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Student Teaching Handbook

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Introduction Millikin University students in the School of Education are embarking on a lifelong

Journey toward Excellence in Teaching and Learning. From the time they are accepted into the teacher education program, the candidates work to prepare for student teaching. In some ways, student teaching seems a final destination because it represents one of the last requirements in their degree. Yet, as they begin to student teach, they will recognize that student teaching is a gateway opening to a much longer pathway toward teaching excellence, one that requires continued learning and growth. Student teachers strive to involve their students in active learning experiences, to facilitate learning, to collaborate effectively with others, and to create positive learning environments that foster a strong sense of community.

The prospective teachers are assisted in their journey by a very unique and special partnership between area schools and Millikin University. School administrators and teachers collaborate with university faculty from the School of Education and from the content areas to support, guide, and teach candidates. Their mutual goal is to assist student teachers to develop the skills, attitudes, values and knowledge that comprise excellence in teaching and learning.

This handbook is intended to be a guidebook for university supervisors, cooperating teachers, and student teachers. It will provide a common vocabulary for all members of the student teaching partnership. It will clarify the goals of the student teaching experience and spell out procedures that will be followed from the time a student teacher is placed until the final evaluations are submitted. Finally, it will identify key people to contact for assistance or for further information. We intend for this handbook to assist all members of the student teaching team as they make the student teaching experience one of cooperation, learning and growth toward excellence.

Should questions arise from the student teacher and cooperating teacher concerning any aspect of student teaching, the first line of contact should be the university supervisor. For further assistance, the Field Placement Coordinator can be contacted at any time.

School of Education Shilling 307 Millikin University 1184 W. Main Decatur, IL 62522 (217) 424­6244 FAX (217) 424­6247

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Important Telephone Numbers

School of Education ..................................................................(217) 424­6244

Field Experience Coordinator ..................................................(217) 420­6689

Certification Officer..................................................................(217) 420­6682

Registrar ...................................................................................(217) 424­6217

Career Center ..........................................................................(217) 424­6294

Security .....................................................................................(217) 446­8888

Student Life and Development (SLAD) ..................................(217) 424­6395

Student Health Services ...........................................................(217) 424­6360

Standardized State Tests (www.icts.nesinc.com) ....................1­800­239­8107

Writing Center .........................................................................(217) 424­6353

Staley Library ...........................................................................(217) 424­6214

University Supervisor Information .........................................Home ....................................................................................................Cell ....................................................................................................Office

Cooperating Teacher Information ...........................................Home ....................................................................................................Cell ....................................................................................................School

Student Teacher Information...................................................Home ....................................................................................................Cell

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Student Teaching Handbook Table of Contents

SECTION 1 ................................................................................................................................7 Destination of Excellence............................................................................................................7 Conceptual Framework of the School of Education .................................................................9 Standards of Excellence for the Journey ................................................................................11 Millikin Teaching Standards..................................................................................................11 Other Standards of Excellence...............................................................................................12 Candidate Disposition Policy.................................................................................................13 Candidate Disposition Deficiency Form ................................................................................17 ED 488 – EDUCATION SENIOR SEMINAR ......................................................................18 Teacher Work Sample ...........................................................................................................23

SECTION 2 ..............................................................................................................................24 Pathways Of Preparation For Student Teaching.........................................................................24 Milestones Along the Road: Courses Student Teachers Complete Before Student Teaching .27 Hands­On Classroom Experiences: Travel to the “Real World” of Teaching ........................27 Checkpoints in the Journey Toward Excellence in Teaching and Learning ............................28

SECTION 3 ..............................................................................................................................30 The Student Teaching Team: Guides for The Student Teacher’s Journey...................................30 Destination for Excellence in Student Teaching: Millikin’s Goals .........................................32 Director, School of Education ...............................................................................................34 Field Placement Coordinator/Director, School of Music ........................................................35 University Supervisor............................................................................................................37 School Administrator (Principal) ...........................................................................................39 Cooperating Teacher .............................................................................................................40 Suggested Activities for the First Week.................................................................................41 The Student Teacher..............................................................................................................43 Typical Student Teaching Schedule.......................................................................................44 Student Teacher Code of Ethics.............................................................................................45 Recommended Experiences for Beginning Teachers..............................................................46

SECTION 4 ..............................................................................................................................47 Policies And Procedures, Maps for the Journey.........................................................................47 Attendance Policy .................................................................................................................49 Illness or Serious Family Emergencies ..............................................................................49 Extracurricular/Athletic/Arts Absences..............................................................................49 Career­Development Absences..........................................................................................50 Weather­Related Absences ................................................................................................50 Excessive Absences Requiring Make­up of Days ..............................................................50 Prohibited Absences ..........................................................................................................50 Absence of Cooperating Teachers......................................................................................50

Guidelines in the Event of a Work Stoppage (Strike).............................................................50 Policy Regarding the Writing of Lesson Plans .......................................................................51 Policy on Working During Student Teaching.........................................................................52 Request For Permission To Work During Student Teaching ..............................................53

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Dress Code............................................................................................................................54 Extracurricular Activities ......................................................................................................55 Conduct and Confidentiality..................................................................................................55 Handling Personal Questions .............................................................................................55 Physical Contact................................................................................................................55 Confidentiality ..................................................................................................................55

Online Personal Information..................................................................................................56 Legal and Ethical Behavior ...................................................................................................56 Student Teaching Withdrawal Policy.....................................................................................57 Procedures.............................................................................................................................57 Formal Candidate Complaint Procedure ................................................................................58 Grading and Evaluation Procedures.......................................................................................58 Grading Criteria ....................................................................................................................61

SECTION 5 ..............................................................................................................................67 Appendices ...............................................................................................................................67 Student Teacher Feedback Regarding Cooperating Teacher...................................................71 Student Teacher Feedback Regarding the University Supervisor ...........................................73 Cooperating Teacher Feedback Regarding the University Supervisor ....................................75 Cooperating Teacher Feedback Regarding the Student Teacher and Millikin University's School of Education ..............................................................................................................77 Millikin Teaching Standards..................................................................................................80 Responsibilities of Team Members........................................................................................91 Extended Responsibilities of Cooperating Teacher ............................................................91 Extended Responsibilities of the Student Teacher..............................................................95

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SECTION 1

Destination of Excellence

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Conceptual Framework of the School of Education

Philosophy and Key Beliefs of the School of Education State and national standards provide a good foundation. Yet, each student teacher, cooperating teacher, and university supervisor will also have a set of expectations for the student teacher's performance that will go above and beyond the more formally stated standards. To become a truly excellent teacher and learner is to have a unique set of standards. The student teaching experience, as a whole, should promote both reflection and dialogue about each team member's definition of excellence in teaching. During student teaching, student teachers’ ideas about teaching and learning, as well as their standards of excellence as teachers and as learners, will undergo many transformations.

Philosophy

Mission: To prepare beginning teachers whose knowledge, skills and dispositions promote a lifetime commitment to excellence in teaching and learning.

Vision: When we prepare teachers who are journeying toward excellence, those future teachers will direct their own students toward excellence, thus continuing a cycle of learning and teaching.

The Teacher Education Unit at Millikin is committed to preparing candidates for lifelong teaching­learning journeys as professional educators. We are guided by the following beliefs as we prepare our candidates for their professional journeys.

1. The professional educator engages in active learning.

a. The teacher­learner constructs knowledge of the central concepts, methods of inquiry, and structures of the discipline(s) by connecting professional, liberal education and life experiences and by connecting theory and practice. From a passion for the knowledge gained, s/he creates learning experiences that engage all students and make the content meaningful to them. [Millikin Teaching Standard 1]

b. The teacher­learner values reflection, continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. [MTS 10]

2. The professional educator creates communities of learning.

a. The teacher­learner understands how individuals grow, develop and learn and provides learning opportunities that support – with care and empathy – the intellectual, social, emotional, and physical development of all students. [MTS 2]

b. The teacher­learner understands how individuals differ in their approaches to learning and creates learning environments that value and appreciate human diversity, show respect for students’ varied talents and perspectives and that are fair and equitable to all students. [MTS 3]

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c. The teacher­learner draws on an understanding of individual and group motivation to create effective learning environments that encourage self­discipline, respect for self and others, and responsible problem solving. [MTS 5]

d. The teacher­learner fosters critical thinking, active inquiry, collaboration and supportive interaction in the classroom through effective written, verbal, nonverbal and visual communication techniques. [MTS 7]

3. The professional educator facilitates learning for others.

a. The teacher­learner understands instructional planning and designs instruction, based on research, that integrates content, pedagogy, and the needs of students. [MTS 4]

b. The teacher­learner understands and uses a variety of instructional strategies that results in active, relevant learning and encourages students’ development as creative, effective lifelong learners. [MTS 6]

c. The teacher­learner understands various formal and informal assessment strategies and uses them to encourage authentic learning and continuous development for all students. [MTS 8]

4. The professional educator collaborates with others. a. The teacher­learner understands the role of the community in education; develops and

maintains collaborative relationships with colleagues, parents/guardians, and the community; and advocates for student learning and well­being. [MTS 9]

b. The teacher­learner understands education as a profession, maintains standards of professional conduct, provides leadership to improve student learning and well­being and shape social change, and demonstrates a willingness to give and receive help. [MTS 11]

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Standards of Excellence for the Journey: Millikin Teaching Standards

The student teaching team (student teacher, university supervisor, and cooperating teacher) should be aware of the standards of excellence that have been established by Millikin University’s School of Education, the State of Illinois, and national organizations within the content area. During the student teaching experience, student teachers should make progress toward meeting and exceeding the following Millikin Teaching Standards. These standards relate closely to the Illinois Professional Teaching Standards (IPTS) that have been adopted by the Illinois State Board of Education. See the following URL for an expanded version of the standards: http://www.isbe.state.il.us/profprep/PDFs/ipts.pdf.

Millikin Teaching Standards are correlated to and are modifications of the IPTS. Modifications reflect Millikin’s mission and the education unit’s conceptual framework. The indicators (outlined in the appendix) are taken directly from IPTS.

Millikin Teaching Standards

STANDARD 1 ­ Content Knowledge The teacher­learner constructs knowledge of the central concepts, methods of inquiry, and structures of the discipline(s) by connecting professional, liberal education and life experiences and by connecting theory and practice. From a passion for the knowledge gained, s/he creates learning experiences that engage all students and make the content meaningful to them. STANDARD 2 ­ Human Development and Learning The teacher­learner understands how individuals grow, develop and learn and provides learning opportunities that support – with care and empathy – the intellectual, social, emotional, and physical development of all students. STANDARD 3 ­ Diversity The teacher­learner understands how individuals differ in their approaches to learning and creates learning environments that value and appreciate human diversity, shows respect for students’ varied talents and perspectives and that are fair and equitable to all students. STANDARD 4 ­ Planning for Instruction The teacher­learner understands instructional planning and designs instruction, based on research, that integrates content, pedagogy, and the needs of students. STANDARD 5 ­ Creating Communities of Learners The teacher­learner draws on an understanding of individual and group motivation to create effective learning environments that encourage self­discipline, respect for self and others, and responsible problem solving. STANDARD 6 ­ Instructional Delivery The teacher­learner understands and uses a variety of instructional strategies that result in active, relevant learning and encourage students’ development as creative, effective lifelong learners. STANDARD 7 ­ Communication The teacher­learner fosters critical thinking, active inquiry, collaboration and supportive interaction in the classroom through effective written, verbal, nonverbal and visual

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communication techniques. STANDARD 8 ­ Assessment The teacher­learner understands various formal and informal assessment strategies and uses them to encourage authentic learning and continuous development for all students. STANDARD 9 ­ Collaborative Relationships The teacher­learner understands the role of the community in education; develops and maintains collaborative relationships with colleagues, parents/guardians, and the community; and advocates for student learning and well­being. STANDARD 10 ­ Reflection and Professional Growth The teacher­learner values reflection, continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. STANDARD 11 ­ Professional Conduct and Leadership The teacher­learner understands education as a profession, maintains standards of professional conduct, provides leadership to improve student learning and well­being and shape social change and demonstrates a willingness to give and receive help.

For a more thorough and detailed listing of the Millikin Teaching Standards and indicators, please see Appendix 2.

Other Standards of Excellence Illinois Learning Standards: In addition to the standards for teachers, Illinois also has Illinois Learning Standards (ILS) for students in the schools. Student teachers and their cooperating teachers will be working to assist their students to fulfill the ILS. It will be helpful for the cooperating teacher to assist the student teacher to understand how s/he uses the ILS in his/her teaching. In the Education Office, there is a book that lists all of the ILS. They can also be found on the Internet at http://www.isbe.state.il.us/ils/.

State Content Area Standards: Millikin University's student teachers should also work to meet state and national content area standards. The Illinois State Board of Education has adopted its own content area standards. (See http://www.isbe.state.il.us/profprep/PDFs/ipts.pdf). These standards are specific to the major field in which the student teacher is working.

National Content Area Standards: National standards are set by national associations in various content areas. For example, the National Council for Teachers of English has standards that have been established for English teachers. The National Council for Teachers of Mathematics establishes standards for teachers of mathematics. The easiest way to obtain these standards is to go to the home page of the national organization.

State and national standards are important for teachers and students! Education has become more standards based, and future teachers need to be able to document their progress toward state standards in order to become professionally certified. In their Education Senior Seminar, candidates will complete the Unit Assessment System (UAS), specifically the final two Candidate Assessments.

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Candidate Disposition Policy

In order to ensure that all candidates completing a teacher education program at Millikin University meet the expectations for teachers in today’s education field, the School of Education has developed a Disposition Assessment process. This process provides opportunities for candidates to evaluate themselves in relation to identified desired teacher dispositions, and for faculty to provide systemic feedback on each candidate’s growth and development as a teacher/learner across the teacher education program at Millikin. This process will follow the policy set forth below:

The Candidate Disposition Assessment Form (CDAF) will be used by both students and evaluators (instructors, cooperating teachers, university supervisors, etc.) to provide formative and summative assessment on candidates’ professional, affective, and interpersonal development.

The Candidate Disposition Deficiency Form (CDDF) will be used to identify candidates who have dispositions that are of significant concern and need to be addressed in order to gain or retain admission in the School of Education.

Formative assessment can be completed through the use of the CDAF form in any and all courses or experiences that pertain to teacher education, in order to identify, analyze, and evaluate dispositions in relation to a career in teaching. While specific courses will be required to implement the form, opportunities to focus upon dispositional development are encouraged across programs and courses.

Summative assessment will be conducted using two methods:

ü Formally completing and returning the Candidate Disposition Assessment Form for four professional education courses generally taken across the four­year program. This will provide a developmental picture of the candidate as s/he moves through his/her chosen teacher education program and can be provided to the candidate at the end of student teaching to provide him/her with the opportunity to reflect upon his/her professional, affective, and interpersonal development. At least one assessment from the program is encouraged to ensure that the major has been involved in this process. The education courses that will formally assess the candidates using the CDAF are:

§ ED120, ED130 or ED205 § ED200/201 § ED310 § ED488 or ME460/461

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ü Formally completing and returning the Candidate Disposition Deficiency Form for any candidate that displays dispositions of significant concern. This action can be taken by any instructor, supervisor or cooperating teacher who interacts with a candidate and perceives his/her dispositions to be of such significant concern that they need to be documented. The Director of the School of Education administers this portion of the disposition assessment.

Note: A deficiency form must be completed by the advisor of a teacher education candidate once the candidate has received a D inmore than one course required for the degree program. The deficiency form should identify the disposition, “Addresses academic and personal issues in a productive manner,” as having significant concern, and the form should be forwarded on to the School of Education for documentation. Once a candidate receives two CDDF forms (forms must be from two different individuals), s/he MUST meet with the Director of the School of Education to discuss his/her dispositional development and to consider options for remediation. A remediation plan will be developed that allows the candidate to address the disposition(s) for which s/he was referred. A deadline will be set for the completion of the plan; failure to complete the plan by the identified deadline MAY result in the candidate’s disenrollment from the School of Education. Should this result, the candidate must reapply for, and gain approval for, admission in order to continue in teacher education at Millikin University.

A copy of the remediation plan will be placed in the candidate’s file. Additional copies of the plan will be sent to the candidate’s advisor and the CTEP representative for that program. Elementary and Early Childhood Education plans will be sent to the Director of the School of Education.

Should additional CDDF forms be received on a candidate beyond the initial two forms, the student MUST immediately meet with the Director of the School of Education to discuss his/her continuation in teacher education. Failure to meet with the Director will result in disenrollment from the School of Education.

