spring 2014 york college clinical experience handbook

TEACHER EDUCATION PROGRAM

Empower learners.

Exemplify professionalism.

CLINICAL EXPERIENCE HANDBOOK

for CANDIDATES AND SUPERVISORS

Spring 2014

Embody pedagogy.

ii

ii Department of Teacher Education

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

Clinical Experience Handbook

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INTRODUCTION This handbook is intended to orient new teacher candidates and clinical supervisors to student teaching practices and policies developed by the Department of Teacher Education at York College of the City University of New York. While many questions concerning student teaching (also referred to as clinical practice) experi-ences are addressed within this handbook, it is not intended to replace personal contact between program partners. It was developed as a reference tool. York College Department of Teacher Education guidelines may change from time to time, so it is always good to pick up the telephone, send out a quick email, or to stop by our office to get the most-timely information. We are always happy to hear from you.

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

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iv Department of Teacher Education

WELCOME

Dear Teacher Candidate:

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

professionals. Student teaching is the capstone experience that connects the founda-

tional and pedagogical coursework candidates have completed with practical and

constructive experiences inside classrooms on a regular basis. It provides an oppor-

tunity for teacher candidates to gain valuable experience working with children while being

supported. It also enables professional educators involved to make a substantial contribution

to the teaching profession. This becomes achievable through the cooperation and collabora-

tion of all involved -- the teacher candidate, the cooperating teacher, the school administrator,

the seminar instructor and Field and Clinical Coordinator, and the college supervisor.

We look forward to working you in creating the environment for nurturing and developing

quality teachers. At York College we stand ready to assist in any way to ensure that the stu-

dent teaching experience is a positive and productive one for all involved.

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

concerns, or compliments.

Sincerely,

Dr. Lindamichelle Baron, Chair,

Department of Teacher Education

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


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

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

TABLE OF

CONTENTS

Page

Teacher Education Conceptual Framework 1

Field and Clinical Experience Quality Statement 2

Teacher Education Transition Points 3

Program Requirements 5

Clinical Experience Field Placement Guidelines 7

Clinical Experience Seminar Requirements 9

Teacher Work Sample Assignment & edTPA Exam 10

Reflective Journal Assignment 11

Planning 13

The Field Placement Triad 14

Student Teacher Responsibilities 15

Progression of Increasing Responsibilities of the Student Teacher 17

Suggested Student Teaching Weekly Timeline 18

Role and Responsibilities of the Clinical Supervisor 21

Role and Responsibilities of the Cooperating Teacher 22

Role and Responsibilities of School & Agency Administrators 23

Key Legal Matters Concerning Student Teachers in New York State 24

New York State Code of Ethics for Teachers 25

Certification Pathway for New York State Classroom Teachers 26

Recommended Job Search Activities 27

APPENDICES

Department of Teacher Education Faculty & Staff A

Block Plan Template B

Lesson Plan Planning Process C

Lesson Plan Templates D

How to Access Tk20 E

Spring 2014 Clinical Experience Calendar F

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1 Department of Teacher Education

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

York College Mission Statement

York College enriches lives and enables students to grow as passionate, engaged learners with the confidence to realize their intellectual and human potential as individuals and global citizens.

CONCEPTUAL FRAMEWORK Teacher Education Unit Vision Statement The vision of the teacher education unit builds upon the vision and mission of York College. The unit’s vision is to develop a cadre of professional educators who, having been taught by models of good teaching, are pre-pared with an array of theories, tools, and skills necessary to create rich learning environments in which urban children and youth can strive for and reach success. Teacher Education Unit Mission Statement By providing our students with learning experiences that develop deep and broad content knowledge and life skills (G1), our teacher candidates become effective practitioners who will:

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

Understand the full range of student needs represented in an urban classroom (G5) Respond to the diversity of learners in the classroom when designing and implementing instruction (G7) Prepare students to be active and effective participants in a political and social democracy (G2) Collaborate with parents and leaders/agencies in the local community (G4)

Embody Pedagogy by being able to

Design and implement curriculum and instruction that represents broad and deep knowledge of pedagogy (G6)

Assess students using a diversity of measures, analyze the results, and make instructional decisions to optimize teaching and maximize student performance (G8)

Exhibit strong written, verbal, and non-verbal communication skills (G10) Embed technology into the learning experience (G11)

Exemplify Professionalism by being able to

Act as reflective practitioners with a strong conviction that learning is a lifelong process achievable by all (G9) Collaborate with the professional educational community (G12) Demonstrate a commitment to social justice and equity issues in multicultural, multilingual, urban schools (G3)

Enact Knowledge by being able to

Demonstrate a broad and deep knowledge of academic content (G13) Access and build content knowledge (G14) Examine the power and biases of knowledge and knowledge construction (G15) Evaluate emerging content knowledge using scholarly research based evidence (G16) Evaluate content knowledge for relevance to K-12 classroom (G17)


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FIELD AND CLINICAL EXPERIENCE QUALITY STATEMENT

To the extent possible, York College Field and Student Teaching Placements will:

1. Provide students with safe, comfortable, and welcoming placements with cooperating teachers who serve as a willing mentor/teachers and/or coaches.

2. Teach grade level content area instruction and practice in teacher candidates’ target cer-tification area (e.g., special education, general science, mathematics, physics, etc.).

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

4. Provide candidates with sufficient opportunities to apply what they have learned in their coursework, especially toward meeting the required performance standards.

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

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

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

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

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

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

11. Provide students with a cohort of colleagues, with whom they can reflect, learning from their collective teaching experiences, both positive and negative.

