperating teacher completes a Student Teaching Final Evaluation Form. Ideally, these are sub-mitted electronically but may also be given to the clinical supervisor or mailed directly to the clinical profes-sor at York College. The Student Teaching Final Evaluation Form requires the student teacher’s signature. The cooperating teacher should have substantive discussion with the student teacher regarding the con-tents of the evaluation before sign-off occurs. These documents become part of the student teacher’s per-manent record in the Department of Teacher Education. Cooperating and student teachers are encouraged to make a copy of each before the original is submitted to the Clinical Program Coordinator. The clinical supervisor completes a Student Teaching Observation Form for each formal observation con-ducted. The evaluation is shared with the student teacher and requires his or her signature before being copied and submitted to the clinical professor at York College, who will place it in the student teacher’s file. The college supervisor completes the Student Teaching Final Evaluation Form as well. The evaluation report also becomes part of the student teacher’s permanent record in the Department of Teacher Education. 1wdc The clinical supervisor reviews the student teacher’s reflective journal to The clinical professor is responsible for documenting course attendance, active-participation in the weekly seminar, and assignments, as well as for assessing the quality of work put into completing reflective jour-nals and learning portfolios. The clinical professor reviews the weekly feedback form from the cooperating teacher and communicates with the clinical supervisor, student teacher, cooperating teacher as necessary to ensure a progression in the placement.

Clinical Experience Seminar and Student Teaching Grading Scheme The final course grade is a jointly determined by the clinical supervisor and the student teaching professor. It takes into account performance in the seminar, student teaching experience, the teacher work sample, and professional development requirements. The seminar professor will post the final grade. The grade is weighted as follows:

Seminar

40% (400 pts.)

Grade from Clinical Professor

Seminar attendance, participation, assignments, and professional development

attendance

Approval of Professional Conference

Attendance at a pre-approved professional conference for PD

Completion of “Violence in Education” PD

Completion of “Child Abuse” PD

Completion of “Dignity for All” PD

Completion of Portfolio Requirements

Student Teaching

60% (600 pts.)

Grade from Clinical Supervisor,

Cooperating Teacher, and Clinical

Professor

Completion of approved student teaching schedule including regular meetings with CT,

planning, observing, assisting, and teaching that closely aligns with the “Recommended

Schedule of Teaching Duties”

Completion of 6 Observed Lessons with accompanying lesson plans; 4 final evaluations

(2 from CS, 2 from CTs), grade recommendation from CT and CS

Reflections During Each Placement – Daily during weeks 1 & 2, one theme during

weeks 3, 5, and 7

Completion of edTPA / Teacher Work Sample:

edTPA Task 1, Task 2, & Task 3 plus additional TWS Components


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edTPA / Teacher Work Sample

The edTPA/Teacher Work Sample (TWS) is the capstone project of the Teacher Education program. It is a performance assessment through which a student teacher’s impact on learners at the P-12 site where he or she is placed for student teaching is measured. The sample consists of a learning segment, with three to five lessons, developed by candidates, through the use of a data-driven planning model. The edTPA/TWS contains 3 Tasks (Childhood Education version contains 4), each identified by research on best teaching practices effective in improving student learning. Each of the elements of the edTPA/TWS are interwoven, and contains a edTPA/TWS standard, related INTASC standards, a task, prompts, and a rubrics that define various levels of performance related to each element. Through this performance assessment, teacher can-didates provide credible evidence of their ability to facilitate learning by meeting the following edTPA/TWS standards:

The teacher uses information about the learning-teaching context and student individual differ-ences to set learning goal(s) and objectives, and to plan instruction and assessment.

The teacher sets significant, challenging, varied, and appropriate learning goal(s) and objectives based on state/district standards.

The teacher uses multiple assessment modes aligned with learning goal(s) and objectives to assess student learning before, during, and after instruction.

The teacher designs instruction for specific learning goal(s) and objectives, student characteristics and needs, and learning contexts.

The teacher uses regular and systematic evaluations of student learning to make instructional deci-sions.

The teacher uses assessment data to report student learning and communicate information about student progress and achievement.

The teacher reflects on his or her instruction and analyzes student learning in order to improve teaching practice.

Student Teachers complete the edTPA/TWS over the course of the semester. Tasks 1 and 2 (and 4 for Child-hood Education) are completed during candidates’ first seven-week clinical placement. To complete these tasks student teachers research, plan, and teach a learning segment. During the learning segment, the stu-dent teacher tracks the progress of 3 focus students, collects samples of students’ work, and videotapes one lesson for detailed analysis. Task 3 is completed during the second seven-week placement.

“Good teaching is more a giving of right questions than a giving of right answers.” Josef Albers

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Reflective Journal Student teachers maintain reflective journals chronicling their student teaching experiences. WEEK 1 – (Brief but complete Daily Entries. Submit each day or all at once. Clearly label each day.)

Reflective Journals 1 – 5 & 11 – 15: During Week 1 of each placement, the majority of your time should be spent in observation, orientation, learning student names, getting acquainted with curriculum ma-terials, learning the rules and procedures of the classroom and the school, helping students individu-ally or in small groups, and possibly teaching short lessons or assuming opening activities. Take time at the end of each day to reflect upon any of the above experiences or other observations you make dur-ing your first week.

WEEK 2 – (Brief but complete Daily Entries. Submit each day or all at once. Clearly label each day.)

Reflective Journals 6 – 10 & 11 – 20: During Week 2 of each placement, you are gradually assuming ad-ditional responsibilities for teaching, classroom management and teacher duties. Focus on these three areas in your entries this week. What are you noticing in this classroom about the above areas and about yourself as a future teacher?