Should a candidate wish to appeal any phase of this process, s/he must request a meeting with the Committee on Teacher Education Programs (CTEP) within two months and address his/her issues to the committee, or appointed sub­committee, for consideration. This request should be made to the Director of the School of Education.

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Candidate Dispositions

Professional Development: The candidate . . .

§ Meets obligations and deadlines § Prepares for class § Meets expectations for attendance § Presents a professional image appropriate to the setting § Reflects commitment to the profession § Shows evidence of thought and care in the preparation of assignments

Affective Development: The candidate . . .

§ Approaches and responds to challenges in a positive manner § Addresses academic and personal issues in a productive manner § Analyzes and takes responsibility for own behavior § Demonstrates awareness of social conventions and expectations § Demonstrates ethical and honest behavior

Interpersonal Development: The candidate . . .

§ Uses conventions of standard English in writing and speaking § Respects the values and opinions of others § Accepts and uses constructive criticism § Values and appreciates human diversity § Functions effectively in a variety of group roles

Standards:

Millikin Teaching Standards: 3F, 3G, 3N, 9D, 9E, 9J, 9S, 10D, 10F, 11A, 11C, 11D, 11J, 11K, 11P, 11Q Core Language Arts Standards: 2A, 2B, 2C, 2D, 2E, 2F, 2H Core Technology Standards: 2G, 3E,

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Candidate Disposition Assessment Form Candidate: _______________________Date: __________Evaluator:___________________________

Course/Experience: _____________________Signature of evaluator:__________________________

Directions: For each disposition, please mark whether the disposition is met or there is concern. If concern is marked, please provide explanation or rationale in the comments section of the form.

Meets Concern Professional Development: The candidate . . .

Comments: (Please explain or attach appropriate documentation)

meets obligations and deadlines prepares for class meets expectations for attendance presents a professional image appropriate to the setting reflects commitment to the profession shows evidence of thought and care in the preparation of materials

Affective Development: The candidate . . .

approaches and responds to challenges in a positive manner addresses academic and personal issues in a productive manner analyzes and takes responsibility for own behavior demonstrates awareness of social conventions and expectations demonstrates ethical and honest behavior Interpersonal Development: The

candidate . . .

uses conventions of standard English in writing and speaking respects the values and opinions of others accepts and uses constructive criticism values and appreciates human diversity functions effectively in a variety of group roles

These forms will be formally completed during the following courses and returned to the School of Education. A copy will be given to the student.

ü ED120/ED130/ED205 ü ED200/ED201 ü ED310 ü ED488/ME460/ME461

* Absence of disposition deficiencies does not ensure total success within a Millikin School of Education teacher education program, but deficiencies will negatively impact a candidate’s success.

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Candidate Disposition Deficiency Form Candidate: ___________________________________Date: ________Evaluator:_________________________

Course/Experience: _________________________Signature of evaluator: ______________________________

DIRECTIONS: For each disposition that you believe is of SIGNIFICANT CONCERN, such that admission/retention in the School of Education is negatively impacted, please mark the disposition(s) and provide a detailed explanation or rationale in the comments section of the form. Deficiencies should be sent directly to the Director of the School of Education.

Significant Concern

Professional Development: The candidate does NOT . . .

Comments: (Please explain or attach appropriate documentation)

meet obligations and deadlines prepare for class meet expectations for attendance present a professional image appropriate to the setting reflect commitment to the profession show evidence of thought and care in the preparation of materials Affective Development: The candidate

does NOT . . .

approach and respond to challenges in a positive manner address academic and personal issues in a productive manner analyze and take responsibility for own behavior demonstrate awareness of social conventions and expectations demonstrate ethical and honest behavior

Interpersonal Development: The candidate does NOT . . .

use conventions of standard English in writing and speaking respect the values and opinions of others accept and use constructive criticism value and appreciate human diversity function effectively in a variety of group roles

Process:

ü Candidate was informed of disposition deficiency prior to completion of form ü Candidate was provided with sufficient opportunity to correct or cease identified behavior or attitude ü Candidate did not improve, or continued with, identified behavior or attitude

I am aware that a deficiency form is being completed for the above dispositions.

Candidate Signature: ____________________________________________ Date: _____________________

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SCHOOL OF EDUCATION ED 488 – EDUCATION SENIOR SEMINAR

COURSE SYLLABUS

GENERAL COURSE DESCRIPTION

This course is the senior capstone for students in the field of education and is held concurrently with the student teaching experience. It focuses on providing opportunities to reflect on your experiences thus far in your educational program, specific knowledge and skills necessary to prepare for a career in the field of education, and knowledge of the professional expectations and components found in the field of education.

PREREQUISITE

Concurrent enrollment in Student Teaching.

COURSE OUTCOMES

The following course outcomes relate directly to the Millikin Teaching Standards, which correlate directly with the Illinois Professional Teaching Standards. By putting your best efforts into your assignments for this class, you will have several significant artifacts to include in your portfolio.

As a growing professional teacher, seeking excellence in learning and teaching, you will…

1. engage in active learning by . . .

Ø testing your students’ knowledge according to discipline­appropriate processes. [MTS 1H]

Ø understanding how students’ misconceptions for an area of knowledge can influence their learning. [MTS 1C]

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Ø reflecting on the choices you make and actions you take during student teaching in order to evaluate how they affect students, parents and other professionals in the learning community. [MTS 10A, 10D, 10D, 10F, 10G, 10F]

2. create a community of learning of your student teaching site by . . .

Ø drawing on your understanding of how individuals differ in their approaches to learning. You will find ways to problem­solve classroom management issues while also creating learning environments that value and appreciate human diversity. [MTS 2D, 2E, 3C, 3D, 3F, 3G, 3M, 5A, 5C, 5G, 5H]

Ø analyzing the classroom environment to help students assume responsibility for themselves and one another, participate in decision making and work collaboratively and independently in purposeful learning activities. [MTS 2A, 2B, 5K, 5L]

Ø modeling effective communication, group facilitation and supportive interactions when asking questions and responding to students and when providing all students with constructive feedback. [MTS 7E, 7F, 7H, 7I, 7J]

3. facilitate learning for others by . . .

Ø establishing expectations for student learning, creating and selecting learning materials and learning experiences appropriate to the discipline and curriculum goal and based on students’ prior knowledge and principles of effective instruction. [MTS 2H, 4I, 4L]

Ø showing your understanding of how and when to adjust plans based on student responses to instruction, providing different pathways to learning based on student need. [MTS 2G, 4D, 4P]

Ø evaluating how to achieve learning goals, choosing alternative teaching strategies and materials to meet the needs of all students and engaging them in taking responsibility for their learning – at the same time monitoring and adjusting strategies in response to learner feedback. [MTS 2I, 6F, 6G, 6H]

Ø using assessment to diagnose student learning needs, aligning and modifying instruction and designing teaching strategies. [MTS 8I]

Ø maintaining useful and accurate records of student work and performance and communicating student progress knowledgeably and responsibly to students and your cooperating teacher. [MTS 8I, 8L]

4. collaborate with others by . . .

Ø showing your understanding of the collaborative process in problem­solving whatever gets in the way of students’ learning. [MTS 9D, 9E, 9F, 9G, 9H, 9I, 9J, 9K]

Ø understanding and following codes of professional conduct, school policies and procedures. [MTS 11C, 11J, 11K]

KNOWLEDGE BASE

Girod, Gerald R., Editor. Connecting Teaching and Learning. Western Oregon University. 2002.

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Renaissance Partnership for Improving Teacher Quality. Western Illinois University. 2005.

COURSE ORGANIZATION

The specific topics covered in this course depend, to some extent, on the nature of your individual student teaching experience. You will draw on the knowledge base of all your general education, professional and content area courses, to engage in most of the following:

Ø Reflecting on and evaluating your teaching­learning experiences at Millikin University. Ø Reflecting on and evaluating your student teaching experience in order to improve your

abilities. Ø Assessing your career goals (teaching/graduate school/other). Ø Considering such educational topics as instructional strategies, classroom management,

teacher­student relationships, curriculum goals/state standards, time management, public school vs. private school teaching and lesson planning.

Ø Considering such reform issues as home schooling, site­based management, authentic assessment, block scheduling, year­round schools, outcomes­based education, etc.

Ø Developing a professional education portfolio. Ø Revising your resume and preparing a cover letter and other “credentials” documents. Ø Applying for teaching certification. Ø Considering the legal issues that may affect a beginning teacher. Ø Garnering tips and suggestions for a successful interview process. Ø Experiencing first hand the expectations, general policies and procedures of the

profession. Ø Clarifying and practicing professional attributes and dispositions required of effective

teachers.

This class is designed as a transitional course that leads you from the role of a student at Millikin to that of a professional educator. During this course, you will undertake a variety of activities that prepare you for your departure from the university setting and the journey beyond. Since Millikin’s vision of teacher education includes the concept of a continuing journey toward excellence in teaching and learning, your ability to insightfully reflect on your teaching experience is key. The assignments described below are designed to promote a habit of professional reflection that characterizes a teacher who is actively and passionately involved in the processes of teaching and learning.

CANDIDATE ASSESSMENTS/ASSIGNMENTS

Student Teaching Analysis This paper asks you to reflect on your student teaching experience and its effects or influences on you, both personally and professionally. The minimum length of this paper is six pages. You will receive a separate handout containing a full description of the assessment expectations and its grading rubric. Your self­evaluation on the rubric is required when the assignment is due.

The Teacher Work Sample This assignment involves a comprehensive analysis of a unit that you plan, teach, and evaluate in collaboration with your cooperating teacher. You will be able to complete this

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candidate assessment by using the unit you started in ED425/ED406/ED435. In order to show evidence of student learning as a result of your planning and instruction, you will choose samples of student work and discuss how these artifacts support your claim that students learned as a result of your instruction. You will receive a separate handout containing a full description of the assessment expectations and its grading rubric. Your self­evaluation on the rubric is required when the Teacher Work Sample is due. A brief presentation based on your Teacher Work Sample is required as a part of the class activities.

Professional Portfolio To obtain an overall "picture" of who you are as a teacher, you will complete your professional portfolio that includes artifacts and reflections from your courses and experiences related to teaching. Eleven Candidate Assessments will be completed in your portfolio by the end of this class. Other artifacts, such as lesson plans/unit plans, discipline plans, projects, pictures, awards/certificates, will vary based on the individual and his/her specific courses and experiences. This portfolio should represent you as a future educator, illustrating your strengths and interests within your specified content area. It also illustrates the evolution of you as a teacher as you have progressed through the teacher education program at Millikin University. While the portfolio could be used in the job search process, its primary function is to ensure quality teacher education programs at the University. The portfolio will be shared with the instructor and LiveText’s “seducation” before the end of the semester.

In addition to including artifacts that represent you, your portfolio must include your reflection on each piece, including why you chose to include it in your portfolio, what the specific artifact illustrates about you as a teacher/learner, and how Illinois standards and indicators (Millikin Professional Teaching, Technology, Core Language Arts, and/or Content Area) align and are represented with each artifact. This reflection should provide an insight into how each artifact represents you and your knowledge, skills, and dispositions regarding teaching. While the artifacts are important to include, the reflection for each is what is truly meaningful and what is weighted most heavily in the assessment of the portfolio. You are asked to use the portfolio rubric to self­evaluate your work and hand it in to the instructor when your finished portfolio is shared.

VITAL GUIDELINES AND PROCEDURES

This class is part of your professional training. You are expected to display commitment to excellence in learning through attendance, punctuality, and participation in classroom discussions and activities. Academic honesty is assumed and expected. These practices are the foundation of a responsible professional. They are the basics that educational administrators will expect of you as a teacher. Therefore, we expect the following:

ATTENDANCE

Class attendance is expected. You will note that 25 points are associated with your contributions to class discussion. Missing class will impact your overall grade for the course. Each student is allowed one absence if notice is given to the instructor prior to the absence and if plans are made to avoid upsetting scheduled class presentations. These excused absences are designed to give you space to attend a job fair, interview, or recover from ill health. For each additional absence,

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10 points will be deducted from your course total. Accumulating several absences will definitely lower your grade.

MAKE­UP WORK

Make­ups on assignments or activities held on missed days will only be allowed for an absence that is cleared by the instructor. If you have an absence that could not be identified in advance and want to receive credit, please see the instructor and discuss opportunities to make up the points. REGARDLESS OF THE REASON FOR THE ABSENCE, YOU ARE RESPONSIBLE FOR ALL WORK AND ANY ASSIGNMENTS MISSED DUE TO AN ABSENCE!

LATE ASSIGNMENTS

Late assignments are unacceptable. Occasionally, circumstances arise which will make it impossible to submit an assignment on time. In such documented cases, a late assignment will be accepted past the due date, but a penalty of a letter grade may be given for each day the assignment is late (10% per day if it is late, up to 50%). Late assignments are never accepted beyond the last day of regular class. If you must hand in an assignment late, you should inform your instructor of that fact with documented reason in advance, if possible.

ACADEMIC HONESTY

A prospective teacher who does not value academic honesty and who is not willing to persevere with challenging academic assignments is a poor candidate for the teaching profession. If you submit work that is not your own ­­ that is plagiarized or copied from any source, you will receive a failing grade for this course. In addition, the Committee on Teacher Education Programs, the Dean of Professional Studies, and the Office of Student Services may be notified so that they may take action according to university policy.

COURTESY AND RESPECT

Everyone in this class is expected to be supportive of one another, not competitive or harshly critical. During in­class presentations and discussions, please remember that not everyone will share your thoughts and opinions regarding specific topics and issues. Therefore, respectfully listen to and consider the ideas of others, evaluate them in comparison to your own thoughts and express your own agreement or disagreement with them courteously and respectfully.

ADDITIONAL

If you have a disability and require any auxiliary aids, services, or accommodation, please contact the course professor or the Office of Academic Development at 424­6340 to discuss your particular needs.

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Teacher Work Sample All student teachers are required to complete a Teacher Work Sample (TWS). Student teachers fulfill this requirement during their student teaching experience. Essentially, the teacher work sample involves preparing a one­to­two week unit of instruction in a subject area appropriate to the class and consistent with the school curriculum. Student teachers should explain the assignment and do some planning with the cooperating teacher during the pre­student teaching internship the semester before they student teach.

The TWS is a process that gives the teacher candidate opportunities to demonstrate his/her ability to plan, implement, and evaluate a standards­based unit of instruction for a specific class of students. Completion of the TWS assures that Millikin students can influence student learning in K­12 classrooms. The TWS is required by NCATE, our national accrediting agency. The student teacher will receive information about and examples of a successful TWS well in advance of their student teaching experience. The following is a breakdown of the steps to follow in completing the work sample:

• Contextual Information: As the student teacher gets to know the cooperating teacher and becomes familiar with the students, classroom, school, and community, s/he is gathering relevant contextual information that will be useful in preparing for the student teaching experience. The student teacher should ask the cooperating teacher questions to help with writing this section, but s/he has also been encouraged to consult the school’s website for the School Report Card and the School Improvement Plan.

• Identification of the topic: With the help of the cooperating teacher, the student teacher will identify a topic for a subject area/class that will lend itself to developing a one­to­two week instructional unit during the semester that s/he will student teach.

• Learning Goals: The student teacher then identifies appropriate and specific learning objectives for the unit. S/he should consult with the cooperating teacher to ascertain that the learner outcomes are appropriate to the class. The learning goals must align with Illinois Learning Standards.

• Assessment Plan: Develop an assessment plan of formal and informal approaches designed to gather evidence regarding how well the students achieved each unit outcome.

• Pre and Post tests: Student teachers will develop and administer a pre­test to find out what the students know about the unit topic. This same assessment will then be used as a post­test after instruction.

• Instructional Design: Student teachers will prepare lesson plans and make adaptations in the plans for the needs of individual students in the class.

• Implementation: During the student teaching semester, the student teacher will pre­ assess the students, conduct the unit, and post­assess.

• Analysis: The student teacher will write a reflective analysis of the assessment results and reflect on his/her learning about teaching as a result of the unit.

The student teacher will benefit from discussing each step of the plan with the cooperating teacher. The cooperating teacher can provide a practical “reality check” for the student’s work. However, the actual planning of the unit and writing of the document should be the responsibility of the student teacher.

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SECTION 2

Pathways Of Preparation For Student Teaching

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Pathways of Preparation for Student Teaching Section two provides a broad overview of the requirements in Millikin’s teacher education program. The teacher education programs are structured to provide experiences that gradually assist future teachers in developing and understanding the expectations for teachers in today’s schools. We are committed to making the journey toward excellence in teaching and learning one that integrates knowledge of the world with problem solving, theory with practice, and pedagogical theories and beliefs with practical experience in the schools.