12. Support improvement of neighborhood schools and local communities.

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

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

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TRANSITION POINTS

ADMISSION TO THE TEACHER EDUCATION PROGRAM Complete the Application for Admission to the Teacher Education Program including the planning

grid and documentation for taking or registering for the Language Arts and Science Test (LAST) & Assessment of Teaching Skills - Written (ATSW)

Declare an approved major Earn a minimum overall 2.75 GPA in all courses taken at York College (Transfer Students complete a minimum of 12 credits at York College) Complete the Foundations courses EDUC 280 EDUC 283 and EDUC 284 Earn a minimum overall 2.75 GPA in Foundations courses AND a minimum grade of C in each

Foundations course (Minimum grade of B in each Foundations course taken elsewhere) TRANSITION POINT 1 Admission to Curriculum & Methods Courses (EDUC 300 levels)

Earn a minimum overall 2.75 GPA in all courses taken at York College Complete all Foundations courses for the program Earn a minimum overall 2.75 GPA in Foundations courses AND a minimum grade of C in each

Foundations course (Minimum grade of B in each Foundations course taken elsewhere) TRANSITION POINT 2 Admission to Student Teaching

Complete the application for Student Teaching AND update planning grid, including exam docu-mentation and program completion plan

Earn a minimum overall 2.75 GPA on all courses taken at York College Completed all Professional Education (300 level Curriculum and Methods) courses Earn a minimum overall GPA of 2.75 in all Professional Education courses AND a minimum of C

grade in each Professional Education course taken at York College (A minimum of B in each Profes-sional Education course taken elsewhere)

Completed 2/3 of the courses required in the major TRANSITION POINT 3 Completion of the Teacher Education Program

Complete Student Teaching/Seminar I & Teaching/Seminar II with a minimum grade of C in each including the Dignity for All Students Act, Violence Prevention, AND Child Abuse and Neglect work-shops

Earn a minimum overall 2.75 GPA on all courses taken at York College Complete all course work required for the degree

NEW YORK STATE INITIAL CERTIFICATION REQUIREMENTS

in addition to COMPLETION OF THE TEACHER EDUCATION PROGRAM Fulfill foreign language requirement Complete a science course with a laboratory Complete NYS Certification exams

NOTE: In consultation with their Teacher Education advisors, candidates should fulfill General Educa-tion requirements as early as possible in order to achieve success on the ALST exam and be prepared for upper division coursework and student teaching.

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

NYS Teacher Certification Exams

1. Educating All Students Test (EAS) 2. Academic Literacy Skills Test (ALST) 3. Content Specialty Test (CST)

4. edTPA (Completed during student teaching.)


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Student Teaching Experiences in Teacher Education

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

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

GENERAL STUDENT TEACHING PROGRAM REQUIREMENTS

Teacher education candidates usually complete their student teaching during their last semester in their program. The following program requirements are for student teaching (Transition Point 2):

TRANSITION POINT 2 Admission to Student Teaching

Complete the application for Student Teaching AND update planning grid, including exam documentation and program completion plan

Earn a minimum overall 2.75 GPA on all courses taken at York College Completed all Professional Education (300 level Curriculum and Methods) courses Earn a minimum overall GPA of 2.75 in all Professional Education courses AND a mini-

mum of C grade in each Professional Education course taken at York College (A mini-mum of B in each Professional Education course taken elsewhere)

Completed 2/3 of the courses required in the major

Student teaching requires a tremendous time commitment. Candidates are strongly encouraged NOT to take additional courses and NOT to work more than 15 hours per week during the student teaching semester.

The Department of Teacher Education makes all student teaching placements.

Requirements Specific to the Childhood Education Program

Teacher candidates in the Childhood Education Program are required to complete two student teaching placements at different developmental levels. Student Teaching can be completed full-time in one semester or part-time in two semesters.

One Semester FULL TIME Program (two placements in one semester) 14 weeks – 400 total hours 2 7-week placements – 200 hours per placement 5 full workdays per week (e.g. 8:00 am-3:00 pm; times may vary slightly from school to

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

Two Semesters PART TIME Program (one placement per semester) 14 weeks each semester (200 hours per semester) 3 mornings & 1 full day per week Candidates complete one 14-week placement in grades 1-3 and one in grades 4-6

Requirements Specific to the Secondary Education Programs

Teacher candidates in Secondary Education Programs are required to complete two student teach-ing placements at different developmental levels. The experience is completed full-time in one semester.

Secondary Education MINIMUM Requirements (two placements in one semester) 14 weeks – 400 total hours 2 7-week placements – 200 hours per placement Candidates complete one placement in grades 7-9 and one in grades 10-12 Secondary Programs are Biology, Chemistry, Earth Science, Mathematics, & Spanish


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Requirements Specific to the Health & Physical Education Programs Teacher candidates in Health and Physical Education Programs are required to complete two stu-dent teaching placements at different developmental levels. The experience is completed full-time in one semester. Health and Physical Education MINIMUM Requirements (two placements in one semester)

14 weeks – 400 total hours 2 7-week placements – 200 hours per placement Candidates complete one placement in grades K-6 and one in grades 7-12.

Additional Requirements for all Programs Candidates must clock in and out at the beginning and end of each day. All clocked-in hours count toward the completion of required hours.

Hours are also recorded in terms of time “Observing,” “Assisting,” and “Teaching” and are re-corded regularly on the Tk20 e-portfolio system.

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

Attendance at 1-2 professional conferences. Time is recorded as "Observing." Proof of at-tendance must be obtained and turned-in.

Attendance at 1-2 school related duties (e.g. parent-teacher night, Superintendent's Con-ference Day, faculty meeting). Time is recorded as "Observing."

Time assisting CT when students are not present (e.g. grading student work, putting up a bulletin board, curriculum development). Time is recorded as "Assisting."

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

NOTE: Any of the above hours that cannot be verified by school faculty, staff, administration or by “proof of attendance” may not be counted towards placement hours. For example, hours spent grading papers at home do not count towards completion of placement hours.