WEEK 5 – (Choose One Theme; you will complete the remaining theme in your second placement.) Theme A: Communication Strategies/Community Relationships (InTASC #5 & #10) In preparation for completing your journal, discuss with your cooperating teacher the following areas of your use of com-munication strategies and development in fostering community relationships. Some critical areas to re-flect upon include:

How have I clearly articulated directions and explanations to students?

How have I provided opportunities for students to express their views and modeled for them?

How have I provided opportunities for students to become risk-takers and problem-solvers?

How have I fostered positive relationships with students, parents, school colleagues, and outside constitu-ents?

How have I promoted a productive and engaging learning environment?

OR Theme B: Knowledge of Content/Knowledge of Learners/Diverse Learners (InTASC #4, #1, & #2) In preparation for completing your journal, discuss with your cooperating teacher the areas of your knowl-edge of structures of your discipline, how you provide learning opportunities appropriate for the child’s development, and how you adapt your instructional opportunities for diverse learners. Some critical ar-eas to reflect upon include:

How have I effectively used disciplinary concepts that capture key ideas and link them to students’ prior understanding?

How have I made learning relevant to students?

How have I gotten to know the students on an individual/group basis?

How have I provided opportunities for active engagement through a variety of learning styles?

How have I identified, planned, and designed appropriate instruction to students’ stages of development?

How have I responded to students who have particular learning differences or needs?

“A good teacher is a master of simplification and an enemy of simplism.” Louis A. Berman


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WEEK 6 – (Choose One Theme; you will complete the remaining theme in your second placement.) Theme C: Instructional Planning Strategies/Technology Integration (InTASC # 1& #7) In preparation for completing your journal, discuss with your cooperating teacher the areas of your knowledge of instruc-tional strategies and technology integration that encourages students’ development. Some critical areas to reflect upon include:

How have I established and managed teaching and non-teaching routines and procedures for a smooth running classroom?

How have I used my knowledge about student development in planning instruction to meet the needs of the learner?

How have I created short-term and long-term plans that are linked to student needs and motivation?

How have I incorporated technology and multimedia to enhance my teaching?

How have I utilized appropriate resources and materials to enhance student performance?

OR Theme D: Classroom Management/Student Motivation (InTASC # 3) In preparation for completing your journal, discuss with your cooperating teacher the areas of your knowledge of individual and group moti-vation and behavior to create an effective learning environment. Some critical areas to reflect upon in-clude:

How have I taken positive action toward providing an effective, fair, and consistent classroom environment?

How have I kept students productively engaged at all times?

How have I treated students in terms of respect and fairness and are expectations consistently applied?

How have I maintained and elicited cooperation through the activities presented?

WEEK 7 – (Choose One Theme; you will complete the remaining theme in your second placement.)

Theme E: Assessing/Diagnosing/Evaluating Strategies (InTASC # 6) In preparation for completing your jour-nal, discuss with your cooperating teacher the areas of your knowledge of formal and informal assessment strategies and diagnosis of evaluation of student performance. Some critical areas to reflect upon include:

How have I used a variety of formal and informal assessment techniques to enhance my knowledge of learners?

How have I monitored student progress and performance?

How have I adjusted my instruction based on student progress and performance?

How have I modified and adjusted my teaching based on learning strategies and knowledge of the learner?

How have I collected and used information from outside sources to gain more knowledge of the learner?

OR Theme F: Reflective Practitioner/Reflective Professional (InTASC # 9) In preparation for completing your journal, discuss with your cooperating teacher your development as a professional and reflective practitio-ner. Some critical areas to reflect upon include:

How have I promoted feelings of worth in individuals and promoted positive interactions among learners?

How have I infused multicultural/non-sexist content and strategies into my instruction and classroom?

How have I modeled positive interactions and conveyed a concerning and accepting attitude toward others?

How have I based my decisions on the highest professional standards and kept students’ dignity intact?

How have I implemented and used research/outside resources to enhance my teaching?

How have I been an actively engaged professional during this past student teaching placement?

“Nine-tenths of education is encouragement.” Anatole France

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Plan Book Student teachers maintain a plan book for each class they will be teaching [1 class a day during week 3, 2 classes a day during week 4, 3 classes a day during week 5, full schedule during weeks 6 and 7]. The plan book should be completed at least one week before the lessons are to be taught. After developing an out-line in the plan book with the cooperating teacher, the student teacher will use the outline to create lesson plans for each class to be taught by the student teacher. The unit created for the Teacher Work Sample will be taught during the first student teaching placement, and must be planned into the student teacher’s teaching schedule.

Lesson Plans Lesson plans using the Understanding by Design planning strategy must be submitted for all formally ob-served lessons , for edTPA/TWS lessons, and for any lessons included in the portfolio. Lesson plans must be submitted to the clinical supervisor in the timeframe required by the supervisor. Daily lessons must be planned to the extent the cooperating teacher is comfortable. These lesson plans may be in UbD format or a format used by the cooperating teacher. All lessons should be reviewed with the cooperating teacher 1-2 days before the lesson is to be taught to allow time for revision as necessary.

Note: When a lesson plan is essentially the same from day-to-day with the exception of a repetitive varia-tion (i.e., weekly spelling words.), write one detailed lesson plan and attach a list of the variables by date.

Professional Conference Attendance Student teachers will be excused from one day of student teaching and a selected seminar date for atten-dance at a conference for growth within their curricula or in a more general area in education (e.g. com-mon core standards, special education, curriculum mapping, classroom management, etc.)

Student teachers are responsible for finding an appropriate conference to attend through internet searches and discussions with the college supervisor and cooperating teacher. After considering conference topics, location, date and time, fee, etc., student teachers will select a conference and submit the conference re-quest for approval by the Clinical Professor.