This section of the Student Teaching Handbook will explain the requirements of the education programs, the pre­student teaching experiences in classrooms, the checkpoints that students must meet as they travel through the program, and the process of placement for student teaching.

Student Teaching – • Student teaching is a 14­week practicum experience in which student teachers work with

their cooperating teachers to learn about teaching in a realistic setting. • Student teachers assume increasing responsibility as the semester progresses, eventually

taking over all classes for at least five weeks. • The student teaching experience introduces students to all facets of teaching: planning

instruction; delivering instruction; working with students individually, in a whole group, and in small groups; assessing and evaluating; working with parents; working with other teachers; participating in special education staffings; and cooperating with all members of the school community.

Student Teacher – • A student teacher is typically a senior level student who has completed all other

requirements and been admitted to one of Millikin University's teacher education programs.

• The student teacher has submitted an application to student teach, met prerequisites, and been approved for student teaching.

• Typically, student teachers are individuals who are eager to learn about teaching, a little apprehensive about the magnitude of the experience, and anxious to do their best.

Cooperating Teacher – • This term refers to the individual in the school setting who cooperates with Millikin

University in providing his/her student teacher a classroom learning experience. • The cooperating teacher serves as a mentor for the student teacher and supervises his/her

work on a daily basis.

University Supervisor – • This term refers to the Millikin University faculty member who serves both a supervisory

and collaborative role with the cooperating teacher and the student teacher. • The University Supervisor visits the school to observe the student teacher teach at least

five lessons; serves as a liaison between Millikin, the school, and the student teacher; and provides assistance to the student teacher and the cooperating teacher as needed.

• Elementary Education and Early Childhood Education majors are supervised by School of Education full­time or adjunct faculty. Secondary and K­12 Specialist majors (physical education, mathematics, and music student teachers) are supervised by faculty

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from those departments. Other majors (art, biology, chemistry, English, and social science) are supervised by School of Education faculty, supplemented by one visit by subject department faculty.

Milestones Along the Road: Courses Student Teachers Complete Before Student Teaching

Student teachers have completed coursework in their disciplines, as well as in education. We provide, with the student teacher's permission, a copy of his/her transcript when the placement is made. That transcript will be sent, along with the student's resume and autobiography, thus providing the cooperating teacher individual knowledge of his/her student teacher's academic background.

Regardless of their teaching field/s, student teachers will have completed the following: • a required general education core (Millikin Program for Student Learning); • additional general education course requirements recommended by the State of

Illinois; • core professional education classes; • methods classes in their major field/s; and • courses in their major field/s (32 credits) and, for some, courses in a second field (24

credits).

Hands­On Classroom Experiences: Travel to the “Real World” of Teaching

Internships in school classrooms play a major role in the student teacher's Journey toward Excellence in Teaching and Learning. All student teachers must meet or exceed the State of Illinois requirement that pre­service teachers spend at least 100 hours in clinical experiences prior to beginning student teaching.

Millikin's program is unique in that students are involved in classroom experiences during each of their four academic years. Several of the education classes require students to observe and assist in the schools. We believe that internships help students to:

• build links between their own learning and what is expected of them in local school classrooms;

• find out early in their college experience what teaching really entails; • develop sensitivity to differences among students­­differences in the way students

learn; differences in the way students of different ages behave; differences in cultures; differences in levels of motivation, etc.;

• experience actual teaching duties prior to student teaching­­most internship teachers allow students to teach short lessons, grade papers, perform routine tasks within the classroom, and work with small groups or tutor individual students;

• learn about a variety of classroom settings over the course of their four years.

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Checkpoints in the Journey Toward Excellence in Teaching and Learning

As students travel through the teacher education programs, a series of quality control checkpoints monitor the progress in their journeys. These checkpoints are designed to ensure they are moving toward excellence in teaching and learning.

Checkpoint 1: Admission to Teacher Education q Completion of 24 credits (12 for transfer students) with a 2.7/4.00 cumulative grade point

average (gpa) q Passing of Basic Skills Illinois Teacher Certification Test q Completion of IN150 & 151(Critical Reading, Research and Writing I and II) with minimum

grade of C and C+ respectively q Completion of Phase I of the Pre­Professional Portfolio (Candidate Assessments 1 & 2) q Departmental recommendation q Vote of the Committee on Teacher Education Programs

Checkpoint 2: Admission to Student Teaching q 2.7 cumulative gpa q 2.7 Professional ED gpa q 2.7 cumulative gpa in major field coursework q Admission to the School of Education q C in a math course above MA 106 (ECE/ELED only) q Completion of 100 hours of field experiences, including a multicultural school experience q Passing the subject area Illinois Teacher Certification Test/s

Students in teacher education programs are monitored to verify that they are maintaining the standards. If students' grade point averages fall below the standards that are required, they will not be allowed to continue in the teacher education program until they restore their gpa’s.

Checkpoint 3: Graduation Requirements q Successful completion of the teacher education program, including student teaching q Completion of Senior Seminar q Completion of any other unfinished coursework q Successful completion of the Phase II Professional Portfolio (Candidate Assessments 10 & 11)

Checkpoint 4: Teacher Certification q Completion of entitlement procedures (submit state forms to the Director of Teacher

Education, who then verifies for Illinois State Teacher Certification Board that requirements are fulfilled)

q Passing the Assessment of Professional Teaching Test (APT) required for Initial Teacher Certification (not required for graduation or university recommendation)

Checkpoints Continue Throughout a Teacher’s Professional Life! Student teachers must recognize that fulfilling the standards of each checkpoint in teacher education is the beginning of their Journeys Toward Excellence in Teaching and Learning. Once professionally certified, teachers in Illinois and many other states must meet checkpoints for re­ certification every five years. The Teacher Education Programs at Millikin University seek to promote a lifelong desire for excellence in fulfilling each standard for effective teaching.

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Admission to Millikin

University

Education Candidates Enroll in ED120

Music Candidates Enroll in ME251

Submit Application to the School of Education

(ED120)

Denied Admission Requirements Not Met

Deferred Requirements incomplete

Accepted Requirements Met

Proceed with upper level education coursework

Denied Accepted Requirements Met

Proceed with upper level education coursework

Review Application &

Candidate Progress

Submit Application to Student Teach

Final Review

For Student Teaching

Acceptance

Denied Proceed with upper level professional coursework

Denied Student Teaching

Complete ED488 & Fulfill Graduation Requirements

Graduate

Not Recommended for Certification

Recommended For Certification

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SECTION 3

The Student Teaching Team: Guides for The Student Teacher’s Journey

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The Student Teaching Team: Guides for the Student Teacher’s Journey

The Journey toward Excellence in Teaching and Learning occurs as a result of the efforts of a team of professionals and a student teacher working together toward common goals. Millikin University’s goals of student teaching are listed below. Each member of the student teaching team has specific responsibilities. The following sections will describe the specific roles of each individual on the team.

The student teaching team includes:

q Director of the School of Education/Director of the School of Music q Field Placement Coordinator q University Supervisor q Administrators (Principals/ Human Resource Officers) in local schools q Cooperating Teacher q Student Teacher

Destination for Excellence in Student Teaching: Millikin’s Goals

With the support of the student teaching team, the student teacher will accomplish the following goals:

1. Demonstrate the ability to plan and implement instruction for all students that incorporates appropriate content knowledge, requires multiple levels of reasoning and problem solving, and fosters student interest and motivation to learn. (Millikin Teaching Standards or MTS #1, 4, 6)

2. Develop and use a broad repertoire of instructional strategies to accommodate the needs of diverse learners and to actively engage students in learning. (MTS #3, 4, 6)

3. Demonstrate skills in assessing students' learning needs and levels of student development and designing instruction that can offer remediation or enrichment as needed. (MTS #2, 3, 6, 8)

4. Create a learning environment that fosters student motivation and involvement, supports positive student­to­student and student­to­teacher interaction, and facilitates the development of responsible behavior. (MTS #5, 7, 9)

5. Develop skills in using technology to facilitate learning and to manage instructional record keeping and grading. (MTS #4, 6, 8)

6. Engage in continuous reflection and self­evaluation of instructional efforts and develop insight into the needs of students and the effects of instructional techniques

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and strategies, sharing with the cooperating teacher and university supervisor in assessing areas of strength and areas for improvement. (MTS #10, 8, 5, 6)

7. Collaborate with the cooperating teacher, with other faculty and staff, with students' parents/guardians, and with students in solving whatever problems arise and in building a positive learning community. (MTS #9)

8. Become more aware of the professional commitments and responsibilities of teachers through participation in faculty meetings, in­service sessions, and dialogues with other professionals. (MTS #11)

9. Strengthen his/her personal commitment to becoming a truly excellent teacher and learner. (MTS #10, 11)

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Director, School of Education

The Director of the School of Education is responsible for the following tasks in relation to student teaching:

q Determines eligibility for each candidate for student teaching;

q Along with the Committee on Teacher Education Programs, establishes and administers policies for student teaching;

q Gives special permission for exceptions to existing policies (permission to work, permission for schedule variations, etc.);

q Interprets policies and procedures when questions arise;

q Serves as the liaison between the Illinois State Board of Education and Millikin University’s Teacher Education Programs.

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Field Placement Coordinator/ Director, School of Music

The Field Placement Coordinator is the primary individual responsible for placing all teacher education students except for music education. Because of the large number of music education majors, the Director of the School of Music places the student teachers in that department. After carefully considering the needs of the student teacher, the Field Placement Coordinator works to secure a beneficial placement.

Prospective Student Teachers must: q Submit an Application to Student Teach. Students apply for student teaching during their

junior year – a full year prior to the student teaching experience.

q Submit a Personal Data sheet, a resume and a brief autobiography. These documents enable all parties of the student teaching team to better understand the student’s needs.

The Field Placement Coordinator/Director of the School of Music is responsible to carry out the following tasks in relation to student teaching:

q Identify a tentative placement for each student. The Coordinator/Director of the School of Music will make a list of schools to contact concerning placement. They arrange placements for student teaching in cooperation with the local school districts.

We prefer to place student teachers with teachers who: Ø have a minimum of three to five years of successful teaching experience; Ø are recommended by their principals as being strong teachers who can serve as

effective mentors; Ø have indicated a willingness to work with beginning teachers; Ø are willing to share their students with a student teacher; Ø will trust the student teacher to try new methods and approaches; Ø possess the patience to let the student teacher learn by doing; Ø are willing to give honest, professional assessment and communication.

q Verify that the candidate for student teaching fulfills all requirements for student teaching. The Coordinator will check the student’s academic qualifications, review departmental recommendations, and ascertain that the student’s coursework is likely to be completed before student teaching begins.

q Consider student placement preferences in identifying possible placements. Where possible, student requests are considered; however, the student’s preference is just a part of the picture. The placement of the student teacher must also be appropriate from the standpoint of the school district and the individual teachers and administrators within the schools.

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q Contact the school district administrators to request student teacher placements. Millikin University has a long history of placing student teachers in local schools, but other universities in Central Illinois also use Decatur and area schools for their student teachers. Thus, the final placements must be closely coordinated with District Administrators. The District Administrators, in turn, make recommendations for specific cooperating teachers and check with their teachers to see if they are willing to accept a Millikin University student teacher.

q Communicate with the cooperating teacher about the placement. A packet of materials about the student teacher, including the Personal Data sheet that each student submitted with his/her application to student teach, will be mailed to the cooperating teacher as soon as the placement is finalized. The Field Placement Coordinator/Director of the School of Music provides information needed by all members of the student teaching team to facilitate positive communication among the team members and maximum support for each student teacher.

q Notify the student teaching candidates of their placements. The Field Placement Coordinator/Director of the School of Music will notify student teachers when the placements have been arranged. Student teachers will then be expected to set up their pre­ student teaching internships and to begin getting acquainted with their cooperating teachers. Millikin University takes pride in having student teachers be involved in their student teaching classrooms over a two­semester period, rather than a single semester. Student teachers should spend a minimum of 20 hours in their student teaching classrooms prior to their student teaching semesters.

q Serve as the support person when there are problems that are not being adequately resolved by the university supervisor, student teacher, and cooperating teacher. In conjunction with the Director of the School of Education, the Field Placement Coordinator serves as a facilitator to correct any problems that arise and to encourage open communication.

q Provide evaluation forms for the university supervisors to distribute to the cooperating teachers and their student teachers.

q Oversee honorariums for cooperating teachers and mileage pay for university supervisors.

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University Supervisor The University Supervisor is typically a full­time member of the Millikin University School of Education or a part­time instructor who has a number of years of recent public school teaching.

Responsibilities of the university supervisor include:

q Contacting the cooperating teacher and the student teacher to make arrangements for the first visit and to discuss expectations for all members of the student teaching team;

q Meeting jointly with the student teacher and the cooperating teacher early in the student teaching experience;

q Helping the cooperating teacher understand that the student teacher is a beginning teacher, not an experienced teacher. This understanding may result in some specific adjustments of expectations;

q Completing at least five supervisory visits to observe lessons being taught by the student teacher. At least one visit should occur when the student teaches his/her Teacher Work Sample. During each observation, the university supervisor should:

Ø Observe a lesson that is at least 20 minutes in length, but may, in the case of middle school and high school students, be as long as an hour;

Ø Confer with the cooperating teacher concerning the student teacher’s progress to date; Ø Confer with the student teacher after each lesson, providing oral feedback about the

lesson and sharing perceptions of the cooperating teacher with the student; Ø Provide written feedback shortly after the observation; Ø Review and provide feedback on the student teacher’s plan book and/or lesson plans; Ø If necessary, address problems or concerns that are emerging and assist the student

teacher to set goals for improvement;

q Providing support or addressing problems through email, web­conferencing, phone calls, or personal conferences;

q Serving as the liaison between Millikin University, the school administrator, the cooperating teacher, and the student teacher;

q Completing evaluation forms and procedures to determine the student teacher’s final grade:

Ø After the seventh week of student teaching, ask the student teacher and the cooperating teacher to independently complete midterm evaluation forms. At this time, the University Supervisor should complete a midterm evaluation also. After holding a three­way conference to discuss the evaluations, the University Supervisor should turn all evaluation forms in to the Field Placement Coordinator to place on file;

Ø Determine, at any point during the semester, if there needs to be a remediation plan for the student teacher. If the student teacher’s midterm grade is a C or below, a remediation plan, with timeline and desired outcomes, MUST be determined in

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conference with the cooperating teacher and the student teacher. See the Grading Criteria section. If a remediation plan was made, monitor the student teacher’s progress, making additional visits or contacting the cooperating teacher;

Ø When the student teacher has completed student teaching, follow the same procedure as midterm evaluation in completing and sharing evaluations. TURN IN ALL THREE EVALUATION FORMS TO THE FIELD PLACEMENT COORDINATOR TO PLACE ON FILE;

Ø Using the final self­evaluation of the student teacher and the cooperating teacher’s final evaluation as input, determine the final letter grade and inform the student teacher of the grade within ten days of completion of student teaching;

Ø Submit a recommendation to the Career Center for the student teacher’s credential file;

Ø In addition, distribute feedback forms to evaluate the Millikin student teaching program.

q Sending courtesy thank­you letters to the school administrators and the cooperating teachers for their work with Millikin student teachers;

q Submitting a mileage form to the School of Education when all classroom observations and visits are completed.

q Submitting student teaching grades online before the semester deadline. It is acceptable to inform student teachers of their grades as soon as possible after student teaching is completed.

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School Administrator (Principal) Just as the School Principal provides professional support for teachers, s/he should also provide professional support for the student teacher.

Among the principal’s roles:

q Actively participate in the process of placing the student teacher, providing information that will assist in making a positive match between the student teacher and the cooperating teacher;

q Especially with a first­time cooperating teacher, assist him/her to understand the responsibilities that are involved and to recognize that the student teacher is not yet a teacher, that s/he is a beginning teacher who will need support throughout the student teaching experience;

q Meet with student teachers in the building early in the pre­student teaching internship to:

Ø Welcome the student teacher to the building; Ø Orient the student teacher to the building (technology, lounge, library, lunchroom,

parking, etc.); Ø Discuss expectations for teachers, student teachers, and administrators; Ø Provide student and faculty handbooks; Ø Introduce teachers and staff to the student teacher as a future colleague; Ø Discuss discipline policies and procedures; Ø Offer support and guidance. Friendly words of encouragement and support are

invaluable to student teachers.

q Once the student teacher has begun teaching lessons, visit the classroom and observe a lesson in progress;

q Provide administrative support as student teachers learn to discipline and administer classroom management skills. Principals may suggest strategies to prevent discipline problems. If serious discipline problems arise, the principal’s backing is essential;

q Near the end of the experience (or placement), arrange to observe a lesson and provide feedback using standard evaluation procedures that are used with new teachers in the building;

q Communicate with the University Supervisor concerning problems with the student teacher, if needed;

q If time permits, conduct a mock interview for the student teachers in your building, and talk with them about the principal’s perspective on the job search process.