Although the minimum hours for each placement might not take 7 weeks of full time attendance to complete, it is highly recommended that candidates attend 5 full workdays per week (e.g. 8:00 am-3:00 pm; times may vary slightly from school to school). It is understood that circumstances may not permit a student teacher to attend a full day every day; student teachers will be required to evaluate their responsibilities and commit to a teaching schedule at the beginning of the clinical experience semester. The schedule must be followed for the entire 7-week commitment even if the required hours are completed in a shorted timeframe. This ensures consistency for the stu-dents and the cooperating teachers, and it helps to maintain positive relationships between the student teacher and the host school and between York College and the host school.

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

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

CLINICAL EXPERIENCE FIELD PLACEMENT GUIDELINES

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

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

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

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

Record Keeping Attendance is 2 ways: Clock-in Card and maintenance of a Teaching Log on Tk20. Clock-in cards will be turned in at the end of each placement, and Cooperating Teachers will verify the accuracy of the online Teaching Log.

Clock-in Card – Supplied by the host school; candidate should request a card from the office secre-tary and learn where to punch in and out. It serves as a second and mandatory record of atten-dance. A “Daily Time Card” supplied by York may be used in schools without an employee time clock.

Tk20 Teaching Log – Used to record basic information about each class and the number of hours of observing, assisting, and teaching each day. This must be maintained EVERY school day by the stu-dent teacher, and it is verified by the Cooperating Teacher.

Instructional Planning The student teacher is expected to prepare all formal lesson plans using the Backwards Design approach. Plans should be drafted in sufficient time to provide them to the observing party (the cooperating teacher and/or the college supervisor) to be reviewed, so that candidates can make refinements based upon feed-back received. Formalized, detailed lesson plans following the Department of Teacher Education Lesson Plan Template must be submitted to both the cooperating teacher and the college supervisor prior to for-mal, scheduled observations. Formal lesson plans are those completed for formal observations and those completed for the Teacher Work Sample / edTPA assignments. For other lesson plans, student teachers may use the lesson plan format of the host school if it is different. All lessons must be fully planned, re-viewed, and deemed acceptable to the Cooperating Teacher before they are taught.

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

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


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

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

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

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

Guide the student teacher in a self-appraisal Set weekly goals Provide feedback regarding the student teacher’s professional skills and goals Work on plan book at least 1 week ahead of lessons (See planning sequence below) Schedule future teaching assignments

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

Planning Sequence

1) Plan a weekly meeting with your Cooperating Teacher to work on teaching plans.

2) Keep your plan book at least one full week ahead.

During week 1, complete your plan book for teaching 1 full class per day during week 3.

During week 2, complete your plan book for teaching 2 full classes per day during week 4.

During week 3, complete your plan book for teaching 3 full classes per day during week 5.

During week 4, complete your plan book for teaching your CT’s full schedule during week 6.

During week 5, complete your plan book for teaching your CT’s full schedule during week 7.

3) From the plan book lesson summaries that you create with your CT, create complete lesson plans.

4) Provide your CT with a copy of your lesson plans at least 2 days before the lesson is to be taught.

5) Revise your lesson plan based on the critique of your CT

6) Review your lesson with your CT after making changes.

7) Make additional changes as necessary.

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

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

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

CLINICAL EXPERIENCE SEMINAR REQUIREMENTS

Assessment of Student Teachers The cooperating teacher (CT) provides feedback (both formal and informal) to the student teacher throughout the placement; he/she completes a biweekly feedback form and, at the end of the placement, the Student Teaching Final Evaluation (STFE) form on Tk20. The CT should have substantive discussion with the student teacher regarding the contents of the evaluation. These documents become part of the student teacher’s permanent record in the Department of Teacher Education. Cooperating and student teachers are encouraged to print copies of all evaluations before the student teacher’s final meeting with the Clinical Coordinator.

The clinical supervisor (CS) completes a Student Teaching Observation Form (STOF) on Tk20 for each for-mal observation conducted. The CS completes the STFE on Tk20 as well. All STOFs and STFEs become part of the student teacher’s permanent record in the Department of Teacher Education. The CS also grades the student teacher’s reflective journal assignments thereby gaining greater insight into the student teachers dispositions. Finally, the CS reviews the biweekly feedback forms and the STFE completed by the CT and alerts the Clinical Coordinator if the student teacher is likely to receive or receives a 0, 1, or NA on ANY item of the STFE. In such case after the first placement, the CS works with the Clinical Coordinator to plan reme-diation for the student teacher. In such case after the second placement, the CS works with the clinical co-ordinator and Department Chair to plan remediation for the student teacher.

The clinical coordinator (CC) is responsible for placement of student teachers at host schools, documenting course attendance and active-participation in the weekly seminar, and assessing the quality of work put into completing the Teacher Work Sample, Professional Development Workshops, and the Student Teach-ing Portfolio. The CC reviews the biweekly feedback form from the CT and communicates with the clinical CS, student teacher, CT as necessary to ensure progression in the placement. In the event a student teacher receives a 0, 1, or NA on any item on a 1st placement STFE, the CC works with the CS to determine a reme-diation process for the student teacher. In such case after the second placement, the CC works with the CS and the Department Chair to plan remediation for the student teacher.

Clinical Experience Seminar and Student Teaching Grading Scheme

Seminar

40% (400 pts.)

Grade from Clinical Professor

Seminar attendance, participation, assignments, and professional development

Approval of Professional Conference

Attendance at a pre-approved professional conference for PD

Completion of “SAVE” PD

Completion of “Identification and Reporting of Child Abuse” PD

Completion of “DASA” PD

Completion of Portfolio Requirements (2 Portfolio Checks)

Student Teaching

60% (600 pts.)