Student teachers must attend the conference as agreed upon with the Clinical Professor.

Attendance & Participation The student teaching seminar is an integral and required part of the student teaching experience. It is de-

signed to provide an opportunity for candidates to share and to reflect upon the challenges and triumphs of

student teaching. It also provides an opportunity for candidates to sharpen their teaching skills while they

examine and discuss educational issues such as classroom management, curriculum, and assessment, and

are able to clarify theoretical implications for their practice. Consistent, on-time attendance and participa-

tion are required.

“A master can tell you what he expects of you. A teacher, though, awakens your own expectations.” Patricia Neal


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“A good teacher must be able to put himself in the place of those who find learning hard.” Eliphas Levi

THE FIELD PLACEMENT TRIAD Roles and Responsibilities of Triad Members

The Student Teaching Seminar professor provides needed support and scaffolding for the student teaching experience. The triad below builds upon this foundation and is comprised of the student teacher, the cooperating teacher and the clinical supervisor. The active, ongoing involvement, communication, and input of all members of the triad are necessary to ensure the most productive and successful experience. Each triad member brings his/her ideas, behaviors and practices to the experience, which enriches, broadens and deepens the learning environment for candidates. The roles and responsibilities of triad members are described on the following pages.

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“The roots of education are bitter, but the fruit is sweet.” Aristotle

STUDENT TEACHER RESPONSIBILITIES The student teaching experience provides the teacher-candidate with opportunities to plan, deliver, ana-lyze, evaluate, and to modify his/her teaching in order to maximize professional growth. Student teachers are expected to:

Maintain integrity: avoid engaging in unethical or illegal activities during the internship. Activities of this nature include the following: forging signatures and authorizations, falsifying official academic records, including transcripts, grade reports, letters of permission, add-drop forms, ID cards of any type, student teaching time verification documents (i.e. Daily and monthly time cards, and the weekly time sheet), punching in or out on daily time cards for other candidates, etc. Violation of this nature can lead to a candidate being dismissed from the program on a permanent basis.

Establish and maintain on-going communications with the cooperating teachers, including arrang-ing and participating in impromptu daily meetings, and a regularly scheduled weekly planning meeting.

Establish and maintain on-going communications with the college supervisors about learning needs, goals for student teaching, and the development of the work sample.

Address problems or concerns immediately through discussion with college supervisors and/or co-operating teachers.

Dress Code: Student teachers must maintain a neat and clean appearance befitting professionals working in the field of education. Always exhibit respect for the school/agency, cooperating teacher, P-12 students, colleagues, parents, and one’s self. Dress professionally when reporting for student teaching.

In general, the following constitutes appropriate ‘casual professional’ Professional clothing appropriate for a classroom/employment setting A minimum amount of discreet jewelry and a watch Appropriate personal hygiene must be maintained daily, light-to moderate perfume

In general, the following are NOT appropriate: Caps, scarves and hats worn indoors, unless for religious reasons Jeans, mini-skirts or dresses, and low-cut tops/dresses or tightly-fitting clothing Revealing, faded, torn, wrinkled, ill fitting or soiled apparel of any kind Tattoos and piercings that are offensive Cell phones that are left on, texting while caring for students, or regularly using the school’s

telephone T-shirts, halters, tank tops, backless or sleeveless shirts or blouses, short skirts Sweatshirts, jogging outfits, shirts or blouses with political or otherwise offensive slogans

Planning: Maintain a plan book, and develop lesson plans for each lesson taught. Conduct a minimum of three formal lessons for the clinical supervisor including pre-observation and post-observation conferences during each placement. Daily planning discussions with cooperating teacher are mandatory, as are post-lesson conferences. Arrange and attend post-observation conferences with the cooperating teacher and supervisor.

First Placement Guidelines: Complete three classroom observations; 1 of the 3 via a recorded lesson from the edTPA learning segment following edTPA guidelines. The student teacher must prepare to record the lesson by sending permission slips home before the scheduled recording date. The student teacher will make the necessary arrangements to record the lesson and upload the lesson to Tk20 to be viewed by the college supervisor. Advising in areas of instructional planning and delivery on the part of the college super-visor should emphasize, and provide direction for integrating the edTPA/TWS process of on-going assess-ment and data-driven planning. The candidate will complete daily reflective journals during weeks 1 and 2 and a single reflective journal during weeks 5, 6, and 7, select and submit for approval a professional con-ference to attend, complete a weekly plan book and lesson plans for all lessons taught, and complete ed-TPA/TWS Tasks 1 and 2 (Childhood Ed. candidates must also complete edTPA Task 4).


16

Second Placement Guidelines: There must be tree classroom observations. One of the observed les-sons completed during this placement must include technology-supported instruction (The Teacher Educa-tion Resource Room has some technology resources if schools do not have them). The candidate will com-plete daily reflective journals during weeks 1 and 2, a single reflective journal of the opposite theme chosen in the first placement during weeks 5, 6, and 7, attend a pre-approved professional conference (if not at-tended during the first placement), complete a weekly plan book and lesson plans for all lessons taught, and complete edTPA/TWS Task 3.

Assume increasing responsibility for all aspects of classroom teaching, including planning and implementing instruction, classroom organization, assessment of student progress, and entering scores and grades. Students should assist the cooperating teacher instructionally when not teaching, begin teaching during the second week of the placement, assume full teaching responsibility for 1 class a day during the 3rd week, 2 classes a day during the 4th week, 3 classes a day during the 5th week, and a full teaching load dur-ing the 6th and 7th week of each placement.