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Cooperating Teacher The cooperating teacher plays the most important role in helping the student teacher have a successful experience. Ideally, cooperating teachers will welcome their student teachers to their classrooms as new professional colleagues. It is critical that cooperating teachers create a learning climate that establishes structure for their student teachers, communicates respect for all members of the learning community, and encourages experimentation and innovation. Within the course of the semester, a cooperating teacher may play many roles: advisor, teacher, motivator, evaluator, friend, guide, and problem solver.

The cooperating teacher should be aware of the Illinois Professional Teaching Standards and should keep those standards in mind throughout the fourteen weeks. Evaluations will reflect the teaching standards.

The responsibilities of a cooperating teacher include:

q Orienting the student teacher to the new learning environment.

q Assisting the student teacher to create a positive environment that promotes positive interaction, involves students in learning, and motivates students to strive for excellence in their own learning.

q Expecting and insisting upon the use of effective written, verbal, nonverbal, and visual communication techniques in all professional interactions.

q Assisting the student teacher to develop skills in instructional planning and to design discipline­appropriate, developmentally­relevant lessons that meet curriculum requirements.

q Providing opportunities for the student teacher to present instruction, emphasizing the development of students’ skills in critical reasoning, performance, and problem­solving and using a number of different forms of assessment.

q Assisting the student teacher to convert subject content into developmentally­appropriate lessons for all of the students in his/her class/s. Encouraging positive responses to the needs of diverse students.

q Involving the student teacher in the school community, including parent­teacher conferences, extracurricular activities, faculty meetings and committee work; helping the student teacher to recognize that education continues beyond the classroom and that collaborative efforts are required to promote student learning and growth.

q Maintaining an ongoing dialogue with the student teacher to promote awareness of the professional conduct of teachers and to encourage habits of personal reflection about student learning and development.

q Evaluating the student teacher’s progress and documenting the student teaching experiences. Please save the midterm evaluation form, final evaluation form, and any other paperwork associated with the student teacher for a period of 90 days following the end of the term for which the student teacher was with you.

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For a more thorough explanation of the responsibilities of the cooperating teacher and their relationship to the Millikin Teaching Standards, please see Appendix 3.

Suggested Activities for the First Week a. At the initial meeting the cooperating teacher may wish to:

1) Emphasize that initiative in assuming classroom responsibilities is both acceptable and expected. 2) Initiate the development of a cooperative plan for gradual assumption of duties. 3) Give assurance that experimentation and creativity are welcomed. 4) Specify best times for daily informal and weekly conferences. 5) Discuss legal aspects of teaching as related to the student teacher. 6) Discuss state, district, and school discipline policies. 7) Discuss your own behavior management philosophy. 8) Discuss lesson planning: school policy, your style and expectations of the student teacher. 9) Discuss appropriate dress, behavior, etc. 10) Discuss expected attendance at staff meetings, institutes, staffings, etc.

b. Arrange for the student teacher to get to know the pupils: 1) By examining students’ files. 2) By examining samples of students’ written work. 3) By allowing time for conversation with the students.

c. Provide tests, workbooks, and manuals for the student teacher to examine.

d. Open your picture and materials files to the student teacher for bulletin board assignment.

e. Introduce the student teacher to library and audiovisual resources.

f. Provide the student teacher an opportunity to observe your teaching. 1) Structure the observation by demonstrating a particular technique. 2) Supply an observation guide for use in discussion later.

g. Provide other observation experiences such as: 1) Other teachers for special purposes 2) Individual students 3) Students out of the classroom – e.g., playground, integrated into other classes, etc.

h. Give the student teacher opportunities to adjust to being in front of the class by: 1) Taking attendance 2) Conducting opening exercises 3) Leading the pledge 4) Collecting money

i. Plan lessons with the student teacher in the early stages.

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j. Develop a long­range schedule with the student teacher.

k. Make plans for Candidate Assessment 11, Teacher Work Sample.

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The Student Teacher The role of the Millikin University student teacher is to begin the transition from a pre­ professional student to a professional teacher. In a supportive environment, the student teacher will be able to gradually assume the responsibilities of teaching and try out his/her own ideas within the structure provided by the cooperating teacher.

The student teacher will make major strides toward fulfilling, at a rudimentary level, the Illinois Professional Teaching Standards. As the student teacher assumes responsibility for planning and instruction, s/he should be gathering artifacts for his/her teaching portfolio that will illustrate that s/he is indeed journeying toward professional teaching and striving for high standards of teaching and learning.

With the support of the cooperating teacher, the student teacher will make progress in the following areas:

q Becoming a part of a teaching and learning community.

q Learning to create an environment that promotes positive interaction between students and teachers, involves students in learning, and motivates students to strive for excellence in their own learning.

q Using effective verbal, nonverbal and visual communication techniques in all professional interactions.

q Planning and designing discipline­appropriate, developmentally­relevant lessons that meet curriculum requirements.

q Gradually assuming responsibility for all instruction, including planning, instruction, and evaluation.

q When planning and delivering instruction, demonstrate knowledge of content, awareness of developmental levels of the learners, and the needs of diverse learners, and incorporate valuing of diversity into daily lessons.

q Becoming involved in the school community through participation in parent­teacher conferences, extracurricular activities, faculty meetings and committee work; recognizing that education continues beyond the classroom and collaborative efforts are required to promote student learning and growth.

q Maintaining an ongoing dialogue with the cooperating teacher, with fellow student teachers, and with the university supervisor to develop understanding of the professional roles of teachers and to develop habits of personal reflection about student learning and one’s progress.

q Evaluating one’s progress and documenting the teaching experiences.

For a more thorough explanation of the responsibilities of the student teacher and their relationship to the Millikin Teaching Standards, please see Appendix 3.

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Typical Student Teaching Schedule There is much room for flexibility in the following schedule, but generally, this is a sample schedule for phasing the student teacher in and out of the instructional process.

Week Responsibilities for the Student Teacher and Cooperating Teacher 1 Cooperating teacher teaches, with active assistance from student teacher; student

teacher should be re­introduced to the students and very actively involved in the teaching process.

2 Student teacher begins planning for and teaching one class or one “prep” or content area and continues assisting with the other classes; cooperating teacher teaches remaining classes.

3­5 Student teacher adds a preparation or class each week; while assisting with other classes, cooperating teacher teaches the remaining classes and serves as back­up for student teacher.

6­12 Student teacher assumes responsibility for all planning and instruction. Cooperating teacher is the consultant, who provides assistance, but increasingly places responsibility on the student teacher.

13­14 Student teacher gradually phases out of the teaching role, letting go of a class at a time; student teacher visits other classes within the building to see other instructional approaches; cooperating teacher takes over more instruction.

Some student teachers may be more ready than others to assume responsibility. However, even with the most mature student teacher, it is not a good idea to turn over the whole teaching load from the first week. While it is important for student teachers to be on their own in the classroom with students for some of the time, student teachers need daily feedback concerning their progress. The cooperating teacher should be in and out each day as opposed to being out for extended periods of time. Student teachers should always discuss lesson plans with their cooperating teachers a week in advance. Student teachers learn from you, as well as from teaching full time.

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Student Teacher Code of Ethics

1. Keep all information about students confidential.

2. Maintain the dignity necessary to gain the respect of students. Conduct yourself in a professional manner.

3. Show high regard for each student; show enthusiasm for each area of the curriculum that you teach.

4. Be sympathetic and courteous toward all students.

5. Consider yourself a member of the community in which you are teaching and act accordingly.

6. Disciplinary measures used by the student teacher should conform to the policies and instructions of the cooperating teacher and school administration’s policy.

7. Be a good example to your students in every way – physically, mentally, and ethically.

8. Be just as interested in and just as ready to assist with improvement of the class as if it were your own.

9. Recognize that each student is an individual, and take into consideration individual abilities, interests, and capacities for learning.

10. Be impartial in dealing with students, and strive to be fair while judging a student’s action.

11. Refrain from imposing your own views upon students; exhibit a broad­minded, tolerant attitude toward other groups of individuals.

12. Support the teacher in matters of school discipline.

13. Cheerfully do any task which will aid the teacher in conducting the class. Be imaginative and creative in making suggestions and in planning.

14. Give due credit to the teacher for all assistance given to you.

15. If you feel you are having difficulty in a situation, you should first consult the teacher. If the results are not satisfactory, you should talk to the School of Education’s supervisor.

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Recommended Experiences for Beginning Teachers

1. Keep a personal journal.

2. Learn the names of the students in your classes as quickly as possible.

3. Start or continue a personal file of materials and ideas.

4. Make an effort to become acquainted with the entire school staff.

5. Make and display meaningful bulletin boards, displays, or other teaching aids. Ask your cooperating teacher to approve these aids prior to use in the classroom.

6. Attend staff meetings as an observer. The student teacher is expected to attend staff meetings unless otherwise instructed.

7. Plan and supervise a field trip.

8. Arrange for one or more resource persons to come to the class.

9. Observe other classes in the building or district.

10. Confer with the school nurse, librarian, guidance counselor, and other school resource personnel.

11. If possible, participate in an interview with the principal as a prospective applicant for a teaching position. The cooperating teacher should assist in arranging for the interview.

12. Read professional journals and current professional literature.

13. Attend PTA meetings, athletic events, school concerts, open house, plays, etc., which cooperating teachers are expected to attend, and assist cooperating teachers with any designated responsibilities for such activities.

14. Read the school district handbook.

15. Have ongoing communication with the cooperating teacher.

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SECTION 4

Policies And Procedures, Maps for the Journey

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Policies and Procedures: Maps for the Journey This section includes policy statements and procedures that are related to student teaching. Also included are forms that can be used to obtain permission to work, to evaluate student teachers, or to make remediation plans.

Attendance Policy Just as teachers are expected to be present every school day, student teachers are expected to be at school during every day of the student teaching period. In addition, they should attend pre­ service and in­service meetings that their cooperating teachers are expected to attend. The student teacher must be present in his or her placement for at least three full days before it can be counted as a true full week. Student teachers should come to school before the students begin to arrive in their classroom and should stay after school until they are prepared for the coming day. Habitual tardiness or absences will be considered evidence of a lack of personal responsibility and will warrant a dispositional deficiency report. If a student teacher is not responsible about attendance and punctuality, s/he can expect to receive lower ratings on midterm and final evaluations.

Some absences may not be avoidable. Student teachers are, like anyone else, susceptible to occasional illnesses or family emergencies.

Illness or Serious Family Emergencies

Absences due to illness or serious family emergencies are considered excused; it is often better for a student teacher to stay home early in an illness than to continue to be in school when s/he is ill.

When illness or emergencies occur, student teachers must notify their cooperating teacher at home in the event of an absence. If unable to reach the teacher in person at home, leave a message at school. It is of the utmost importance that the student teacher take responsibility for delivering instructional materials to their cooperating teacher in time for her/him to use them. In addition, the student teacher must call the School of Education Secretary when s/he must miss school (424­6244). The secretary will contact the university supervisor regarding the absence. If the student teacher is absent on a day that the university supervisor is scheduled to visit, the student teacher should call the university supervisor directly so that the supervisor does not make an unnecessary trip to the school.

Extracurricular/Athletic/Arts Absences

Since some student teachers are involved in extracurricular responsibilities, such as intercollegiate athletics and music ensembles, there may be circumstances where these outside commitments necessitate absences. Such absences must be kept to a minimum. If a student teacher knows in advance about the need to be absent, s/he should request permission of the cooperating teacher and/or university supervisor. When such absences occur, student teachers should arrange with the cooperating teacher to make up the days missed immediately after the student teaching period ends.

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Career­Development Absences

Since job opportunities may become available, a student teacher may also have occasion to request one professional/personal day to go to a job interview or attend a major job fair. If a student teacher misses more than one professional day, s/he should arrange to make up the time missed. Every effort should be made to schedule such absences at convenient times.

Weather­Related Absences

Unless they extend over several days, weather­related absences, such as snow days, are considered unavoidable and should not be considered as absences.

Excessive Absences Requiring Make­up of Days

A student is allowed 4 days of absence. Upon missing a fifth day, one week will be added to the student teaching experience. Absences beyond this become a dispositional issue and will be addressed by the Director of the School of Education. If, at any time, the student teacher is irresponsible about absences, the university supervisor should be informed so that corrective action can be taken.

Prohibited Absences

Student teachers will not be allowed to accumulate absence days and use them for vacation time.

Absence of Cooperating Teachers

If the cooperating teacher is absent, the school must arrange for a substitute teacher to be in the student teacher’s room. It is not legal for student teachers to serve as substitute teachers because they do not yet hold a college degree. It is acceptable for the student teacher to take over all or most of the teaching for the day, and it may be an excellent learning opportunity, but legally, a substitute teacher must be assigned for that classroom during the time that the cooperating teacher is absent.

In the event of a prolonged illness or other long­term absence of the cooperating teacher, the University Supervisor and/or the Field Placement Coordinator should be contacted.

Guidelines in the Event of a Work Stoppage (Strike) If the teachers in a school district to which a student teacher is assigned opt to invoke a work stoppage (strike), teacher candidates from Millikin University will maintain a neutral status and are not to cross picket lines or to become involved in any manner. Student teachers are to maintain close contact with their university supervisor for guidance. Work stoppages lasting longer than two weeks may necessitate new assignments being made so that the student teaching experience can be completed to meet program requirements.

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Policy Regarding the Writing of Lesson Plans It is the policy of the School of Education that student teachers will write lesson plans during their semester of student teaching. During the semester prior to student teaching, when the student is placed with the cooperating teacher for a 20­hour pre­student teaching internship, the student teacher will begin completing lesson plans in the same format that will be followed during student teaching.

Lesson plans are not optional – even if the cooperating teacher chooses not to complete lesson plans.

The lesson plan format followed will be one of the LiveText lesson plan templates which fits the student teacher’s content area and is mutually agreed upon by the cooperating teacher, the university supervisor and the student teacher.

The student teacher will submit lesson plans to the cooperating teacher on Thursday mornings prior to the week the lessons are to be taught. The university supervisor, cooperating teacher and the student teacher may mutually agree on a different schedule if necessary. The student teacher will submit a lesson plan to the university supervisor prior to the on­site observation.

Failure to follow the procedures for writing and submitting lesson plans may result in a remediation plan or a lowered final grade for student teaching.

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Policy on Working During Student Teaching Because student teaching should be the primary focus for fourteen weeks, student teachers should plan not to work during the semester they student teach. Because student teaching is typically far more demanding than full­time college coursework and because teaching itself is a full­time job, student teachers should plan in advance not to work. Sometimes financial obligations or circumstances require some students to continue working.

If a student intends to work during student teaching, s/he must obtain permission to work from the Director of the School of Education. A Request for Permission to Work During Student Teaching form may be found on the following page or obtained from the Education Office. It should be filed during the semester prior to student teaching. When a student intends to work during the student teaching experience, failure to file the mandatory form ­­ prior to student teaching ­­ is grounds for removal from the student teaching placement.

Approval depends on the nature and timing of the part­time employment. Permission is more likely to be granted if:

Ø work hours are restricted to weekends Ø work totals less than 15 hours a week

Requests to work are most likely to be granted if the student teacher has a history of strong academic performance, has worked prior to the student teaching semester and is fully aware of the responsibilities that are involved, and has a job that is not extremely demanding in terms of time or work load. A student who can demonstrate that s/he has always balanced work and coursework is more likely to be able to handle working during student teaching.

Student teaching responsibilities must take precedence over work responsibilities. If a student teacher is not keeping up with student teaching responsibilities, s/he may be asked to reduce work hours or terminate the employment altogether.

For a Request for Permission to Work During Student Teaching form, see the following page.

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Request For Permission To Work During Student Teaching

Name________________________________________Semester of Student Teaching________________

Proposed Employment___________________________________Hours Per Week__________________

Days and Times________________________________________________________________________

Circumstances that require you to work

___________________________________________

I understand that if granted permission to work, work must not take priority over student teaching. I realize that work schedules or work responsibilities must not interfere with student teaching tasks. I will modify my work schedule at any time that I believe that work is interfering with my success in student teaching.

Signature__________________________________________

Please do not write below this line.

Recommendation of Director, School of Education:

______ Request to work is approved. Please bear in mind that “work concerns” should in no way interfere with your student teaching responsibilities. Student teaching comes first.