Grade from Clinical Supervisor,

Cooperating Teacher, and Clinical

Professor

Completion of approved student teaching schedule including regular meetings with

CT, planning, observing, assisting, and teaching that closely aligns with the

“Recommended Schedule of Teaching Duties”

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

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

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

weeks 3, 5, and 7

Completion of Teacher Work Sample*

Completion of edTPA *A student teacher who receives a 0, 1, or NA on ANY ITEM on any Student Teacher Fi-

nal Evaluation or on the Teacher Work Sample is subject to remediation to be determined

by the CS and CC after the first placement and by the CS, CC, and Department Chair

following the second placement. A student teacher CANNOT pass student teaching before

attaining at least a 2 on every STFE and TWS item.


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Teacher Work Sample Assignment & edTPA Exam

The Teacher Work Sample (TWS) is the capstone project of the Teacher Education program. It is a perform-ance assessment through which a student teacher’s impact on learners at the K-12 site where he or she is placed for student teaching is measured. The sample consists of a learning segment, with five lessons, de-veloped by candidates, through the use of a data-driven planning model. The TWS contains 7 Steps, each identified by research on best teaching practices effective in improving student learning. Each of the steps of the TWS are interwoven and INTASC standards-drive, and contain tasks, prompts, and rubrics that de-fine various levels of performance related to each element. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following stan-dards:

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

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

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

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

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

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

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

Student Teachers complete the TWS over the course of the semester. Steps 1-4 are completed during the candidates’ first seven-week placement. To complete these tasks student teachers research, plan, and teach a learning segment. During the learning segment, the student teacher tracks the progress of 3 focus students, collects samples of students’ work, and videotapes one lesson for detailed analysis. Steps 5-7 in

which students analyze data, evaluate student and instructional success, and reflect on their own practices are completed during the sec-ond seven-week placement.

edTPA is the NYS Teacher Certification Exam that is completed during the student teaching experience. It is very closely related to the TWS, and the guidance students receive in the completion of the TWS aids students in com-pleting edTPA.

For edTPA, Student Teachers complete 3 Tasks (4 tasks for Childhood Education) that align with TWS as follows. Task 1 is completed after students complete and receive feedback on TWS Steps 1-4. Task 2 is completed after TWS Steps 5 and 6, and task 3 (and 4) is completed after TWS Step 7.

All assignments are submitted through Tk20.

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

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Reflective Journal Student teachers maintain reflective journals chronicling their student teaching experiences. Reflective Journals are submitted through Tk20 and are graded by the student teacher’s Clinical Supervisor who uses the journals to gain greater insight into the student teacher’s dispositions which are evaluated on the Stu-dent Teacher Final Evaluation.

WEEK 1 – [DUE February 2 and March 30, 2014] (Brief but complete Daily Entries. Submit each day or all at once. Clearly label each day.)

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

WEEK 2 – [DUE February 9 and April 6, 2014] (Brief but complete Daily Entries. Submit each day or all at once. Clearly label each day.)

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

WEEK 5 – [DUE March 9 and May 4, 2014]

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

How have I clearly articulated directions and explanations to students?

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

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

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

How have I promoted a productive and engaging learning environment?

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

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

How have I made learning relevant to students?

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

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

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

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

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


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WEEK 6 – [DUE March 16 and May 11, 2014] (Choose One Theme; you will complete the remaining theme in your second placement.)

Theme C: Instructional Planning Strategies/Technology Integration (InTASC # 1& #7) In preparation for completing your journal, discuss with your cooperating teacher the areas of your knowledge of instruc-tional strategies and technology integration that encourages students’ development. Some critical areas to reflect upon include:

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

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

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

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

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

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

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

How have I kept students productively engaged at all times?

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

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

WEEK 7 – ([DUE March 23 and May 18, 2014] Choose One Theme; you will complete the remaining theme in your second placement.)

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

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

How have I monitored student progress and performance?

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

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

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

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

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

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

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

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

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

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

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

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Plan Book Student teachers maintain a plan book for each class they will be teaching [1 class a day during week 3, 2 classes a day during week 4, 3 classes a day during week 5, full schedule during weeks 6 and 7]. The plan book should be completed in meetings with the Cooperating Teacher at least one week before the lessons are to be taught. After developing an outline in the plan book with the cooperating teacher, the student teacher will use the outline to create lesson plans for each class to be taught by the student teacher.

The unit created for the Teacher Work Sample will be taught during the first student teaching placement, and must be planned into the student teacher’s teaching schedule.

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

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

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

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

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

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

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

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

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

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

tion are required.

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


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

THE FIELD PLACEMENT TRIAD Roles and Responsibilities of Triad Members

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

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

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

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

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

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

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

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

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

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

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

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

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


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Second Placement Guidelines: There must be tree classroom observations. One of the observed lessons completed during this placement must include technology-supported instruction (The Teacher Education Resource Room has some technology resources if schools do not have them). The candidate will complete daily reflective journals during weeks 1 and 2, a single reflective journal of the opposite theme chosen in the first placement during weeks 5, 6, and 7, attend a pre-approved professional conference (if not at-tended during the first placement), complete a weekly plan book and lesson plans for all lessons taught, and complete TWS Steps 5-7 and edTPA Tasks 2-3. Childhood Education candidates will also finish edTPA Task 4.

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

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

Participate in at least one school related activity at each placement site with the cooperating teacher including faculty meetings, professional development opportunities, parent-teacher conferences, staff and interdisciplinary team meetings. In a reflective journal for the week of the event, include reflec-tion about the experience and how it ties to classroom life, teaching, and raising student-achievement.

Keep accurate attendance records. Punch in and out daily on the school time clock using a time card secured at the school (or have a Daily Time Sheet signed in and out each day by a school administrator or assigned administrative assistant). Maintain the Teaching Log on Tk20 every school day.

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

Notify the school, cooperating teacher and the college supervisor when late or absent, prefera-bly in advance. Three or more absences will result in an extended placement (two make up days required for each day missed). Supporting documentation for missed days is required. Candidates must strive to be present and on time always.