Secure and follow the placement school’s calendar, daily schedule and curriculum guidelines including Common Core State Standards (CCSS), New York State standards, the NYCDOE Scope and Se-quence, and New York State Core Standards.

Participate in at least one school related activity at each placement site with the cooperating

teacher including faculty meetings, professional development opportunities, parent-teacher conferences, staff and interdisciplinary team meetings. In a reflective journal for the week of the event, include reflec-tion about the experience and how it ties to classroom life, teaching, and raising student-achievement.

Punch in and out daily on the school time clock using a time card secured at the school. Keep accu-rate Student Teaching Weekly and Monthly Time Logs. Attain appropriate signatures on all time cards. Sta-ple daily time cards to back of log sheets and monthly time cards before submitting to college supervisor. Hours that are spent interacting with students, NOT simply hours spent in the school building, are counted toward the total placement hours.

Be proactive! Take the initiative in becoming involved in the classroom. Ask for opportunities to assist. Don’t just sit or stand around waiting for the teacher to direct you.

Notify the school, cooperating teacher and the college supervisor when late or absent, prefera-

bly in advance. Three or more absences will result in an extended placement (two make up days required for each day missed). Supporting documentation for missed days is required. Candidates must strive to be present and on time always.

Develop a receptive and reflective attitude toward suggestions and critiques. Constructive feed-back from the cooperating teacher and the college supervisor is essential for a student teacher’s profes-sional growth.

Set goals for your student teaching, based upon what you feel are your strengths and weaknesses in the following key areas:

Instructional Planning

Lesson Delivery – General

Lesson Delivery -- Differentiated Instruction (including ELLs and Special Learners)

Classroom Management and Student Discipline

Collaborating with Colleagues and Parents

Technology-supported Instruction. Establish key objectives, benchmarks and indicators/outcomes for each goal. Share your plan with the Stu-dent Teaching Seminar professor, your cooperating teacher and your college-supervisor at the beginning of your placement, and use your plan to frame lesson planning, post-observation conference discussions, and personal reflections.

“Tell me and I forget. Teach me and I remember. Involve me and I learn.” Benjamin Franklin

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“The highest result of education is tolerance.” Helen Keller

PROGRESSION OF INCREASING RESPONSIBILITIES

OF THE STUDENT TEACHER

During the first week the student teacher is getting acquainted with the school setting, the class-

room, its activities, and the students. The progression includes:

Gain an understanding of the cooperating teacher’s goals and objectives for the class

Observe the cooperating teacher and students in the teaching/learning process

Assist in the classroom with such things as taking attendance, distributing materials, re-

cording homework assignments, and administering and scoring assessments to measure stu-

dent learning

Provide individual tutorial assistance in classroom instruction

Increase instructional responsibilities as quickly as possible. The rate at which added re-

sponsibilities are assumed is varied based on the individual student teacher. The progression

involves:

Teaching small groups as directed by the cooperative teacher

Planning, implementing, and assessing a lesson for a small group

Planning, implementing, and assessing a lesson for the full class

Planning an extended unit of instruction with appropriate assessment strategies to

measure impact on student’s learning

Assuming responsibility for the planning and implementing of instruction over an

extended time period

Student Teachers are strongly encouraged to participate as fully as possible in the following school

activities:

Parent-teacher conferences

Professional Development Sessions

Faculty department meetings

Field trips

Assemblies


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“The beautiful thing about learning is that no one can take it away from you.” B.B. King

SUGGESTED STUDENT TEACHING WEEKLY TIMELINE

Placement Weeks 1 & 2 – Getting Acquainted and Early Involvement

Ensure your CT knows to complete the CT Information Form on Tk20.

Complete “Getting to Know Your School” form during week 1.

Enter your complete schedule on Tk20 by the end of week 1.

Student teachers must:

clear any changes in the schedule with the CT and the supervisor

notify both the CT and the University supervisor whenever they are going to be

absent from the cooperating school due to illness

Complete “Getting to Know Your School” form. Complete TWS Part 1[Placement 1].

Formally check in and out with your school each day. Complete “Student Teaching Weekly

Log” everyday. (This will help in completing your “Monthly Time Log.”)

Get acquainted with students in classes

Begin learning student names

Study individual records for greater understanding of the physical, emotional, and intel-

lectual aspects of each pupil

Learn as much as possible about your CTs classroom organization, routines, teaching strate-

gies, methods, and techniques (i.e. seating charts, attendance procedures, procedures for dis-

tributing and collecting materials, beginning procedures, methods of involving the students)

Become familiar with the routines of the school

Begin discussions with CT regarding future teaching experiences

What procedures will you take over during week 2?

What lessons / units are you likely to teach in the coming weeks?

Plan meeting times (short daily meeting times, regular weekly meeting time)

What unit will you teach for your edTPA/TWS learning segment during weeks 6 & 7?

Become familiar with the curriculum and materials that are available for use; begin collecting/

creating instructional materials to use when teaching

During week 1, complete Plan Book with CT for teaching 1 class each day during week 3.

Observe and assist with classroom activities

Record attendance

Help individuals and small groups of students

Provide feedback on student work

Arrange bulletin board displays

Complete, then review lesson plan for 1st full lesson to be taught on first day of week 3.

Complete reflective journals each day during weeks 1 and 2.

During week 2, complete Plan Book with CT for teaching 2 classes each day during week 4.

19


“Education is the most powerful weapon which you can use to change the world.” Nelson Mandela

Placement Week 3 – Teaching Full Class Each Day – Assist in All Other Classes

Teach one full class each day; write a lesson plan for each lesson. Assist in all classes.

Review lesson plans with CT 2-3 days before they are scheduled to be taught to allow time for

revision.