_______Request to work is still pending. Please schedule an appointment with the Director, School of Education.

_______Request to work is denied because of the following reasons: _________________________ __________________________________________________________________________________

For further information, schedule an appointment with the Director of the School of Education in SH307.

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Dress Code Student teachers should dress appropriately on each day of student teaching. If the student teacher fails to follow dress guidelines or comes to school improperly groomed, the cooperating teacher should discuss the matter with the student teacher immediately. Use the handbook to go over the dress code and discuss how the student teacher falls short of the guidelines. If, after one warning, the student teacher arrives at school improperly dressed, the cooperating teacher should ask the student to go home, correct the problem, and return appropriately dressed. The university supervisor should be notified if dress or grooming is a matter of frequent concern.

It is important for student teachers to dress somewhat more professionally than even the more experienced teachers dress, since in the case of secondary students, they are not much older than some of the students. Professional dress is typically NOT blue jeans, tee shirts, or sweat shirts. Dress shirts and slacks are appropriate for men. For women, skirts and blouses, dresses, dress slacks and blouses or sweaters, and low­heeled, comfortable shoes are appropriate. Clothes should NOT demand attention by being too short, tight, dressy, or extreme in style. Physical education student teachers should follow the lead of the cooperating teacher. Obviously, sportswear for physical education teachers will be more activity­appropriate.

It is important that student teachers transition into professional attire. Dress that is considered fashionable on campus may not be considered appropriate attire for classroom teachers. Short skirts or short tops that allow skin to show present great difficulty when writing on a board or leaning over student desks. A general guideline to follow is that there should be no skin showing from shoulder to knee when standing, stretching or bending.

Related questions to attire are the issues of body piercing, jewelry, extreme hairstyles and tattoos. Social norms have changed in recent years regarding earrings, nose rings, eyebrow rings, and tattoos. The climate of schools has not changed as quickly as the norms of society. Remember that first impressions are important. Student teachers should become aware of and sensitive to school dress and appearance codes, implicitly and explicitly stated. If students in the school are discouraged from wearing eyebrow rings, just as an example, it stands to reason that a student teacher with an eyebrow ring will not be well received. Judgments made about student teachers should be based on teaching abilities, not on whether s/he inadvertently offended someone as a result of appearance. The best decision may be to keep a ‘low fashion profile.’

Students look up to their student teachers as role models. They will benefit from role models who are well groomed and fashionably, yet tastefully, dressed.

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Extracurricular Activities Since extracurricular activities are typically a part of a teacher’s role, student teachers are encouraged to attend special events and become involved in the culture of the school. Student teachers should plan to be a part of whatever teachers are expected to do beyond their daily teaching. They should participate in a variety of activities including faculty meetings, in­service workshops, parent­teacher conferences, athletic events, and concerts or recitals during the fourteen weeks of student teaching. Participation in the school community helps build bridges between teachers, students and parents.

Conduct and Confidentiality Handling Personal Questions

Student teachers need to be prepared to handle some students who attempt to cross the boundaries of professionalism into personal issues. Student teachers should make it clear that they will not discuss private matters/lives with their students. If a problem arises, student teachers should alert the cooperating teacher and make it clear to her or him that the behavior has been discouraged. In interactions with students who seem to be seeking an inordinate amount of attention, be especially businesslike, purposeful, and task­oriented. Establish a strong student/teacher boundary. Student teachers can avoid a complicated situation by making it clear, from the beginning, they are interested in students’ progress as students only.

Students/parents may ask questions about a student teacher’s private life. Be aware that comments can easily be misquoted or misconstrued. Avoid disclosing personal information. Make it a practice not to discuss things unrelated to the classroom and/or coursework.

Physical Contact

In today’s society, certain actions can be misconstrued. Student teachers must take their cues from their cooperating teachers and be certain that no form of physical contact can be misinterpreted. Children and adolescents often misread intentions. In general, avoid physical displays of affection of any kind. Use the cooperating teacher as a model, and, especially with older students, maintain a very professional demeanor.

Confidentiality

Students, faculty and staff within a school have rights to privacy and to have their educational progress treated professionally. In general, avoid discussing any information about individual students’ grades, behavior, medical conditions, or academic placements beyond the school. It is unprofessional for teachers to communicate information or comments about the problems that they see in the schools to individuals outside the school. It is appropriate to share information without names of students or identification of the school with other educators in a professional

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situation, but be careful about public disclosure of private information. Divulging information inappropriately can lead to serious consequences.

Prospective teachers should remain professional in their informal discussions in the lounge or elsewhere in the school. It is important to understand that some teachers choose to use the faculty lounge as a place for “catharsis” or a release from frustration. As a new member of the educational community, realize that some teachers do speak negatively about students. A student teacher’s best option is to listen without passing judgment. It is wise to refrain from making negative comments regarding students, parents, faculty or the school.

Online Personal Information

Student teachers put a significant amount of personal information online (Facebook, Friendster, My Space, etc…), and many often fail to demonstrate sound judgment in editing the content. All student teachers are strongly encouraged to think about possible future implications of the information they share on networking websites.

While it is not typical, employers are using these sites to screen applicants. Students have lost student teaching positions and full­time job opportunities because of the content of his/her personal profile on social networking sites.

Student teachers are encouraged to “clean up” their profiles, group affiliations, posting walls, or anything else that may have a negative impact on his/her intended career. Remember that web information can be retained online in many ways; hitting the delete button may not mean that the information is gone. So, think before posting!

Legal and Ethical Behavior

Student teachers are expected to use sound professional judgment while in their student teaching schools, while engaged in school activities, and even during the period between the completion of student teaching and graduation. Proven failure to do so may result in the School of Education refusing to certify the student. It is the responsibility of the entire student teaching team, particularly the cooperating teacher and the principal, to acquaint the student teacher with existing guidelines and school policies that relate to the role of the teacher. In Education 406/425 and 488, Senior Seminar, legal matters will also be discussed.

The Illinois School Code (1998), as well as the Faculty Handbook within each school district, can provide guidelines for legal and ethical behavior in the teaching profession. The Illinois School Code, however, is complex. The cooperating teacher and the school principal should review with the student some of the specific rules for faculty and student teachers.

A RULE OF THUMB REGARDING ETHICAL/LEGAL BEHAVIOR: If a student teacher has any doubts about the morality, the legality, or the safety of any action or situation, s/he should

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check with the cooperating teacher before proceeding further. In general, student teachers should know that they must follow all school rules and that they must respect the rights of students, of their fellow teachers and staff, and of the school and school district.

Student Teaching Withdrawal Policy The preparation of teachers is a responsibility jointly shared by the faculty and administrators of Millikin University and its public/private school partners. This commitment involves ensuring that the student teacher is well prepared for the student teaching experience, that the cooperating teacher models effective teaching practices and demonstrates appropriate supervision skills, and that the placement site itself reflects the knowledge base of the specific licensure program.

Collaboration between the University and the public/private schools is necessary to ensure successful classroom placements and also in making any changes that might be necessary during those placements.

There are many factors involved in making student teaching placements and many reasons that contribute to one placement being more or less appropriate than another. If a placement is not working out, the decision to terminate that placement must be a group decision. The decision making process must focus on those actions that are best for all concerned and not on placing blame. Participants in the process may include the student teacher, the cooperating teacher, the university supervisor, the building principal, the Field Placement Coordinator, and the Director of the School of Education.

The Director of the School of Education may remove a student from the assignment or require a student to do additional work and continue student teaching until the student is sufficiently competent to be recommended for certification. Certification is not an automatic procedure.

Procedures When withdrawal is being considered because of concerns related to the performance of the student teacher, the cooperating teacher and university supervisor and student should meet to develop a plan of action. This plan needs to 1) identify the specific concerns of all participants, 2) develop appropriate strategies and evaluation criteria to address those concerns, and 3) set a realistic time line for review of the action plans. The university supervisor should keep the building principal and the Field Placement Coordinator apprised of these actions.

If the specific concerns of all parties are not addressed satisfactorily during the designated time period, a conference should be set up with the university supervisor, the student teacher, the program coordinator and the cooperating teacher to determine the next course of action. This action could be the development of a second plan using the guidelines previously listed, the termination of the placement, or the recommendation of withdrawal from the teacher education program. The building principal should be informed of this meeting and be included if termination of the placement is being considered.

Final recommendation for termination of a placement needs to include a determination of the student’s next steps. This may include the option to repeat the entire student teaching experience at a later date, to graduate outside of the teacher education program, or to follow the procedure

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for appeal given to them previously in the Admission to Teacher Education packet. The program coordinator should notify the Director of the School of Education to initiate action with the registration office concerning the withdrawal of the student from the course. The Director of the School of Education will send notification in writing to all persons involved in the original placement.

**There may be placement situations that require immediate action because the safety of one or more participants is in question or because the interests of one or more participants are in jeopardy. In this instance, any of the involved parties may request that the student teacher not participate in classroom activities until final determination of a plan of action has been made. The outlined procedures should then be scheduled as expeditiously as possible.

Formal Candidate Complaint Procedure In the event that any candidate believes that s/he has not been treated fairly in any assessment process or if s/he believes that extenuating circumstances should be considered, a formal complaint may be filed. Prior to filing a formal complaint, the candidate must meet with the professor/supervisor and attempt to resolve the situation. If no resolution results, the candidate must file a written complaint with the Director of the School of Education. The Director will hear the complaint, investigate any issues, and issue a written decision. If the Director deems it necessary, the matter will be heard by the Committee on Teacher Education Programs (CTEP), and a decision will be rendered. CTEP’s decision is final. Should the candidate feel that his/her complaint was not fairly heard, s/he may appeal to the Dean of the College of Professional Studies. The School of Education maintains a record of formal candidate complaints and their resolution.

Grading and Evaluation Procedures Evaluation Forms

The evaluation forms used for both the midterm and final evaluations will be provided to the cooperating teacher by the university supervisor, usually during the initial visit to the school. The evaluation form provides the opportunity to evaluate the student teacher on a variety of issues that focus upon teaching performance, personal qualities, and professional qualities. Each of the individual criteria is tied to the Illinois Professional Teaching Standards that match it. Millikin University's teacher education programs are based on the standards, so we believe that the student teacher should be evaluated using the same criteria that provide the foundation for our programs. In addition to rating the student teacher on these criteria, we also expect that each evaluator will include written comments that describe the student teacher's perceived strengths and areas of improvement. This allows all involved to gain a clearer picture of the student teacher as an effective prospective teacher, as well as identify areas for improvement.

Process of Evaluation

Regardless of the grade level and/or discipline of the student teacher, each will be formally evaluated twice during the experience. The first evaluation, the midterm, should be completed

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by no later than the 8 th week of student teaching. The second evaluation, the final, should be completed during the last week of the experience (week 14). The format for each of these evaluations is described more fully below:

Midterm Evaluation Process

1. The student teacher, the cooperating teacher, and the university supervisor should independently fill out a midterm evaluation form, rating the student teacher on his/her effectiveness at this point of the experience and providing comments on perceived strengths and areas of improvement.

2. Once all parties have completed their midterm evaluations, a conference should be held between the three to share their evaluations and discuss similarities and differences. At this time, the student teacher should be fully aware of the cooperating teacher's and university supervisor’s perceptions regarding his/her teaching skills, as well as any areas that need improvement. The university supervisor turns in these midterm evaluations to the School of Education.

3. A remediation plan can be implemented at any time during the semester for any perceived areas needing improvement. However, if either the university supervisor's or the cooperating teacher's assigned grade is a C or below at midterm, a remediation plan (including timeline and desired outcomes) MUST be created. This remediation plan will outline the areas needing improvement within the student teacher's teaching abilities and skills in order to raise his/her grade. Also included will be suggestions for improvement and methods of evaluating the student teacher on these areas throughout the remainder of the student teaching experience. Once a remediation plan has been created, it is up to the student teacher to focus on increasing his/her effectiveness in the areas addressed by the plan. Of course, the university supervisor and cooperating teacher are expected to assist and mentor the student teacher, but it is ultimately up to the student teacher to take responsibility for his/her development.

4. If no remediation plan is needed, the midterm evaluation process is complete when the midterm conference between the student teacher and the cooperating teacher has been held, the student is made aware of his/her progress in the experience by all parties, and the university supervisor has a copy of all three evaluations for the student teacher’s files.

Final Evaluation Process

1. As with the midterm evaluation process, during the final week of student teaching, the student teacher, the cooperating teacher, and the university supervisor should independently fill out a final evaluation form, rating the student teacher on his/her effectiveness at this point of the experience and providing comments on perceived strengths and areas for improvement. (If a remediation plan was created at midterm, the plan should be used as a primary basis for evaluation of the student teacher's progress during the second half of the experience. If the remediation plan has not been successful, the grade should reflect the lack of progress.)

2. Once all parties have completed their final evaluations, a conference should be held between the three to share their evaluations and discuss similarities and differences. At

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this time, the student teacher should be fully aware of the cooperating teacher's and university supervisor’s overall perceptions regarding his/her teaching skills and how much improvement was made between the midterm and this final evaluation. The university supervisor turns in these final evaluations to the School of Education.

3. Once the university supervisor has received all copies of the final evaluation of the student teacher, s/he must determine the grade that is to be assigned to the student teacher. While the grade assigned by the cooperating teacher is strongly considered by the supervisor, the specific grade turned into the university is ultimately the decision of the supervisor. The university supervisor may consult further with the cooperating teacher in this decision to seek clarification or additional information.

4. In addition to completing the student teaching experience final evaluations, both the university supervisor and the cooperating teacher are required to complete a recommendation form/letter for the student teachers, which will be placed in the student teacher's placement file. The university supervisor will submit them to the Career Center.

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Grading Criteria Grading and evaluation are an important part of the student teaching experience. The grade that a student teacher receives will affect his/her future job search, for many administrators will consider the grade given for this experience in evaluating the student teacher’s overall effectiveness as a classroom teacher.

The final decision concerning the grade will be determined by the university supervisor, with input from the cooperating teacher and the student teacher. The grading system is a little different from the A through F system, partly because we believe that by the time individuals have reached the student teaching level, they have already been screened so that they are not expected to perform at a D or F level.

Important: A student teacher is expected to behave in a professional manner from the moment the student teacher begins in the school through the last day of the semester in which the student teacher is enrolled in student teaching. Once assigned to a school, the student is expected to demonstrate exemplary professional behavior. Failure to behave professionally, even though the student teacher is performing effectively in the classroom, can result in the student teacher being pulled from student teaching. Professional expectations may include behavior outside of school as well as in school. For example, a teacher’s irresponsible use of drugs or alcohol, violent behavior, or sexual misconduct can reflect badly on a school district. The School of Education is responsible for seeing that student teachers do not violate standards of professionalism.

Following are suggested indicators of each designated grade:

A Excellent beginning teacher – meets and exceeds all of the performance standards as designated by NCATE; is creative, independent, and consistent in planning, implementing, and organizing daily lessons, activities, assessments; establishes positive professional relationships with students, teachers, and staff; demonstrates a very high level of skills, knowledge, and dispositions appropriate to effective teaching; very successfully collaborates with cooperating teacher in actively engaging learners, creating communities of learners, and facilitating learning.

A­ Highly effective beginning teacher – meets all and exceeds some of the performance standards of teaching as designated by NCATE; is consistent and thorough in planning, implementing, and organizing daily lessons, activities, and assessments; establishes professional relationships with students, teachers, and staff; demonstrates a high level of skills, knowledge, and dispositions related to effective teaching; successfully collaborates with cooperating teacher in actively engaging learners, creating communities of learners, and facilitating learning.

B+ Very effective beginning teacher – meets most of the performance standards of teaching as designated by NCATE; is effective in planning, implementing and organizing daily lessons, activities, and assessments; establishes satisfactory relationships with students, teachers, and staff; demonstrates a high level of skills, knowledge, and dispositions related to effective teaching; very effectively collaborates with cooperating teachers in

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actively engaging learners, creating communities of learners, and facilitating learning; has one or more areas in which improvement is needed.

B Moderately effective beginning teacher ­ meets most of the performance standards of teaching as designated by NCATE, but has at least one significant area for improvement; is becoming more effective in planning, implementing and organizing daily lessons, activities and assessments; establishes satisfactory relationships with students, teachers, and staff; effectively collaborates with cooperating teacher in actively engaging learners, creating communities of learners, and facilitating learning; demonstrates skills, knowledge, and dispositions related to effective teaching; has two or more areas in which additional improvement is needed.