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

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

Instructional Planning

Lesson Delivery – General

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

Classroom Management and Student Discipline

Collaborating with Colleagues and Parents

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

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

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

PROGRESSION OF INCREASING RESPONSIBILITIES OF THE STUDENT TEACHER

During the first week the student teacher is getting acquainted with the school setting, the class-room, its activities, and the students. The progression includes:

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

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

Assist in the classroom with such things as taking attendance, distributing materials, re-cording homework assignments, and administering and scoring assessments to measure student learning

Provide individual tutorial assistance in classroom instruction

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

sponsibilities are assumed is varied based on the individual student teacher. The progres-sion involves:

Teaching small groups as directed by the cooperative teacher

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

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

Planning an extended unit of instruction with appropriate assessment strategies to measure impact on student’s learning

Assuming responsibility for the planning and implementing of instruction over an extended time period

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

Parent-teacher conferences

Professional Development Sessions

Faculty department meetings

Field trips

Assemblies


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

SUGGESTED STUDENT TEACHING WEEKLY TIMELINE

Placement Weeks 1 & 2 – Getting Acquainted and Early Involvement

EVERYDAY, clock in and out, and complete “Teaching Log” on Tk20.

Ensure CT emails Clinical Coordinator for Tk20 username and password.

During week 1, ensure CT can access Tk20; help him/her complete CT Information Form.

During week 1, complete “Getting to Know Your School” form.

During week 1, complete Placement Schedule on Tk20

Student teachers must:

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

notify both the CT and the clinical supervisor whenever they are going to be absent from the cooperating school due to illness

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

[Placement 1] Complete TWS Part 1.

Formally check in and out with your school each day.

Get acquainted with students in classes (Begin learning student names. Study individual re-cords for greater understanding of the physical, emotional, and intellectual aspects of each pupil)

Learn as much as possible about your CTs classroom organization, routines, teaching strate-gies, methods, and techniques (i.e. seating charts, attendance procedures, procedures for dis-tributing and collecting materials, beginning procedures, methods of involving the students, curriculum and materials available, etc.)

Become familiar with the routines of the school

Begin discussions with CT regarding future teaching experiences (What procedures will you take over during week 2? What lessons / units are you likely to teach in the coming weeks? What unit will you teach for your TWS/edTPA learning segment during weeks 6 & 7?)

Plan times to meet regularly with CT (short daily meetings, at least 1 longer weekly meeting)

Observe and assist with classroom activities (Record attendance, help individuals and small groups of students, provide feedback on student work, arrange bulletin board displays, etc.)

Complete lesson plans based on plans made in plan book with CT, then review plans with CT for full lessons to be taught on first day of week 3.

EVERYDAY DURING WEEKS 1 and 2, complete reflective journals.

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

[Placement 2] During week 2, complete TWS Step 5

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

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


Teach one full class each day; write a lesson plan for each lesson and review the lessons with your CT at least 2 days before teaching them to allow time for revision. Assist in all classes.

Continue planning and meeting with CT.

Complete “Teaching Log” on Tk20 each day.

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

[Placement 1] Complete TWS Step 2.

[Placement 1] Select the class you will focus on for your TWS/edTPA and send “Videotaping Permission Slips” home with students.

[Placement 1] Submit a Professional Conference Request on Tk20. [Placement 2] Complete TWS Step 5. [Placement 2] Submit Resume to Career Services Center for review.

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


Teach two full classes each day; write a lesson plan for each lesson and review the lessons with your CT at least 2 days before teaching them to allow time for revision. Assist in all classes.


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

[Placement 1] Complete TWS Steps 3 & 4

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

[Placement 2] Complete edTPA Task 2.

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


Teach three full classes each day; write a lesson plan for each lesson and review the lessons with your CT at least 2 days before teaching them to allow time for revision. Assist in all classes.


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

Teach a lesson formally observed by your CS* (must complete 3 during placement; includ-ing Lesson Plan review before lesson and post lesson meeting)

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

[Placement 2] Complete TWS Step 7

[Placement 2] Complete edTPA Task 3

[Placement 2—Childhood Education Only] Complete edTPA Task 4

[Placement 2] Complete SAVE Workshop Prep


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


Teach full teaching load each day. Write a lesson plan for each lesson. Review lessons with CT at least 2 days before teaching them to allow time for revision. Assist in all classes.

[Placement 1] Teach TWS/edTPA unit. Videotape all lessons of the TWS unit.

[Placement 1] Complete edTPA Task 1.

Continue planning and meeting with CT. Collect data and analyze lessons.

Teach a lesson formally observed by your CS* (must complete 3 during placement; in-cluding Lesson Plan review before lesson and post lesson meeting)

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

[Placement 2] Complete DASA Workshop Prep

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


Teach full teaching load each day; Write a lesson plan for each lesson. Review lessons with CT at least 2 days before teaching them to allow time for revision. Assist in all classes.

[Placement 1] Teach TWS/edTPA unit. Videotape all lessons of the TWS unit.

Continue planning and meeting with CT. Collect data and analyze lessons.

[Placement 1] Upload a 15-20 minute lesson video to Tk20 for for review by your CS.

Teach a lesson formally observed by your CS* (must complete 3 during each place-ment; including Lesson Plan review before lesson and post lesson meeting) [One obser-vation will be via videotape during Placement 1]

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

[Placement 2] Complete Identifying and Reporting Child Abuse Workshop Prep

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

pletion; dates are arranged by the Student Teacher, College Supervisor, and the Cooperating Teacher to be completed before the end of the placement, enable the student teacher to dem-onstrate growth over the placement, and showcase his/her teaching skills after ample practice.

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

video take place during the first placement. 3 Formal Lesson Observations take place during the second placement. One of the 6 College Supervisor Observed lessons must incorporate the use of technology

to guide the lesson. Lesson plans following the Backwards Design model must be provided in a timeframe de-

cided by the CS before all formal observations

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

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

Serve as an experienced professional and academic resource to the Student Teacher throughout the semester, and support the Student Teacher in his or her understanding and practice of professional and ethical behavior.