Continue planning and meeting with CT.

Complete “Student Teaching Weekly Log” each day.

Complete Plan Book with CT for teaching 3 classes each day during week 5.

[Placement 1] Complete edTPA Task 1, begin working on Task 2.

Select a class in which to record a lesson, and send “Videotaping Permission Slips” home with

students.[Placement 1]

Placement Week 4 – Teach 2 Classes Each Day – Assist in All Other Classes

Teach two full classes each day; write a lesson plan for each lesson. Assist in all classes.

Review lesson plans with CT 2-3 days before they are scheduled to be taught to allow time for

revision.



Complete Plan Book with CT for teaching a full teaching load during week 6.

Continue working on edTPA Task 2. [Placement 1]

Collect “Videotaping Permission Slips” from students. [Placement 1]

Complete “Student Teacher Monthly Time Log.”

Placement Week 5 – Teach 3 Classes Each Day – Assist in All Other Classes

Teach three full classes each day; write a lesson plan for each lesson. Assist in all classes.

Review lesson plans with CT 2-3 days before they are scheduled to be taught to allow time

for revision.


Collect data and analyze lessons.


Complete Plan Book with CT for teaching a full teaching load during week 7.

Teach a lesson formally observed by your College Supervisor* (must complete 3 during

placement; including Lesson Plan review before lesson and post lesson meeting)

Complete Reflective Journal Theme A or B. Complete the opposite theme in Placement 2.


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Placement Week 6 – Teach Full Teaching Load [P1 – Teach edTPA Learning Segment]

Teach full teaching load each day; write a lesson plan for each lesson (must teach edTPA

Learning Segment during first placement)


for revision.



Teach a lesson formally observed by your College Supervisor* (must complete 3 during

placement; including Lesson Plan review before lesson and post lesson meeting)


Complete Reflective Journal Theme C or D. Complete the opposite theme in Placement 2.

Placement Week 7 – Teach Full Teaching Load [P1 – Teach edTPA Learning Segment]

Teach full teaching load each day; write a lesson plan for each lesson (must teach edTPA

Learning Segment during first placement.)


for revision.



Videotape 15-20 minutes of a lesson. Do not videotape students who did not obtain permis-

sion to be videotaped. Submit video to College Supervisor for review. [Placement 1]

Teach a lesson formally observed by your College Supervisor* (including Lesson Plan

review before lesson and post lesson meeting) [Placement 2]

Complete “Student Teaching Weekly Log” each day. Complete “Monthly Time Log.”

Complete Reflective Journal Theme E or F. Complete the opposite theme in Placement 2.

*Formal Lesson Observations by the College Supervisor do not have an assigned week of comple-

tion; dates are arranged by the Student Teacher, College Supervisor, and the Cooperating

Teacher to be completed before the end of the placement, enable the student teacher to demon-

strate growth over the placement, and showcase his/her teaching skills after ample practice.

2 Formal Lesson Observations and 1 Lesson Observation based on a recorded, unedited

video take place during the first placement.

3 Formal Lesson Observations take place during the second placement.

One of the 6 College Supervisor Observed lessons must incorporate the use of technology to

guide the lesson.

“Education's purpose is to replace an empty mind with an open one.” Malcom Forbes

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Attend clinical meetings and functions related to student teaching throughout the semester.

Serve as an experienced professional and academic resource to the Student Teacher through-

out the semester.

Support the Student Teacher in his or her understanding and practice of professional and ethi-

cal behavior.

Arrange to jointly meet with the Student Teacher and Cooperating Teacher early in 1st place-

ment to review requirements, expectations and the various evaluation protocols. Introduce

yourself to School Administration and Staff.

Review Plan Books to ensure progress

Grade the student teacher’s weekly Reflective Journals to gain insight into the experience,

growth, and any issues that may for the student teacher.

You may review the Reflective Journals on Tk20, or you may arrange for the ST to

email the Reflective Journals directly to you. After reviewing and commenting (as you

see necessary) on the journal entries, email the grade (out of 12, refer to the Reflective

Journal Rubric) to the Clinical Professor.

Address problems with the Student Teacher, the Cooperating Teacher, School Administrators

or Staff, and/or the Clinical Professor as soon as they arise. Email the problems and how they

were ameliorated to the Clinical Professor.

Complete formal observations of 6 lessons taught by the student teacher. Conduct pre- and

post-observation meetings, and complete a “Student Teacher Observation Form” for each ob-

servation. The Observation Form must include number ratings not check marks.

Complete 3 observations during each placement. One observation must be of a technol-

ogy-supported lesson, and one evaluation must be on a video of a lesson from the edTPA

Learning Segment.

Share the completed Student Teacher Observation Form with the Student Teacher after each

observation. Return the signed forms to the Clinical Professor either directly or through the

student teacher.

Complete the Student Teaching Final Evaluation Form at the end of each seven-week place-

ment.

Determine a Student Teaching final letter grade for the student teacher using the weighted

grading formula provided by the Clinical Professor

Submit the Final Evaluation Form, signed by you and your student teacher, and final letter

grade to the Clinical Professor by the date noted on the Clinical Experience Calendar.

Complete the EXIT Survey and return it to the Clinical Professor by the end of the semester.