B­ Somewhat effective beginning teacher – meets performance standards of teaching as designated by NCATE, but has two significant areas requiring improvement; has shown substantial improvement in planning, implementing and organizing daily lessons, activities and assessment; is making progress in establishing satisfactory relationships within the learning community; demonstrates most of the skills, knowledge, and dispositions related to effective teaching; collaborates with cooperating teacher in actively engaging learners, creating communities of learners, and facilitating learning; has two or more areas in which improvement is needed . This is the lowest grade that a student teacher can earn and still be recommended for certification. If this grade is given at midterm, a remediation plan is recommended. We see this grade as representing “has the potential, but will need additional mentoring.”

C+ Marginally effective beginning teacher – meets some of the performance standards, and has shown some improvement; needs remediation in order to effectively plan, implement, and organize daily lessons, activities, and assessment; is experiencing some difficulty in establishing satisfactory relationships with students, faculty, and staff within the learning community; is deficient in some of the skills, knowledge, and dispositions needed for effective teaching; additional work is needed to collaborate with the cooperating teacher in actively engaging learners, creating communities of learners, and facilitating learning. If this grade is given at midterm, a remediation plan is required. If a student teacher receives this grade at the end of student teaching, s/he will not be recommended for certification by the School of Education.

C Marginally effective beginning teacher – meets some of the performance standards, but needs significant remediation in order to effectively plan, implement, and organize daily lessons, activities and assessment; has not successfully established satisfactory relationships with students, faculty, and/or staff within the learning community. Dispositional issues or lack of skills, or knowledge, or deficits in skills interfere with the student teacher’s ability to effectively collaborate with students, faculty and/or staff within the learning community; additional work is needed to successfully collaborate with the cooperating teacher in actively engaging learners, creating communities of learners, and facilitating learning. If this grade is given at midterm, a remediation plan is required. If a student teacher receives this grade at the end of student teaching, s/he will not be recommended for certification by the School of Education.

C­ Marginally effective beginning teacher – meets some of the performance standards marginally, but needs significant remediation in order to effectively plan, implement, and

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organize daily lessons, activities, and assessment; has not successfully established satisfactory relationships with students, faculty, and/or staff; dispositional issues or lack of knowledge or skills interfere with the student teacher’s ability to effectively collaborate with students, faculty and/or staff within the learning community; much additional work is needed for the student teacher to experience successful collaboration to actively engage learners, create community, and facilitate learning. If a student receives this grade at midterm, a remediation plan is required. If the student receives the grade at the end of the semester, s/he will not be recommended for certification.

D Ineffective beginning teacher. A grade of D+, D, or D­ suggests that the student teacher falls short of meeting most of the performance standards; in most cases, a grade in the D range suggests failure to assume responsibility, dispositional issues, or skill deficits that suggest that this student teacher is not demonstrating commitment to becoming a teacher. If a student is performing at a D­level at any point in the first half of student teaching, a remediation plan should be developed, with specific timelines for improvement. If a student is performing at a D level at midterm , a remediation plan, along with a conference with the Director of the School of Education, will be required. A student teacher who receives a grade of D at the end of student teaching will not be recommended for certification. If a student is having serious problems in student teaching attributable to dispositional or skill deficits, s/he should consider withdrawing from student teaching rather than continuing student teaching at this point.

F Failure to Complete Student Teaching. A grade of F indicates that the student did not meet performance standards expected of student teachers. It may also mean that a remediation plan was not fulfilled and the ineffective performance at another level continued. A grade of F suggests that dispositional issues or skill/knowledge deficits are significant enough for Millikin to recommend that the student teacher not be retained in the School of Education. If a student teacher is failing student teaching at midterm, s/he will be counseled to withdraw from student teaching. If a student teacher’s performance deteriorates to a failing grade during the last half of student teaching, the student teacher will not be retained in student teaching.

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Student Teacher_____________________Date________________

Subject/Grade Level __________School_________ District_________

Evaluation by: ____ Student Teacher ____Cooperating Teacher____MU Supervisor

INDICATORS OF EXCELLENCE IN TEACHING AND LEARNING . . . P E M NP NA Understands subject taught, including different viewpoints in teaching content. MTS 1A & 1F Enthusiastically and effectively creates learning experiences that engage students. MTS 1 Anticipates and adjusts for common misunderstandings of the discipline. MTS 1I Uses a variety of explanations and examples of key ideas that helps students understand concepts. MTS 1J Uses classroom observation, information about students, pedagogical knowledge and research to reflect on, evaluate and revise practice. MTS 10D

SHOWS EVIDENCE OF

ACTIVE LEARNING

Actively seeks and collaboratively shares a variety of instructional resources with cooperating teacher. MTS 10G

Analyzes individual and class performance to meet learners’ cognitive, social, emotional, and physical needs at appropriate developmental level. MTS 2F

Introduces concepts and principles in various ways to meet the diverse needs of students. MTS 2H

Respects individual differences. MTS 3F

Uses cultural diversity and individual student experiences to enrich instruction. MTS 3I Uses a wide range of instructional strategies and technologies to meet students’ diverse needs. MTS 3J

Maintains classroom discipline that maximizes learning. MTS 5E & 5F

Analyzes the classroom environment to make decisions that enhance social relationships, student motivation and engagement. MTS 5H

Models accurate, effective communication to convey ideas and information, to ask and answer questions. MTS 7E

Creates opportunities for students to use effective written, verbal, nonverbal and visual communication. MTS 7G

CREATES COMMUNITY OF LEARNERS

Communicates positive expectations to students for their learning and behavior; provides constructive feedback; practices effective listening, group facilitation and conflict resolution strategies. MTS 7H & 7K

MILLIKIN UNIVERSITY EVALUATION OF STUDENT TEACHING

Midterm ______ Final ________

Directions: Indicate the student teacher’s performance using the following rating scale:

P = Proficient The student teacher is proficient, responds positively to all assistance and performs well.[A or A­] E = Evolving Student teacher show developing proficiency, making progress along growth frontiers. [B­range] M = Marginal The student is partly proficient, requires considerable assistance and performs unevenly. A rating of M may lead to a remediation plan. [C­range]

NP = Not Proficient The student does not show needed proficiency, does not respond effectively to assistance and performs poorly. A rating of N may lead to a remediation plan and an unsatisfactory grade.

NA = Not applicable Does not apply at this time in this internship.

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INDICATORS OF EXCELLENCE IN TEACHING AND LEARNING . . . P E M NP NA Creates plans with a variety of activities appropriate to the discipline, curriculum goal and the learning needs and styles of students. MTS 4K & 4L & 4M

Lesson plans are grammatically correct and communicative. MTS 4B

Develops plans in response to student current life experiences and future career and work experiences. MTS 4N

Uses teaching resources and instructional technology effectively. MTS 4Q & 4R

Uses teaching and learning strategies that promote critical thinking, problem solving and creative performances. MPS 6F

Monitors and adjusts strategies in response to learner feedback. MTS 6G & 8F

Uses formal and informal assessments to evaluate the understanding, progress and performance of learners. MTS 8G

Uses accurate records to monitor and assess student performance and communicate student performance to students, parents and colleagues. MTS 8I & 8J FA

CILITATES LE

ARNING

Oral Communication: Uses appropriate grammar and spelling, pronounces words clearly and precisely, varies pitch and tone according to the situation. Core LA S 2A­F Works with other colleagues to achieve student success. MTP 9G & 9H

Works with parents/guardians from diverse home and community situations to promote student learning. MTS 9J

Writes sensitively when writing to parents and students. MPS 9E. Assumes responsibility by taking appropriate initiative, following through on projects, and managing school resources with care. MTS 9D & 9E

Time management: Plans ahead, understands the big picture, is punctual and willing to take time before and after school needed to collaborate. MTS 11B

Follows school policy & codes of professional conduct: Maintains professional distance with students and parents; respects students’ privacy rights and recognizes that sexually suggestive behavior between student and teacher is prohibited.MTS 11G & 11H

COLLABO

RATES

Contributes knowledge and expertise about teaching and learning to the profession. MTS 11F

Grade recommendation (at this time) _________ (Millikin Grades = A, A­, B+,B, B­,C+,C,C­,D+, D, D­, F)

Describe below this student teacher’s major strengths and areas needing improvements:

Occasionally students who are proficient in student teaching also show a commendable performance in some areas ­ ­ one beyond which is typically found in a novice. Has this student been commendable in any area? Please describe.

Evaluator’s Signature _____________________________________________________________________________

Make two copies and return to the Millikin University Supervisor. Education Department: 217­424­6244

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CAREER CENTER 1184 W. Main Street Decatur, Illinois 62522 (217) 424­6294

Student Teaching Supervising Teacher Recommendation Form*

Name of Candidate________________________________________________ Date_____________________

This recommendation becomes a permanent part of this student’s professional credentials. Please comment on this individual’s student teaching performance. Please return this form directly to the Career Center at the address listed at the top of this page. (Please type this document in order to ensure quality reproductions.)

Name________________________________________ Position______________________________________

Signature_____________________________________ Telephone____________________________________

School____________________________________ Length of time you have known candidate_________

Address_______________________________________________

*The Millikin University Career Center maintains only non­confidential (open) credential files. Students may review the contents of their credential files including the contents of this recommendation.

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SECTION 5

Appendices

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Appendix 1

Feedback Forms

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Student Teacher Feedback Regarding Cooperating Teacher

Name_________________________Cooperating Teacher_____________________________

Part I:

Please rate your teacher’s assistance in meeting goals by indicating your agreement or disagreement with each of the following statements.

SA – Strongly Agree A ­­ Agree D ­­ Disagree SD ­­ Strongly Disagree NA – Not applicable

_____1. My cooperating teacher helped orient me to the school building and important policies and procedures.

_____2. My cooperating teacher helped me learn to set up the learning environment to promote positive classroom behavior and discipline. (MTS #5)

_____3. My cooperating teacher suggested strategies for me to improve student motivation and to increase on­task behavior. (MTS #5)

_____4. My cooperating teacher expected me to use effective verbal and nonverbal communication and made suggestions for improving my written and/or spoken communication with the students. (MTS #7)

_____5. My cooperating teacher provided resources that assisted me to improve my instructional planning skills. (MTS #4, 8)

_____6. My cooperating teacher helped me revise and improve my lesson plans and to understand how to improve my planning and delivery of instruction. (MTS # 3, 4, 6, 7, 8)

_____7. My cooperating teacher assisted me in understanding different learning styles, different levels of ability, and different learning needs in my students. (MTS #6, 8, 3)

_____8. My cooperating teacher encouraged me to use technology/internet as a resource for sources of instructional materials and activities. (Technology standards)

_____9. My cooperating teacher helped me gain skills in adapting to the needs of diverse students in my classroom. (MTS #2, 3)

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_____10. My cooperating teacher encouraged and assisted me to expand my knowledge of curriculum and content. (MTS #1)

_____11. My cooperating teacher helped me understand methods of assessment and evaluation, as well as State Testing procedures for students. (MTS #8)

_____ 12. My cooperating teacher and I discussed ethical standards and classroom dilemmas as they arose in the classroom. (MTS #10, 11)

_____13. My cooperating teacher provided me opportunities to interact with other faculty and to work together with other faculty and staff to help our students learn. (MTS #9,10)

_____14. My cooperating teacher encouraged me to participate in extracurricular activities, parent/teacher conferences, concerts, athletic events, etc.

_____15. My cooperating teacher encouraged me to think and reflect on my own teaching. I became more capable of self­evaluation and problem solving as a result of student teaching. (MTS #10, 11)

Part II:

1. What did your cooperating teacher do that was particularly helpful to you?

2. How could your cooperating teacher have been more helpful to you?

3. Future student teachers will benefit from your answer to this question: My cooperating teacher will work particularly well with student teachers who are:

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Student Teacher Feedback Regarding the University Supervisor

Name__________________________University Supervisor ________________________

Part I: Please rate your university supervisor’s assistance in meeting goals by indicating your agreement or disagreement with each of the following statements.

SA – Strongly Agree A ­­ Agree D ­­ Disagree SD ­­ Strongly Disagree NA – Not applicable

______1. My university supervisor was clear about expectations for me as a student teacher. (MTS #9, 10)

______2. My university supervisor made me feel comfortable asking questions or seeking help with a problem.

______3. My university supervisor helped me feel more confident about my ability to teach.

______4. My university supervisor had high expectations for my level of excellence in student teaching.

______5. My university supervisor made helpful suggestions and gave me constructive feedback after each observation.

______6. My university supervisor was supportive and helpful to my cooperating teacher.

______7. My university supervisor expected me to have lesson plans ready and to be prepared.

______8. It was easy to communicate with my university supervisor (by email, phone, or appointment) if I needed to reach him/her.

______9. My university supervisor helped me solve problems that I encountered in student teaching.

______10. My university supervisor encouraged me to participate in school­wide functions and after school activities.

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Part II:

1. Please describe ways in which your university supervisor was especially helpful or outstanding. If you were writing a thank you note to your university supervisor, what would you say?

2. How could your university supervisor have been more helpful to you?

3. Comment on your preparation for student teaching. What experiences helped to prepare you effectively? Where did we let you down? What improvements could be made in our program?

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Cooperating Teacher Feedback Regarding the University Supervisor

Name ___________________________University Supervisor__________________________

Part I: Please rate the university supervisor’s assistance in meeting goals by indicating your agreement or disagreement with each of the following statements.

SA ­ Strongly Agree A ­­ Agree D ­­ Disagree SD ­­ Strongly Disagree NA – Not Applicable

_____1. The university supervisor provided clear information to me and to the student teacher about how to schedule visits.

_____2. The university supervisor was flexible and accommodated unexpected or necessary changes.

_____3. The university supervisor met with me and my student teacher to discuss his/her expectations for each of us.

_____4. The university supervisor completed 5 visits to observe the student teacher teaching.

_____5. I felt that the channels of communication were comfortable and open between me and the university supervisor.

_____6. The university supervisor had good suggestions when problems arose for the student teacher and was willing to write a remediation plan if necessary.

_____7. The university supervisor seems to have a "real world" approach to student teaching supervision.

_____8. The university supervisor had high expectations for the student teacher and expected to see improvement from visit to visit.

_____9. The university supervisor asked for my feedback on each visit and seemed to be aware of the progress that was being made by the student teacher.

____10. I would like to work with this University Supervisor in the future.

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Part II:

1. List specific ways in which you found the university supervisor to be helpful to you.

2. Suggest ways that the university supervisor might have been more helpful to you.

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Cooperating Teacher Feedback Regarding the Student Teacher and

Millikin University's School of Education

Name______________________________________

Is this the first time you’ve had a student teacher? _____yes_____no

Approximately how many student teachers have you supervised? _______Millikin University ____other universities

Please indicate your agreement with each of the following statements.

SA – Strongly Agree A ­­ Agree D ­­ Disagree SD – Strongly disagree

______1. I was provided background information to help me get acquainted with my student teacher.

______2. I really wanted to have a Millikin University student teacher in my classroom during this semester.

______3. My student teacher’s content knowledge was appropriate for a beginning teacher.

______4. My student teacher had respect for students of different academic levels, different learning styles, and different ethnic backgrounds. My student teacher valued diversity.

______5. My student teacher seemed to have been very well prepared for writing lesson plans and keeping a plan book.

______6. My student teacher used the principles of instructional planning very well.

______7. My student teacher was able to incorporate technology into his/her teaching at a level that I would expect for a beginning teacher.

______10. Evaluation procedures for student teachers were appropriate.

______11. Millikin University works to prepare student teachers who strive for excellence.

______12. I would like to have Millikin student teachers in the future.

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Part II:

1. What are the strengths of Millikin University's teacher education program?

2. What suggestions do you have for improving the preparation of student teachers?

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Appendix 2

Millikin Teaching Standards

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Millikin Teaching Standards The student teaching team (student teacher, university supervisor, and cooperating teacher) should be aware of the standards of excellence that have been established by Millikin University’s School of Education, the State of Illinois, and national organizations within the content area. During the student teaching experience, student teachers should make progress toward meeting and exceeding the following Millikin Teaching Standards. These standards relate closely to the Illinois Professional Teaching Standards that have been adopted by the Illinois State Board of Education. See the following URL for an expanded version of the standards: http://www.isbe.state.il.us/profprep/PDFs/ipts.pdf.

Millikin Teaching Standards are correlated to and are modifications of the Illinois Professional Teaching Standards. Modifications reflect Millikin’s mission and the education unit’s conceptual framework. The indicators are taken directly from IPTS.

STANDARD 1 ­ Content Knowledge The teacher­learner constructs knowledge of the central concepts, methods of inquiry, and structures of the discipline(s) by connecting professional, liberal education and life experiences and by connecting theory and practice. From a passion for the knowledge gained, s/he creates learning experiences that engage all students and make the content meaningful to them. Knowledge Indicators: The competent teacher 1A. Understands major concepts, assumptions, debates, principles, and theories that are central

to the discipline. 1B. Understands the processes of inquiry central to the discipline.