Arrange to jointly meet with the Student Teacher and Cooperating Teacher early in each placement to review requirements, expectations and the various evaluation protocols. Intro-duce yourself to School Administration and Staff.

Review Plan Books to ensure progress

Grade the student teacher’s Reflective Journals to gain insight into the experience, growth, and any issues that may arise for the student teacher.

Student teachers must complete Reflective Journals by 10AM on the Sunday ending the week they are due; they will be available for your review on Tk20 after that time.

Address problems with the Student Teacher, the Cooperating Teacher, School Administrators or Staff, and/or the Clinical Professor as soon as they arise. Email the problems and how they were ameliorated to the Clinical Coordinator.

Complete formal observations of 6 lessons taught by the student teacher. Conduct pre- and post-observation meetings, and complete a Student Teacher Observation Form on Tk20 for each observation. [DUE March 23 and May 18, 2014]

Complete 3 observations during each placement. One observation must be of a tech-nology-supported lesson, and one evaluation must be on a video of a lesson from the TWS/edTPA Unit.

All STOFs must include an uploaded corresponding lesson plan.

Complete the Student Teaching Final Evaluation Form on Tk20 at the end of each seven-week placement. [DUE March 23 and May 18, 2014]

Recommend a final letter grade for Clinical Experience portion of the student teacher’s grade. Enter the grade at the end of the Student Teaching Final Evaluation form on Tk20. [DUE March 23 and May 18, 2014]

Complete the EXIT Survey on Tk20 at the end of each placement. [DUE March 23 and May 18, 2014]

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

ROLE AND RESPONSIBILITIES OF THE CLINICAL SUPERVISOR

The clinical supervisor serves as the liaison between the Clinical Program Coordinator at York Col-lege and the partnership school. The clinical supervisor aids the student teachers in developing their educational philosophies, work samples, and classroom practices through frequent personal contacts, classroom observations, and conferences. The clinical supervisor is expected to:


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

ROLE AND RESPONSIBILITIES OF THE COOPERATING TEACHER The cooperating teacher plays a fundamental role in the clinical practice experience, for he/she is the one who works with the student teacher on a daily basis. Cooperating teachers can be positive role models and supporters of teacher candidates; when they are, they represent the teaching profession in a positive light, and promote high quality teacher performance. The cooperating teacher is expected to:

Email the clinical coordinator in the first few days of the placement to get your username and pass-word for Tk20. Include your full name, phone number, school name, subject, and grades taught in your email to Prof. Ann Marra ([email protected]) Do not share your Tk20 password with your Student Teacher.

Complete the CT Information Form on Tk20 within the first week of the placement.

Assist the student teacher in completing the Getting to Know Your School form

[Placement 1 Only] Assist the student teacher in selecting a TWS unit topic. The unit will be taught during weeks 6 and 7 of the placement.

Treat student teachers as new professionals and assist them with their induction into the teaching profession. Recognize that the pre-service candidate’s first teaching experience is taking place in your classroom, under your tutelage. We expect that you will provide them with on-going and open com-munication, encouragement, and support.

Review school and classroom policies and procedures, the curriculum, daily schedule, building admin-istrators’ contact numbers, etc. with the student teacher.

Meet with the student teacher regularly. This includes impromptu daily meetings and a longer, scheduled weekly meeting to prepare the plan book, and review lesson plans and instructional deliv-ery.

Provide the student teacher with a class list, copies of texts (for reference/temporary use), curricu-lum guides, school calendar notes (i.e., parent conference, Open School nights, testing dates, etc.), teacher meeting times, professional development schedule, etc.

Provide adequate guidance and opportunity for the student teacher to gradually increase classroom responsibilities. The candidate should begin teaching by the end of week 2 of the placement, teach at least one class a day during week 3, two classes a day during week 4, three classes a day during week 4, and a full schedule during weeks 6 and 7.

Provide on-going, honest, and constructive feedback regarding the student teacher’s professional growth to both the student teacher and the clinical supervisor. Efforts should be made when possible to participate in observation conferences with the student teacher and clinical supervisor.

Address concerns immediately through honest, open dialogue with the student teacher, clinical su-pervisor, or clinical coordinator.

Complete the CT Biweekly Feedback Form on Tk20 after weeks 2, 4, and 6.

Complete the Student Teaching Final Evaluation (STFE) Form during the final week of the placement. IMPORTANT NOTE: A score of 0, 1, or NA on ANY item on the STFE will result in the student teacher requiring remediation and possibly an extended placement. If you feel your student teacher is on tar-get to receive one of these scores, you are expected to communicate this with the student teacher’s clinical supervisor so that immediate measures can be taken to improve the weak area(s).

[Placement 1 Only] Provide information regarding local professional conferences to the student teacher to aid in selecting an appropriate conference to attend during the semester.

Remuneration – For each student teacher supervised, the cooperating teacher will receive a tuition waiver for one class of up to three credits that can be used at any CUNY campus. The waiver is processed once the Clinical Coordinator has received a completed “Cooperating Teacher Information Form” and all cooperating teacher responsibilities have been met.

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ROLE AND RESPONSIBILITIES OF SCHOOL & AGENCY ADMINISTRATORS

The school leader/agency head and/or administrative team sets the tone for his or her staff, in terms of how they view the York College Teacher Education Program, York College student teach-ers assigned to their schools, York college supervisors, and other York College representatives who serve as liaisons to our partner institutions. They also ensure that program standards are main-tained and that program guidelines are adhered to. Clinical practice programs depend as much on the quality of program provided in our partner schools, as it does the college’s curriculum. School and agency administrators play a critical role in creating a good balance of experiences. Any suc-cess achieved during field and clinical practice will be largely due to our partner administrators’ willingness to do the following:

Promote a culture within the school and between organizations, that encourages positive relations, open communications, a sharing of key program resources, and a joint commit-ment to creating an enriching learning experience for teacher candidates.