“A teacher affects eternity: he can never tell where his influence stops.” Henry Adams

ROLE AND RESPONSIBILITIES OF THE CLINICAL SUPERVISOR

The clinical supervisor serves as the liaison between the Clinical Program Coordinator at York Col-

lege and the partnership school. The clinical supervisor aids the student teachers in developing their

educational philosophies, work samples, and classroom practices through frequent personal con-

tacts, classroom observations, and conferences. The clinical supervisor is expected to:


22

“Whenever the people are well-informed, they can be trusted with their own government.” Thomas Jefferson

ROLE AND RESPONSIBILITIES OF THE COOPERATING TEACHER The cooperating teacher plays a fundamental role in the clinical practice experience, for he/she is the one who works

with the student teacher on a daily basis. Cooperating teachers can be positive role models and supporters of teacher

candidates; when they are, they represent the teaching profession in a positive light, and promote high quality teacher

performance. The cooperating teacher is expected to:

Treat student teachers as new professionals and assist them with their induction into the

teaching profession. Recognize that the pre-service candidates’ first teaching experience is

taking place in your classroom, under your tutelage. We expect that you will provide them

with on-going and open communication, encouragement, and support.

Review school and classroom policies and procedures, the curriculum, daily schedule, build-

ing administrators’ contact numbers, etc. with the student teacher.

Meet with the student teacher regularly. This includes impromptu daily meetings and a regu-

larly scheduled weekly meeting to review lesson plans and instructional delivery.

Provide the student teacher with a class list, copies of texts (for reference/temporary use), cur-

riculum guides, school calendar notes (i.e., parent conference and Open School nights, testing

dates), teacher meeting times, professional development schedule, etc.

Provide adequate guidance and opportunity for the student teacher to gradually increase class-

room responsibilities. Student teachers are required to spend at least 50% of their placement

hours engaged in actual teaching of lessons they have developed. The candidate should begin

teaching by the end of the 2nd week of the placement, and teach at least one class a day during

the 3rd week, two classes a day during the 4th week, three classes a day during the 5th week,

and a full schedule during the 6th and 7th weeks.

Provide on-going, honest, and constructive feedback regarding the student teacher’s profes-

sional growth to both the student teacher and the college supervisor. Efforts should be made

when possible to participate in observation conferences with the student teacher and college

supervisor.

Address concerns immediately through honest, open dialogue with the student teacher, col-

lege supervisor, or Clinical Program Professor.

Complete the “Cooperating Teacher Weekly Feedback Form” each week, and submit it to the

college professor.

Complete the” Student Teaching Final Evaluation Form” towards the end of the placement.

Share it with the student teacher, and submit it to the clinical professor. It is recommended

that the cooperating teacher keep a written record of his/her observations (formal and infor-

mal) to aid in weekly conferences with the student teacher and also to facilitate completion of

the Student Teaching Final Evaluation Form.

Provide information regarding local professional conferences to the student teacher to aid in

selecting an appropriate conference to attend during the semester. (1st Placement CT)

Remuneration – For each student teacher supervised, the cooperating teacher is offered a tuition

waiver of three credits that can be used at any CUNY campus. The waiver is processed once the

Clinical Program Coordinator at York College has received a completed “Cooperating Teacher

Information Form” and a completed “Student Teaching Final Evaluation Form”.

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ROLE AND RESPONSIBILITIES

OF SCHOOL & AGENCY ADMINISTRATORS

The school leader/agency head and/or administrative team sets the tone for his or her staff, in terms

of how they view the York College Teacher Education Program, York College student teachers as-

signed to their schools, York college supervisors, and other York College representatives who serve

as liaisons to our partner institutions. They also ensure that program standards are maintained and

that program guidelines are adhered to. Clinical practice programs depend as much on the quality of

program provided in our partner schools, as it does the college’s curriculum. School and agency ad-

ministrators play a critical role in creating a good balance of experiences. Any success achieved

during field and clinical practice will be largely due to our partner administrators’ willingness to do

the following:

Promote a culture within the school and between organizations, that encourages positive

relations, open communications, a sharing of key program resources, and a joint commit-

ment to creating an enriching learning experience for teacher candidates.

Ensure that preparations for student teachers are made in advance by identifying exemplary

teachers who are willing to work with student-teachers, informing them of student place-

ment plans in advance of the student’s arrival, and reviewing expectations.

Provide student teachers with a proper orientation when they arrive at the site, which in-

cludes a school tour, a brief introduction to key staff, provision of the school/agency sched-

ule, call-in/contact information, general school /agency rules, and P-12 student disciplinary

guidelines.

Provide student teachers with a time card to punch in and out on during their tenure at the

site.

Encourage positive opinions and support among school/agency staff for York field and

clinical practice students, while placed at their sites

Maintain open and timely communications with York College Department of Teacher Edu-

cation faculty and staff. This includes answering and returning telephone calls, letters and

emails (preferably within a few hours, but at most within 24 hours), reporting (email or call)

candidate misbehavior, and making recommendations for changes.

Collaborate with York College faculty in strategic program planning and evaluation, final-

izing field placements, assigning cooperating teachers, and in admitting candidates to the

Clinical Practice program.

Provide feedback and recommendations to Department of Teacher Education faculty re-

garding clinical program operations. Work toward the goal of mutual cooperation, seamless

program operations and shared outcomes.

“Education is the mother of leadership.” Wendell L. Willkie


24

KEY LEGAL MATTERS

CONCERNING STUDENT TEACHERS IN NEW YORK STATE

Section 3023 of the New York State Education Law protects Student Teaching Candidates.

This section requires that each school district protect candidates from financial loss arising

out of any claim, demand, suit or judgment by reason of alleged negligence or other act result-

ing in accidental bodily injury to any person. This protection applies only if the candidate was

performing duties within the scope of the position of student teacher. Candidates are also en-

couraged, although not required, to obtain their own insurance, which is sometimes provided

through the colleges they attend.