1C. Understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.

1D. Understands the relationship of knowledge within the discipline to other content areas and to life and career applications.

1E. Understands how a student’s disability affects processes of inquiry and influences patterns of learning.

Performance Indicators: The competent teacher 1F. Evaluates teaching resources and curriculum materials for their comprehensiveness,

accuracy, and usefulness for representing particular ideas and concepts. 1G. Uses differing viewpoints, theories, "ways of knowing" and methods of inquiry in teaching

subject matter concepts. 1H. Engages students in generating and testing knowledge according to the process of inquiry

and standards of evidence of the discipline. 1I. Designs learning experiences to promote student skills in the use of technologies

appropriate to the discipline. 1J. Anticipates and adjusts for common misunderstandings of the discipline(s) that impede

learning. 1K. Uses a variety of explanations and multiple representations of concepts that capture key

ideas to help students develop conceptual understanding. 1L. Facilitates learning experiences that make connections to other content areas and to life and

career experiences. 1M. Designs learning experiences and utilizes adaptive devices/technology to provide access

to general curricular content to individuals with disabilities. STANDARD 2 ­ Human Development and Learning The teacher­learner understands how individuals grow, develop and learn and provides learning

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opportunities that support – with care and empathy – the intellectual, social, emotional, and physical development of all students. Knowledge Indicator: The competent teacher 2A. Understands how students construct knowledge, acquire skills, and develop habits of mind. 2B. Understands that students' physical, social, emotional, ethical, and cognitive development

influences learning. 2C. Understands human development, learning theory, neural science, and the ranges of

individual variation within each domain. 2D. Understands that differences in approaches to learning and performance interact with

development.

2E. Understands how to include student development factors when making instructional decisions.

2F. Knows the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication processes.

Performance Indicators: The competent teacher 2G. Analyzes individual and group performance in order to design instruction that meets

learners’ current needs in the cognitive, social, emotional, ethical, and physical domains at the appropriate level of development.

2H. Stimulates student reflection on prior knowledge and links new ideas to already familiar ideas and experiences.

2I. Introduces concepts and principles at different levels of complexity so that they are meaningful to students at varying levels of development and to students with diverse learning needs.

STANDARD 3 – Diversity The teacher­learner understands how individuals differ in their approaches to learning and creates learning environments that value and appreciate human diversity, shows respect for students’ varied talents and perspectives and that are fair and equitable to all students. Knowledge Indicator: The competent teacher 3A. Understands the areas of exceptionality in learning as defined in the Individuals with Disabilities Act (IDEA) and the Illinois Administrative Code.

3B. Understands the process of second language acquisition and strategies to support the learning of students whose first language is not English.

3C. Understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.

3D. Understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes.

3E. Understands cultural and community diversity through a well­grounded framework and understands how to learn about and incorporate students’ experiences, cultures, and community resources into instruction.

3F. Understands personal cultural perspectives and biases and their effects on one’s teaching. Performance Indicators: The competent teacher 3G. Facilitates a learning community in which individual differences are respected. 3H. Makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication, and response modes) for individual students who have particular learning differences or needs.

3I. Uses information about students’ families, cultures, and communities as a basis for connecting instruction to students’ experiences.

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3J. Uses cultural diversity and individual student experiences to enrich instruction.

3K. Uses a wide range of instructional strategies and technologies to meet and enhance diverse student needs.

3L. Identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths and needs.

3M. Identifies when and how to develop and implement strategies and interventions within the classroom and how to access appropriate services or resources to assist students with exceptional learning needs.

3N. Demonstrates positive regard for the culture, religion, gender, sexual orientation, and varying abilities of individual students and their families.

STANDARD 4 ­ Planning for Instruction The teacher­learner understands instructional planning and designs instruction, based on research, that integrates content, pedagogy, and the needs of students. Knowledge Indicator: The competent teacher 4A. Understands the Illinois Academic Standards, curriculum development, content, learning

theory, and student development and knows how to incorporate this knowledge in planning instruction.

4B. Understands how to develop short­ and long­range plans consistent with curriculum goals, learner diversity, and learning theory.

4C. Understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective bridge between student experiences and career and educational goals.

4D. Understands when and how to adjust plans based on student responses and other contingencies.

4E. Understands how to integrate technology into classroom instruction. 4F. Understands how to review and evaluate educational technologies to determine

instructional value. 4G. Understands how to use various technological tools to access and manage information. 4H. Understands the uses of technology to address student needs. Performance Indicators: The competent teacher 4I. Establishes expectations for student learning.

4J. Applies principles of scope and sequence when planning curriculum and instruction. 4K. Creates short­range & long­term plans to achieve the expectations for student learning.

4L. Creates & selects learning materials & learning experiences appropriate for the discipline and curriculum goals, relevant to the students, and based on students’ prior knowledge & principles of effective instruction.

4M. Creates multiple learning activities that allow for variation in student learning styles and performance modes.

4N. Incorporates experiences into instructional practices that relate to the students' current life experiences & to future career & work experiences.

4O. Creates approaches to learning that are interdisciplinary and that integrate multiple content areas.

4P. Develops plans based on student responses and provides for different pathways based on

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student needs.

4Q. Uses teaching resources and materials which have been evaluated for accuracy and usefulness.

4R. Accesses and uses a wide range of information and instructional technologies to enhance student learning.

4S. Uses IEP goals and objectives to plan instruction for students with disabilities. STANDARD 5 –Creating Communities of Learners The teacher­learner draws on an understanding of individual and group motivation to create effective learning environments that encourage self­discipline, respect for self and others, and responsible problem solving. Knowledge Indicator: The competent teacher 5A. Understands principles of and strategies for effective classroom management. 5B. Understands how individuals influence groups and how groups function in society. 5C. Understands how to help students work cooperatively and productively in groups. 5D. Understands factors that influence motivation and engagement and how to help students

become self­motivated. 5E. Knows procedures for inventorying the instructional environment to determine when and

how best to meet a student’s individual needs. 5F. Knows applicable laws, rules and regulations, procedural safeguards, and ethical

considerations regarding planning and implementing behavioral change programs for individuals with disabilities.

5G. Knows strategies for intervening in situations to prevent crises from developing or escalating.

5H. Knows environmental arrangements that promote positive behavior and learning for students with diverse learning characteristics.

Performance Indicators: The competent teacher 5I. Maintains proper classroom decorum. 5J. Maximizes the amount of class time spent in learning by creating expectations and

processes for communication and behavior along with a physical setting conducive to achieving classroom goals.

5K. Uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities.

5L. Analyzes the classroom environment and makes decisions to enhance social relationships, student motivation and engagement in productive work through mutual respect, cooperation, and support for one another.

5M. Organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks.

5N. Engages students in and monitors individual and group learning activities that help them develop the motivation to achieve.

50. Demonstrates a variety of effective behavior management techniques appropriate to the needs of all students, including those with disabilities (including implementing the least intrusive intervention consistent with the needs of these students).

5P. Modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics.

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5Q. Uses a variety of approaches to promote social interaction between students with disabilities and students without disabilities.

5R. Uses effective methods for teaching social skill development in all students. STANDARD 6 ­ Instructional Delivery The teacher­learner understands and uses a variety of instructional strategies that result in active, relevant learning and encourage students’ development as creative, effective lifelong learners. Knowledge Indicator: The competent teacher 6A. Understands the cognitive processes associated with various kinds of learning and how

these processes can be stimulated. 6B. Understands principles and techniques, along with advantages and limitations, associated

with various instructional strategies. 6C. Knows how to enhance learning through the use of a wide variety of materials as well as

human and technological resources. 6D. Understands the disciplinary and interdisciplinary approaches to learning and how they

relate to life and career experiences. 6E. Knows techniques for modifying instructional methods, materials, and the environment to

facilitate learning for students with disabilities and/or diverse learning characteristics.

Performance Indicators: The competent teacher 6F. Evaluates how to achieve learning goals, choosing alternative teaching strategies and

materials to achieve different instructional purposes and to meet student needs. 6G. Uses multiple teaching and learning strategies to engage students in active learning

opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.

6H. Monitors and adjusts strategies in response to learner feedback. 6I. Varies his or her role in the instructional process as instructor, facilitator, coach, or

audience in relation to the content and purposes of instruction and the needs of students. 6J. Develops a variety of clear, accurate presentations and representations of concepts, using

alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical thinking.

6K. Uses a wide range of instructional technologies to enhance student learning. 6L. Develops curriculum that demonstrates an interconnection between subject areas that will

reflect life and career experiences. 6M. Uses strategies and techniques for facilitating meaningful inclusion of individuals with

disabilities. 6N. Uses technology appropriately to accomplish instructional objectives. 6O. Adapts the general curriculum and uses instructional strategies and materials according to

characteristics of the learner. 6P. Implements and evaluates individual learning objectives. STANDARD 7 – Communication The teacher­learner fosters critical thinking, active inquiry, collaboration and supportive interaction in the classroom through effective written, verbal, nonverbal and visual communication techniques. Knowledge Indicator: The competent teacher 7A. Understands communication theory, language development, and the role of language in

learning.

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7B. Understands how cultural and gender differences can affect communication in the classroom.

7C. Understands the social, intellectual, and political implications of language use and how they influence meaning.

7D. Understands the importance of audience and purpose when selecting ways to communicate ideas.

Performance Indicators: The competent teacher 7E. Models accurate, effective communication when conveying ideas and information and

when asking questions and responding to students. 7F. Uses effective questioning techniques and stimulates discussion in different ways for

specific instructional purposes. 7G. Creates varied opportunities for all students to use effective written, verbal, nonverbal and

visual communication. 7H. Communicates with and challenges students in a supportive manner and provides students

with constructive feedback. 7I. Uses a variety of communication modes to effectively communicate with a diverse student

population. 7J. Practices effective listening, conflict resolution, and group­facilitation skills as a team

member.

7K. Communicates using a variety of communication tools to enrich learning opportunities. STANDARD 8 – Assessment The teacher­learner understands various formal and informal assessment strategies and uses them to encourage authentic learning and continuous development for all students. Knowledge Indicator: The competent teacher 8A. Understands assessment as a means of evaluating how students learn, what they know and

are able to do in meeting the Illinois Academic Standards, and what kinds of experiences will support their further growth and development.

8B. Understands the purposes, characteristics and limitations of different kinds of assessments. 8C. Understands measurement theory and assessment­related issues, such as validity,

reliability, bias, and scoring. 8D. Understands how to use the results of assessment to reflect on and modify teaching. 8E. Understands how to select, construct, and use assessment strategies and instruments for

diagnosis & evaluation of learning & instruction. 8F. Knows legal provisions, regulations, and guidelines regarding assessment (and inclusion in

statewide assessments) of individuals with disabilities. 8G. Knows methods for monitoring progress of individuals with disabilities. 8H. Knows strategies that consider the influence of diversity and disability on assessment,

eligibility, programming, and placement of students with disabilities. Performance Indicators: The competent teacher 8I. Uses assessment results to diagnose student learning needs, align and modify instruction,

and design teaching strategies. 8J. Appropriately uses a variety of formal and informal assessments to evaluate the

understanding, progress, and performance of the individual student and the class as a whole.

8K. Involves students in self­assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning.

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8L. Maintains useful and accurate records of student work and performance and communicates student progress knowledgeably and responsibly to students, parents and colleagues.

8M. Uses appropriate technologies to monitor and assess student progress.

8N. Collaborates with families and other professionals involved in the assessment of individuals with disabilities.

8O. Uses various types of assessment procedures appropriately, including the adaptation of procedures for individual students in specific contexts.

8P. Uses technology appropriately in conducting assessments and interpreting results. 8Q. Uses assessment strategies and devices which are nondiscriminatory and take into

consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students.

STANDARD 9 ­ Collaborative Relationships The teacher­learner understands the role of the community in education; develops and maintains collaborative relationships with colleagues, parents/guardians, and the community; and advocates for student learning and well­being. Knowledge Indicator: The competent teacher 9A. Understands schools as organizations within the larger community context. 9B. Understands the benefits, barriers and techniques involved in parent/family relationships. 9C. Understands school and work­based learning environments and the need for collaboration

with business organizations in the community. 9D. Understands the collaborative process. 9E. Understands collaborative skills which are necessary to carry out the collaborative process. 9F. Understands concerns of parents of individuals with disabilities and knows appropriate

strategies to collaborate with parents in addressing these concerns. 9G. Understands roles of individuals with disabilities, parents, teachers, and other school and

community personnel in planning individualized education programs for students with disabilities.

Performance Indicators: The competent teacher 9H. Initiates collaboration with others and creates situations where collaboration with others

will enhance student learning. 9I. Works with colleagues to develop an effective learning climate within the school. 9J. Participates in collaborative decision making and problem solving with other professionals

to achieve student success. 9K. Develops relationships with parents and guardians to acquire an understanding of the

students’ lives outside of the school in a professional manner that is fair and equitable. 9L. Works effectively with parents/guardians and other members of the community from

diverse home and community situations and seeks to develop cooperative partnerships in order to promote student learning and well being.

9M. Identifies and uses community resources to enhance student learning and to provide opportunities for students to explore career opportunities.

9N. Acts as an advocate for student needs. 9O. Collaborates in the development of comprehensive individualized education programs for

students with disabilities. 9P. Coordinates and/or collaborates in directing the activities of a classroom para­educator,

volunteer, or peer tutor. 9Q. Collaborates with the student and family in setting instructional goals and charting

progress of students with disabilities.

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9R. Communicates with team members about characteristics and needs of individuals with specific disabilities.

9S. Implements and monitors individual students’ programs, working in collaboration with team members.

9T. Demonstrates the ability to co­teach and co­plan. STANDARD 10 ­ Reflection and Professional Growth The teacher­learner values reflection, continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. Knowledge Indicator: The competent teacher 10A. Understands that reflection is an integral part of professional growth and improvement of

instruction. 10B. Understands methods of inquiry that provide for a variety of self­assessment and problem­

solving strategies for reflecting on practice. 10C. Understands major areas of research on the learning process and resources that are

available for professional development. 10D. Understands teachers’ attitudes and behaviors that positively or negatively influence

behavior of individuals with disabilities. Performance Indicators: The competent teacher 10E. Uses classroom observation, information about students, pedagogical knowledge, and

research as sources for active reflection, evaluation, and revision of practice. 10F. Collaborates with other professionals as resources for problem solving, generating new

ideas, sharing experiences, and seeking and giving feedback. 10G. Participates in professional dialogue and continuous learning to support his/her own

development as a learner and a teacher. 10H. Actively seeks and collaboratively shares a variety of instructional resources with

colleagues. 10I. Assesses his or her own needs for knowledge and skills related to teaching students with

disabilities and seeks assistance and resources. STANDARD 11 – Professional Conduct and Leadership The teacher­learner understands education as a profession, maintains standards of professional conduct, provides leadership to improve student learning and well­being and shape social change and demonstrates a willingness to give and receive help. Knowledge Indicator: The competent teacher 11A. Understands the unique characteristics of education as a profession and a professional code

of conduct as defined by the Illinois School Code. 11B. Understands how school systems are organized and operate. 11C. Understands school policies and procedures. 11.D. Understands legal issues in education.

11E. Understands the importance of active participation and leadership in professional education organizations.

11F. Is familiar with the rights of students with disabilities. 11G. Knows the roles and responsibilities of teachers, parents, students, and other

professionals related to special education. 11H. Knows identification and referral procedures for students with disabilities. Performance Indicators: The competent teacher 11I. Contributes knowledge and expertise about teaching and learning to the profession.

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11J. Follows codes of professional conduct and exhibits knowledge and expectations of current legal directives.

11K. Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.

11L. Initiates and develops educational projects and programs. 11M.Actively participates in or leads in such activities as curriculum development, staff

development, and student organizations. 11N. Participates, as appropriate, in policy design and development at the local level, with

professional organizations, and/or with community organizations. 11O. Demonstrates commitment to developing the highest educational and quality­of­life

potential of individuals with disabilities. 11P. Demonstrates positive regard for the culture, religion, gender, and sexual orientation of

individual students and their families. 11Q. Promotes and maintains a high level of integrity in the practice of the profession. 11R. Complies with local, state, and federal monitoring and evaluation requirements related to

students with disabilities. 11S. Complies with local, state, and federal regulations and policies related to students with

disabilities. 11T. Uses a variety of instructional and intervention strategies prior to initiating a referral of a

student for special education.