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

plary teachers who are willing to work with student-teachers, informing them of student placement plans in advance of the student’s arrival, and reviewing expectations.

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

cludes a school tour, a brief introduction to key staff, provision of the school/agency sched-ule, call-in/contact information, general school /agency rules, and P-12 student disciplinary guidelines.

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

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

cal practice students, while placed at their sites

Maintain open and timely communications with York College Department of Teacher Edu-cation faculty and staff. This includes answering and returning telephone calls, letters and emails (preferably within a few hours, but at most within 24 hours), reporting (email or call) candidate misbehavior, and making recommendations for changes.

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

ing field placements, assigning cooperating teachers, and in admitting candidates to the Clinical Practice program.

Provide feedback and recommendations to Department of Teacher Education faculty re-garding clinical program operations. Work toward the goal of mutual cooperation, seam-less program operations and shared outcomes.

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


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KEY LEGAL MATTERS CONCERNING STUDENT TEACHERS IN NEW YORK STATE

Section 3023 of the New York State Education Law protects Student Teaching Candidates. This section requires that each school district protect candidates from financial loss arising out of any claim, demand, suit or judgment by reason of alleged negligence or other act resulting in acci-dental bodily injury to any person. This protection applies only if the candidate was performing duties within the scope of the position of student teacher. Candidates are also encouraged, al-though not required, to obtain their own insurance, which is sometimes provided through the colleges they attend. Section 3001, Subsection 2 of the New York State Education Law. This section states that a stu-dent teacher is legally permitted to student teach without the presence of the certified teacher in the classroom if the classroom certified teacher is available at all times and retains supervision of the student teacher. Student teachers are not to be used as paid or unpaid substitute teachers. They may, however, do student teaching under the supervision of a certified substitute teacher. Sexual Harassment. Every person is entitled to a work in a learning environment free from the devastating effects of sexual harassment. If any candidate encounters sexual harassment or inap-propriate attention during student teaching, he or she should report the situation to the clinical supervisor or to the clinical professor. The incident will be investigated and the candidate’s place-ment may be changed. Depending upon the circumstances, the candidate may also wish to report the incident to the Of-fice of Student Affairs. Candidates need to keep complete, dated, contemporaneous notes on inci-dents of concern so that the College can take appropriate action to protect candidates’ right to learn and to student teach without harassment. Child Abuse. Candidates are mandated reporters of suspected child abuse. All candidates are to keep complete, dated, contemporaneous notes on incidents or observations that raise concern. The College expects that candidates will immediately report any concerns to the principal of the school involved. Making this report does not absolve a candidate of responsibility to file a Child Protective Services report, but it may bring about quicker action to protect the child. If the concern is about a school faculty member’s behavior, candidates may ask their clinical supervisor to accom-pany them to meet with the principal.

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

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NEW YORK STATE CODE OF ETHICS FOR EDUCATORS Statement of Purpose The Code of Ethics is a public statement by educators that sets clear expectations and principles to guide practice and inspire professional excellence. Educators believe a commonly held set of principles can assist in the individual exercise of professional judgment. This Code speaks to the core values of the profession. "Educator" as used throughout means all educators serving New York schools in positions requiring a certificate, including classroom teachers, school leaders and pupil personnel service providers.

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of each student.Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of each student. Educators promote growth in all students through the integration of intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and worth of each individual. Educators help students to value their own identity, learn more about their cultural heritage, and practice social and civic responsibilities. They help stu-dents to reflect on their own learning and connect it to their life experience. They engage students in activities that encourage diverse approaches and solutions to issues, while providing a range of ways for students to demonstrate their abilities and learning. They foster the development of students who can analyze, synthesize, evaluate and communicate information effectively.

Principle 2: Educators create, support, and maintain challenging learning environments for all.Principle 2: Educators create, support, and maintain challenging learning environments for all. Educators apply their professional knowledge to promote student learning. They know the curriculum and utilize a range of strategies and assessments to address differences. Educators develop and implement programs based upon a strong understanding of human development and learn-ing theory. They support a challenging learning environment. They advocate for necessary resources to teach to higher levels of learning. They establish and maintain clear standards of behavior and civility. Educators are role models, displaying the habits of mind and work necessary to develop and apply knowledge while simultaneously displaying a curiosity and enthusiasm for learning. They invite students to become active, inquisitive, and discerning individuals who reflect upon and monitor their own learning.

Principle 3: Educators commit to their own learning in order to develop their practice.Principle 3: Educators commit to their own learning in order to develop their practice. Educators recognize that professional knowledge and development are the foundations of their practice. They know their subject matter, and they understand how students learn. Educators respect the reciprocal nature of learning between educators and students. They engage in a variety of individual and collaborative learning experi-ences essential to develop professionally and to promote student learning. They draw on and contribute to various forms of educational research to improve their own practice.

Principle 4: Educators collaborate with colleagues and other professionals in the interest of student learning.Principle 4: Educators collaborate with colleagues and other professionals in the interest of student learning. Educators encourage and support their colleagues to build and maintain high standards. They participate in deci-sions regarding curriculum, instruction and assessment designs, and they share responsibility for the governance of schools. They cooperate with community agencies in using resources and building comprehensive services in sup-port of students. Educators respect fellow professionals and believe that all have the right to teach and learn in a professional and supportive environment. They participate in the preparation and induction of new educators and in professional development for all staff.

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

confidentiality.confidentiality. Educators partner with parents and other members of the community to enhance school programs and to promote student learning. They also recognize how cultural and linguistic heritage, gender, family and community shape experience and learning. Educators respect the private nature of the special knowledge they have about students and their families and use that knowledge only in the students’ best interests. They advocate for fair opportunity for all children.