Section 3001, Subsection 2 of the New York State Education Law. This section states that a stu-

dent teacher is legally permitted to student teach without the presence of the certified teacher in the

classroom if the classroom certified teacher is available at all times and retains supervision of the

student teacher. Student teachers are not to be used as paid or unpaid substitute teachers. They may,

however, do student teaching under the supervision of a certified substitute teacher.

Sexual Harassment. Every person is entitled to a work in a learning environment free from the

devastating effects of sexual harassment. If any candidate encounters sexual harassment or inappro-

priate attention during student teaching, he or she should report the situation to the clinical supervi-

sor or to the clinical professor. The incident will be investigated and the candidate’s placement may

be changed.

Depending upon the circumstances, the candidate may also wish to report the incident to the Office

of Student Affairs. Candidates need to keep complete, dated, contemporaneous notes on incidents of

concern so that the College can take appropriate action to protect candidates’ right to learn and to

student teach without harassment.

Child Abuse. Candidates are mandated reporters of suspected child abuse. All candidates are to

keep complete, dated, contemporaneous notes on incidents or observations that raise concern. The

College expects that candidates will immediately report any concerns to the principal of the school

involved. Making this report does not absolve a candidate of responsibility to file a Child Protective

Services report, but it may bring about quicker action to protect the child. If the concern is about a

school faculty member’s behavior, candidates may ask their clinical supervisor to accompany them

to meet with the principal.

“If the only tool you have is a hammer, you tend to see every problem as a nail.” Abraham Maslow

25


NEW YORK STATE CODE OF ETHICS FOR EDUCATORS Statement of Purpose

The Code of Ethics is a public statement by educators that sets clear expectations and principles to guide practice and

inspire professional excellence. Educators believe a commonly held set of principles can assist in the individual exercise

of professional judgment. This Code speaks to the core values of the profession. "Educator" as used throughout means all

educators serving New York schools in positions requiring a certificate, including classroom teachers, school leaders and

pupil personnel service providers.

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of

each student. Educators promote growth in all students through the integration of intellectual, physical, emotional, social and civic

learning. They respect the inherent dignity and worth of each individual. Educators help students to value their own

identity, learn more about their cultural heritage, and practice social and civic responsibilities. They help students to

reflect on their own learning and connect it to their life experience. They engage students in activities that encourage

diverse approaches and solutions to issues, while providing a range of ways for students to demonstrate their abilities

and learning. They foster the development of students who can analyze, synthesize, evaluate and communicate infor-

mation effectively.

Principle 2: Educators create, support, and maintain challenging learning environments for all. Educators apply their professional knowledge to promote student learning. They know the curriculum and utilize a

range of strategies and assessments to address differences.

Educators develop and implement programs based upon a strong understanding of human development and learning

theory. They support a challenging learning environment. They advocate for necessary resources to teach to higher

levels of learning. They establish and maintain clear standards of behavior and civility. Educators are role models,

displaying the habits of mind and work necessary to develop and apply knowledge while simultaneously displaying a

curiosity and enthusiasm for learning.

They invite students to become active, inquisitive, and discerning individuals who reflect upon and monitor their own

learning.

Principle 3: Educators commit to their own learning in order to develop their practice. Educators recognize that professional knowledge and development are the foundations of their practice. They know

their subject matter, and they understand how students learn. Educators respect the reciprocal nature of learning be-

tween educators and students. They engage in a variety of individual and collaborative learning experiences essential

to develop professionally and to promote student learning. They draw on and contribute to various forms of educa-

tional research to improve their own practice.

Principle 4: Educators collaborate with colleagues and other professionals in the interest of stu-

dent learning. Educators encourage and support their colleagues to build and maintain high standards. They participate in decisions

regarding curriculum, instruction and assessment designs, and they share responsibility for the governance of

schools. They cooperate with community agencies in using resources and building comprehensive services in support

of students. Educators respect fellow professionals and believe that all have the right to teach and learn in a profes-

sional and supportive environment. They participate in the preparation and induction of new educators and in profes-

sional development for all staff.

Principle 5: Educators collaborate with parents and community, building trust and respecting

confidentiality. Educators partner with parents and other members of the community to enhance school programs and to promote

student learning. They also recognize how cultural and linguistic heritage, gender, family and community shape ex-

perience and learning. Educators respect the private nature of the special knowledge they have about students and

their families and use that knowledge only in the students’ best interests. They advocate for fair opportunity for all

children.

Principle 6: Educators advance the intellectual and ethical foundation of the learning

community. Educators recognize the obligations of the trust placed in them. They share the responsibility for understanding what

is known, pursuing further knowledge, contributing to the generation of knowledge, and translating knowledge into

comprehensible forms. They help students understand that knowledge is often complex and sometimes paradoxical.

Educators are confidantes, mentors and advocates for their students’ growth and development. As models for youth

and the public, they embody intellectual honesty, diplomacy, tact and fairness

“We cannot hold a torch to light another’s path without brightening our own.” Ben Sweetland


26

CERTIFICATION PATHWAY FOR NEW YORK STATE CLASSROOM TEACHERS

TRANSITION POINT 3

Completion of the Teacher Education Program Complete Student Teaching/Seminar I & Teaching/Seminar II with a minimum grade of C in

each including the Violence Prevention AND Child Abuse and Neglect workshops


Complete all course work required for the degree

NEW YORK STATE INITIAL CERTIFICATION REQUIREMENTS

in addition to COMPLETION OF THE TEACHER

EDUCATION PROGRAM Fulfill foreign language requirement

Complete a science course with a laboratory

Appropriate exams (exam requirements will

change for all students graduating after

4/30/2014. Refer to the table below for testing re-

quirements based on your graduation date)

After completing the requirements listed above and York College’s graduation requirements, the

teacher candidate is eligible to be recommended for initial certification. The application process is

online as follows:

Study and know the pathway to teaching certification, related to one’s area of certification,

which is outlined on the New York State Department of Education Website: http://

www.highered.nysed.gov/tcert/certificate/certprocess.html

Complete required trainings: Dignity for All Students Act, Violence Prevention Workshop,

and the Child Abuse and Neglect Workshop. These courses are provided by the Teacher

Education Department at York College, and are offered as part of the student teaching semi-

nar.