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Appendix 3

Responsibilities of Team Members

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Responsibilities of Team Members

The following are the extended responsibilities of the various student teaching team members.

Extended Responsibilities of Cooperating Teacher

The responsibilities of a cooperating teacher include:

q ORIENTATION: Orienting the student teacher to the new learning environment.

Ø Introduce the student teacher to all members of the school staff and faculty; Ø Provide spatial orientation to the classroom, the school building, and the special facilities,

including the library, technology, instructional materials, etc.; Ø Early in the pre­student internship, and again when student teaching begins, review

school policies and procedures concerning: • Emergency procedures (fire drills, violence, student injuries or illness, unexpected

crises); • Absence and truancy policies for students; • Grading and student evaluation; • Ethical and professional behavior (confidentiality, privacy issues, multicultural

issues, gender­fairness, academic dishonesty issues); • Student handbook policies that relate to student behavior in and out of the classroom

while on school property; • Faculty handbook policies that govern teacher behavior; • Policies concerning student dress and appearance.

Ø Take time to acquaint the student teacher with your own personal values and beliefs about teaching and the priorities that you set for your work with your students and with student teachers.

q LEARNING ENVIRONMENT: Assisting the student teacher to create a positive environment that promotes positive interaction, involves students in learning, and motivates students to strive for excellence in their own learning. (MTS #5)

Ø Involve the student teacher in creating an attractive learning­oriented classroom environment (bulletin boards, learning centers, display of students’ work);

Ø Review your discipline policies and procedures (model how misbehavior is handled, levels of consequences, special reinforcers that are used, procedures for serious offenses and routine offenses);

Ø Introduce students to help the student teacher to know what to expect from the students, what to do when students don’t comply with your rules, and what to do when they do;

Ø Familiarize the student with the classroom routines and procedures that you use (schedule of daily activities, taking attendance, material storage, supplies, order of lessons, paper headings), and encourage the student to develop his/her own style of classroom management;

Ø Acquaint the student with strategies for motivating students and for keeping them on task and involved in learning.

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q COMMUNICATION: Expecting and insisting upon the use of effective written, verbal, nonverbal, and visual communication techniques in all professional interactions. (MTS #7) Ø Provide specific feedback about the student teacher’s use of appropriate/inappropriate

grammar in written and spoken communication; Ø Require written lesson plans to be pedagogically complete and grammatically correct; Ø Assist the student teacher in becoming more sensitive to the level of understanding of the

students in his/her class/s; Ø Model effective communication by maintaining an ongoing dialogue about the daily

efforts of the student teacher and the learning of the students; Ø Expect the student teacher to grow in his/her own understanding of the necessity for

specific communication strategies; Ø Videotape the student teacher while he/she is teaching so that the student teacher can

assess his/her own communication strengths and weaknesses.

q INSTRUCTIONAL PLANNING: Assisting the student teacher to develop skills in instructional planning and to design discipline­appropriate, developmentally­relevant lessons that meet curriculum requirements. (MTS #4, #8)

Ø Assist the student teacher to develop a record­keeping system for student work; Ø Model effective teaching of lessons as you typically do them; Ø Demonstrate how the plan book is used and how complete lesson plans are written; Ø Provide support, suggestions, instructional resources, and ideas for teaching; Ø Ask the student teacher to plan at least one complete unit of instruction from beginning to

end, including student assessment. Help the student teacher to understand and critically evaluate all aspects of the unit plan;

Ø Give guidance when the student teacher encounters difficulty with any aspect of planning;

Ø Encourage (or expect) the student teacher to include a broad repertoire of instructional strategies, evaluation and assessment strategies, instructional technology, and teaching resource materials;

Ø Share materials and resources that you have used to plan instruction; Ø Acquaint the student teacher with technology resources that are useful in planning; Ø Encourage student teachers to seek Internet resources for planning and instruction; Ø Assist the student teacher to plan with an awareness of Illinois Learning Standards.

q INSTRUCTIONAL DELIVERY AND ASSESSMENT: Providing opportunities for the student teacher to present instruction, emphasizing the development of students’ skills in critical reasoning, performance, and problem­solving and using a number of different forms of assessment. (MTS #3, 6, 8)

Ø On a gradual basis, expect the student to assume responsibility for planning and instructing a class at a time, until the student has assumed responsibility for all planning and instruction of all classes for at least 5 to 7 weeks;

Ø In the classes that you are teaching, model a variety of teaching styles so that the student teacher can learn from your example;

Ø Assist the student to plan and instruct to all levels of abilities and understanding within the class.

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q CONTENT KNOWLEDGE/HUMAN DEVELOPMENT/DIVERSITY: Assisting the student teacher to convert subject content into developmentally­appropriate lessons for all of the students in his/her class/s. Encouraging positive responses to the needs of diverse students. ( MTS #1, 2, 3)

Ø Encourage the student teacher to use district curriculum guides and to become familiar with the content taught at various grade levels;

Ø Assist the student to use the Internet, additional reading, films, videotapes, and other sources beyond the textbook to enhance his/her students’ understanding of course content;

Ø Acquaint the student teacher with resource teachers for special needs students and with student IEPs and other special service resource persons who are involved with students in your classrooms;

Ø Assist the student teacher to tailor his/her lessons to accommodate and value diversity.

q COLLABORATIVE RELATIONSHIPS: Involving the student teacher in the school community, including parent­teacher conferences, extracurricular activities, faculty meetings and committee work; helping the student teacher to recognize that education continues beyond the classroom and that collaborative efforts are required to promote student learning and growth. (MTS #9)

Ø Introduce the student teacher to all school faculty and staff as a professional colleague; Ø Assist the student to learn about other responsibilities of teachers, including lunchroom

supervision, playground supervision, faculty meeting attendance, etc.; Ø Expect the student to keep a professional work schedule, arriving early and working late

to ensure effective planning and preparation; Ø Involve the student teacher in parent/teacher conferences, special education staffings, and

professional organization meetings; Ø When problems arise, provide support and encouragement in developing problem­solving

skills.

q REFLECTION AND PROFESSIONAL GROWTH/PROFESSIONAL CONDUCT: Maintaining an ongoing dialogue with the student teacher to promote awareness of the professional conduct of teachers and to encourage habits of personal reflection about student learning and development. (MTS #10, 11)

Ø Discuss with the student teacher the standards of personal and professional conduct expected of today’s teachers, relating the discussion to events in the classroom and in the school;

Ø Plan time (to set aside a time) on a regular basis for the student teacher to reflect with you about his/her progress toward the Illinois Professional Teaching Standards;

Ø Provide specific feedback on areas of growth and areas for improvement; emphasize the positive, but be specific about the areas that need improvement;

Ø Review the requirements of the Illinois School Code with the student teacher; Ø Require responsible, ethical, and professional behavior from the student teacher, and take

corrective measures when necessary; Ø Represent the profession to the student teacher, acquainting the student with the positive

aspects and the challenges of today’s schools.

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Ø EVALUATION AND FEEDBACK: Evaluating the student teacher’s progress and documenting the student teaching experiences. (MTS #10)

Ø Provide written and/or oral feedback several times each week to the student teacher; Ø Conference with the university supervisor during each observation visit; Ø Complete midterm and final evaluation forms, communicating with the student teacher as

you complete the evaluation process; Ø In the event that the midterm performance of the student teacher falls at or below a C

grade, conference with the university supervisor and the student teacher to prepare a remediation plan that identifies specific areas for improvement;

Ø Write recommendations for the Career Center credentials packet to assist the student teacher in his/her job search.

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Extended Responsibilities of the Student Teacher

With the support of the cooperating teacher, the student teacher will make progress in the following areas:

q ORIENTATION TO THE SCHOOL: Becoming a part of a teaching and learning community.

Ø Become acquainted with faculty and staff in the school; Ø Learn where key facilities are located and how to access them for teaching (library, copy

machines, technology, etc.); Ø Become informed about school policies and procedures concerning:

• Emergency procedures (fire drills, violence, student injuries or illness, unexpected crises);

• Absence and truancy policies for students; • Grading and student evaluation; • Ethical and professional behavior (confidentiality, privacy issues, multicultural

issues, gender­fairness, academic dishonesty issues); • Student handbook policies that relate to student behavior in and out of the classroom

while on school property; • Faculty handbook policies that govern teacher behavior; • Policies concerning student dress and appearance; plan to follow dress and grooming

codes; Ø Take advantage of opportunities to learn about teaching from other teachers within the

school building, as well as from special education teachers, counselors, librarians, technology and media specialists, administrative staff, and teaching assistants;

Ø Become informed about the School Improvement Plan, Special School Designations and Reform movements within individual schools;

Ø Gradually become accepted as a professional colleague among school faculty and staff.

q LEARNING ENVIRONMENT: Learn to create a learning environment that promotes positive interaction between students and teachers, involves students in learning, and motivates students to strive for excellence in their own learning. (MTS #5)

Ø Create an attractive learning­oriented classroom environment (bulletin boards, learning centers, display of students’ work);

Ø Learn about the cooperating teacher’s discipline policies and classroom management procedures;

Ø Develop skills in classroom management and discipline that establish a positive learning environment, prevent student misbehavior, and effectively respond to disruptive behaviors;

Ø Develop organizational classroom management systems for handling classroom routines (scheduling daily activities, taking attendance, material storage, handling supplies, collecting and distributing student papers);

Ø Develop strategies for motivating students and for keeping them on task and involved in learning.

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q COMMUNICATION: Using effective verbal, nonverbal and visual communication techniques in all professional interactions. (MTS #7)

Ø Demonstrate commitment to using appropriate grammar in written and spoken communication with students, faculty, and other members of the educational community;

Ø Submit written lesson plans that are pedagogically complete and grammatically correct; Ø Become sensitive to the level of understanding of the students and skillful at adapting

communication to an appropriate level for the students; Ø Maintain an open and continuing communication about daily experiences in student

teaching; Ø Utilize assertive and humanistic communication strategies with students that provide

positive feedback, communicate positive expectations, set limits on inappropriate behavior, and involve students in problem solving dialogue when conflicts arise;

Ø On several occasions during student teaching, ask the cooperating teacher to video­tape lessons to facilitate self­evaluation and awareness of communication strengths and weaknesses.

q INSTRUCTIONAL PLANNING: Planning and designing discipline­appropriate, developmentally­relevant lessons that meet curriculum requirements. (MTS #1, 2, 3, 4, 8)

Ø Develop a record­keeping system for student work that enables efficient and accurate evaluation of student work;

Ø Gradually assume responsibility for preparation and planning of daily lessons for each content area/preparation for which the cooperating teacher is responsible;

Ø Prepare in advance for discussion with the cooperating teacher complete lesson plans, including instructional materials, assessment instruments, and handouts that will be used in each lesson. (Although the cooperating teacher may not always write out lesson plans completely, student teachers are expected to write out more complete lesson plans to demonstrate preparedness.)

Ø Keep the plan book up­to­date and complete enough that a cooperating teacher or a substitute teacher could use it in your absence;

Ø Use suggestions, instructional resources, and ideas for teaching from the cooperating teacher to plan lessons that assist students to successfully master the Illinois Learning Skills;

Ø Plan at least one complete unit of instruction from beginning to end, including student assessment;

Ø Seek assistance from the cooperating teacher, the teacher’s manuals for texts, and from the university supervisor when needed. Remember that student teachers are not expected to be perfect, that they are expected to try new strategies and take risks, and that they are expected to ask for assistance and additional resources to become the best that they can become;

Ø In lesson planning, include a broad repertoire of instructional strategies, evaluation and assessment strategies, instructional technology, and teaching resource materials;

Ø Become acquainted with whatever technology resources are available at school or through Millikin University and incorporate it into planning as appropriate;

Ø Seek Internet resources for planning and instruction; Ø Plan instruction that incorporates a wide range of levels of student thinking and involves

students in critical reasoning, performance, and problem­solving.

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q INSTRUCTIONAL DELIVERY AND ASSESSMENT: Gradually assuming responsibility for all instruction, including planning, instruction, and evaluation. (IPTS #6, 8)

Ø On a gradual basis, assume responsibility for planning and instructing a class at a time, until the student has assumed responsibility for all planning and instruction of all classes for at least 5 to 7 weeks;

Ø Implement a number of different teaching strategies, including small group instruction, cooperative learning, whole group instruction, and individual tutoring;

Ø Incorporate a variety of evaluation and assessment tools appropriate to the objectives of the lessons;

Ø Assume responsibility for grading, record keeping, and remediation for students who are not successful;

Ø Teach lessons that facilitate higher order thinking, problem solving, and critical reasoning;

Ø Provide feedback to students about their performance.

q CONTENT KNOWLEDGE/HUMAN DEVELOPMENT/DIVERSITY: When planning and delivering instruction, demonstrate knowledge of content, awareness of developmental levels of the learners, and the needs of diverse learners, and incorporate valuing of diversity into daily lessons. (MTS #1, 2, 3)

Ø Demonstrate in planning and delivery of instruction a solid understanding of content, or an ability to add to that knowledge through independent study;

Ø Become familiar with district curriculum guides and the content taught at various grade levels;

Ø Use the Internet, additional reading, films, video­tapes, teachers’ manual, and other sources beyond the textbook to enhance motivational/interest level of the lessons;

Ø Consider the developmental level of individual students and the class as a whole when planning and delivering instruction;

Ø Adapt lessons to accommodate different levels of development within the same classroom;

Ø Become acquainted with resource teachers for special needs students, with student IEPs, and other special service resource persons who are involved with students in your classrooms;

Ø Become committed to adapting instruction for special needs students to work toward the objectives of IEPs;

Ø Become aware of methods to adapt instruction to accommodate the needs of minority students within the classroom;

Ø Incorporate content into daily lessons that shows that diversity is positive and that education is for all students.

q COLLABORATIVE RELATIONSHIPS: Becoming involved in the school community through participation in parent­teacher conferences, extracurricular activities, faculty meetings and committee work; recognizing that education continues beyond the classroom and collaborative efforts are required to promote student learning and growth. (MTS #9)

Ø Interact with members of the faculty and staff as a professional colleague;

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Ø Become involved in other responsibilities of teachers, including lunchroom supervision, playground supervision, faculty meeting attendance, as appropriate to the grade level and individual school culture;

Ø Keep a professional work schedule, arriving early and working late to ensure effective planning and preparation;

Ø Realize that student teachers, like most beginning teachers, will often come before and leave after more experienced teachers finish their work;

Ø Participate in parent/teacher conferences, special education staffings, and professional organization meetings when they occur in the school;

Ø When necessary, arrange and conduct parent conferences to address special concerns of individual students;

Ø Seek guidance from cooperating teacher in solving problems that arise in the course of teaching, particularly when the need to refer to outside resource persons or to involve parents in relation to classroom behaviors is expected.

q REFLECTION AND PROFESSIONAL GROWTH/PROFESSIONAL CONDUCT: Maintaining an ongoing dialogue with the cooperating teacher, with fellow student teachers, and with the university supervisor to develop understanding of the professional roles of teachers and to develop habits of personal reflection about student learning and one’s own personal development. (MTS #10, 11)

Ø Explore, through discussions with the cooperating teacher, standards of personal and professional conduct expected of today’s teachers, relating the discussion to events in the classroom and in the school;

Ø On a regular basis, spend time reflecting and discussing with the cooperating teacher on the progress you are making toward the Illinois Professional Teaching Standards and identifying and collecting artifacts that can be included in the teaching portfolio;

Ø Receive from the cooperating teacher specific feedback on areas of growth and areas for improvement; seek input regarding areas of weakness, as well as strengths;

Ø Behave in a responsible and professional manner, paying particular attention to matters of confidentiality, respect, and students’ rights to privacy;

Ø Maintain for your own use in your professional portfolio a brief daily journal of reflections about student teaching;

Ø Become acquainted with the Illinois School Code and behave according to its tenets.

q EVALUATION AND FEEDBACK: Evaluating your progress and documenting your teaching experiences. (IPTS # 10)

Ø Be receptive to written and oral feedback from the cooperating teacher and the university supervisor;

Ø Conference with the university supervisor after each observation, handling feedback professionally;

Ø Complete midterm and final evaluation forms, communicating with the cooperating teacher after you have completed your own evaluation process;

Ø If a midterm remediation plan is deemed necessary, make a serious effort to fulfill the terms of the remediation plan, seeking clarification and feedback as needed;

Ø Seek assistance from members of the student teaching team whenever needed during the student teaching semester;

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Focus on excellence in teaching and learning rather than on the grade you are earning in student teaching; this focus is most likely to contribute to the best evaluation, short and long term. Put forth your best effort!