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

community.community. Educators recognize the obligations of the trust placed in them. They share the responsibility for understanding what is known, pursuing further knowledge, contributing to the generation of knowledge, and translating knowl-edge into comprehensible forms. They help students understand that knowledge is often complex and sometimes paradoxical. Educators are confidantes, mentors and advocates for their students’ growth and development. As models for youth and the public, they embody intellectual honesty, diplomacy, tact and fairness

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


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CERTIFICATION PATHWAY FOR NEW YORK STATE CLASSROOM TEACHERS

TRANSITION POINT 3 Completion of the Teacher Education Program

Complete Student Teaching/Seminar I & Teaching/Seminar II with a minimum grade of C in each including the Violence Prevention AND Child Abuse and Neglect workshops

Earn a minimum overall 2.75 GPA on all courses taken at York College Complete all course work required for the degree

NEW YORK STATE INITIAL CERTIFICATION REQUIREMENTS in addition to COMPLETION OF THE TEACHER EDUCATION PROGRAM

Fulfill foreign language requirement Complete a science course with a labora-

tory NYS Teacher Certification Exams

After completing the requirements listed above and York College’s graduation requirements, the teacher candidate is eligible to be recommended for initial certification. The application process is as follows:

Study and know the pathway to teaching certification, related to one’s area of certification, which is outlined on the New York State Department of Education Website: http://www.highered.nysed.gov/tcert/certificate/certprocess.html

Complete required trainings: Dignity for All Students Act Workshop, Violence Prevention Workshop, and the Child Abuse and Neglect Workshop. These courses are provided by the Teacher Education Department at York College, and are offered as part of the student teaching seminar.

Get fingerprinting and criminal background checks out the way no later than the beginning of the semester prior to the student teaching semester. See the Manager of Teacher Edu-cation Services for required paperwork/letter to take to the New York City Board of Educa-tion in order to complete the process.

Set up an account within the New York State Department of Education’s TEACH System as soon as possible after taking your first teaching certification exam. This will be helpful in tracking teacher-certification processes at the state level.

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

NYS Teacher Certification Exams

1. Educating All Students Test (EAS) 2. Academic Literacy Skills Test (ALST) 3. Content Specialty Test (CST)

4. edTPA (Completed during student teaching.)

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RECOMMENDED TEACHER CANDIDATE JOB SEARCH ACTIVITIES

York College teacher candidates should begin to take steps during early field experiences and as they prepare to enter student teaching, in order to increase their chances for getting employed after they graduate college. The following is a list of activities that education candidates should engage in to enhance their chances of securing a job:

SIGN UP with the York College Career Services Office. They will help with resume preparation, interviewing skills, and job-search leads. The Career Services Office is located AC/3M01. You can register for their services on-line at https://york-cuny-csm.symplicity.com/students/?signin_tab=2. You can also contact them by telephone by calling (718) 262-2282.

EXCEL when completing all Early Field and Clinical Experiences. Although you may not see the principals at the sites where you are placed, they often know who you are and they get multiple reports about candidates from people in the building. Many principals are looking for potential teachers all of the time. Be on time, be proactive, and attend special school meetings when possible for learning sake, but also to let others know that you are inter-ested in being a part of their school community. Check out the schools when you are there to see if they are a good match for you professionally. Make a positive impression whether you like a school or not; it may be the only school with a job opening when you are looking for a job. Also, ask your cooperating teachers, college supervisors, and/or other profession-als that you work with during your student teaching for letters of recommendation.

BEGIN and COMPLETE as much of the New York City Board of Education online teaching appli-cation no later than June 1st or December 1st prior to the student teaching term. This sys-tem closes periodically each year at various times without much notice. Candidates should check periodically when the system is closed to determine if it has reopened. Once it opens candidates should immediately input their information at www.teachnyc.net.

REGISTER online at the Office for Student Teacher Initiatives, at the New York City Department of Education (NYCDOE), no later than June 1st or December 1st, prior to the student teach-ing term. Create a user account to complete on-line registration at http://nyc.teacherssupportnetwork.com.

REGISTER at the NYCDOE’s Career Fair and Information Sessions and attend teacher job-fairs offered throughout the year. http://schools.nyc.gov/ChoicesEnrollment/AlternativesHS/default.htm

LOOK at Teachers of Tomorrow schools for information regarding new and small schools that have opened within the last three years by accessing the search engine at the following web address: http://schools.nyc.gov/TeachNYC/incentives/default.htm.

JOIN New York City Department of Education’s social networking page that has helpful infor-mation: http://facebook.com/iteachnyc.

LOOK for job listings posted on the New York City Department of Education and other area dis-trict and charter school web sites, the New York Times on-line, www.monster.com and www.idealist.com.

CONSIDER uploading your resume on www.olasjobs.org for teaching opportunities in areas of New York outside of New York City (Long Island, Westchester, Upstate counties).

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

http://www.olasjobs.org


A

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

Appendices

APPENDIX A

A Department of Teacher Education

York College

Department of Teacher Education Faculty & Staff

Faculty

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

[email protected]

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

[email protected]

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

[email protected]

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

[email protected]

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

[email protected]

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

[email protected]

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

[email protected]

SUPPORT STAFF

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

[email protected]

Issabel Pozo, Office Assistant Room 1D12 (718) 262-2450 / 2451

[email protected]

York College General Number (718) 262-2000

mailto:[email protected]


APPENDIX B

APPENDIX C

C Department of Teacher Education


APPENDIX D

APPENDIX E

E Department of Teacher Education


APPENDIX F

“What sculpture is to a block of marble

education is to the human soul.”

Joseph Addison

spring 2014 york college clinical experience handbook

Documents

teacher education program

cooperating teacher

new teacher candidates

successful experience

student teaching practices

clinical supervisors

valuable experience

capstone experience