Get fingerprinting and criminal background checks out the way no later than the beginning

of the fall semester prior to the student teaching year. See the Manager of Teacher Education

Services for required paperwork/letter to take to the New York City Board of Education in

order to complete the process.

Set up an account within the New York State Department of Education’s TEACH System as

soon as possible, after taking your first teaching certification exam. This will be helpful in

tracking teacher-certification processes at the state level.

“Children have never been very good at listening to their elders, but they have never failed to imitate them.” James Baldwin

Graduating on or before 4/30/2014 Graduating on or after 5/1/2014

Assessment of Teaching Skills—Written (ATS–W)

Liberal Arts And Science Test (LAST)

Content Specialty Test (CST)

edTPA Educating All Students Test (EAS)

Academic Literacy Skills Test (ALST)

Content Specialty Test (CST)

27


RECOMMENDED TEACHER CANDIDATE JOB SEARCH ACTIVITIES

York College teacher candidates should begin to take the necessary steps during early field experi-

ences and as they prepare to enter student teaching, in order to increase their chances for getting

employed after they graduate college. The following is a list of activities that education candidates

should engage in to enhance their chances of securing a job:

SIGN UP with the York College Career Services Office. They will help with resume prepara-

tion, interviewing skills, and job-search leads. The Career Services Office is located

AC/3M01. You can register for their services on-line at https://york-cuny-

csm.symplicity.com/students/?signin_tab=2. You can also contact them by telephone by

calling (718) 262-2282.

EXCEL when completing all Early Field and Clinical Experiences. Although you may not see

the principals at the sites where you are placed, they often know who you are and they get

multiple reports about candidates from people in the building. Many principals are looking

for potential teachers all of the time. Be on time, be proactive, and attend special school

meetings when possible for learning sake, but also to let others know that you are interested

in being a part of their school community. Check out the schools when you are there to see if

they are a good match for you professionally. Make a positive impression whether you like a

school or not; it may be the only school with a job opening when you are looking for a job.

Also, ask your cooperating teachers, college supervisors, and/or other professionals that you

work with during your student teaching for letters of recommendation.

BEGIN and COMPLETE as much of the New York City Board of Education online teaching

application no later than June or December 1st prior to the student teaching term. This sys-

tem closes periodically each year at various times without much notice. Candidates should

check periodically when the system is closed to determine if it has reopened. Once it opens

candidates should immediately input their information at www.teachnyc.net.

REGISTER online at the Office for Student Teacher Initiatives, at the New York City Depart-

ment of Education (NYCDOE), no later than June or December 1st, prior to the student

teaching term. Create a user account to complete on-line registration at http://

nyc.teacherssupportnetwork.com.

REGISTER at the NYCDOE’s Career Fair and Information Sessions and attend teacher job-

fairs offered throughout the year. http://schools.nyc.gov/ChoicesEnrollment/AlternativesHS/

default.htm

LOOK at Teachers of Tomorrow schools for information regarding new and small schools that

have opened within the last three years by accessing the search engine at the following web

address: http://schools.nyc.gov/TeachNYC/incentives/default.htm.

JOIN New York City Department of Education’s social networking page that has helpful infor-

mation: http://facebook.com/iteachnyc.

LOOK for job listings posted on the New York City Department of Education and other area

district and charter school web sites, the New York Times on-line, www.monster.com and

www.idealist.com.

CONSIDER uploading your resume on www.olasjobs.org for teaching opportunities in areas of

New York outside of New York City (Long Island, Westchester, Upstate counties).

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” Albert Einstein

http://www.olasjobs.org


A

“The secret in education lies in respecting the student.” Ralph Waldo Emerson

Appendices

APPENDIX A

A Department of Teacher Education

York College

Department of Teacher Education Faculty & Staff

Faculty

Dr. Lindamichelle Baron – Assistant Professor, Department Chair Room 1D12E (718) 262-2938

[email protected]

Dr. Dana Fusco – Professor Room 1D12C (718) 262-2698

[email protected]

Dr. Xin Bai - Assistant Professor Room 4G03 (718) 262-2830

[email protected]

Dr. Linda Gerena – Associate Professor Room 1D12A (718) 262-2089

[email protected]

Dr. Leslie Keiler – Associate Professor Room 1D12D (718) 262-2453

[email protected]

Dr. Jane Keleher – Assistant Professor Room 1D12C (718) 262-2820

[email protected]

Prof. Ann Marra – Substitute Field & Clinical Lecturer Room 1D06

[email protected]

SUPPORT STAFF

Regina Misir, Manager, Teacher Education Services Room 1D12B (718) 262-2530

[email protected]

Jessica Roman, Office Assistant Room 1D12 (718) 262-2450 / 2451

[email protected]

York College General Number (718) 262-2000

mailto:[email protected]


APPENDIX B

APPENDIX C

C Department of Teacher Education


APPENDIX D

APPENDIX E

E Department of Teacher Education


APPENDIX F

“What sculpture is to a block of marble

education is to the human soul.”

Joseph Addison

fall 2013 york college clinical experience handbook

Documents

teacher education program

student teaching experience

cooperating teacher

new teacher candidates

student teaching practices

successful experience

clinical supervisors

valuable experience