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STUDENT TEACHING HANDBOOK

1200 Sycamore

T A B L E O F C O N T E N T S

Page No.

Introduction ................................................................................................................................ 1

Placement Process ...................................................................................................................... 2

Role and Responsibility of the . . .

Student Teacher .................................................................................................................. 3

Cooperating Teacher .......................................................................................................... 5

Principal of the Cooperating School ................................................................................... 7

SAGU University Supervisor ............................................................................................. 8

Guidelines for SAGU University Supervisor Visits ................................................................ 10

SAGU Lesson Plan Template and Samples…………………………………………………………….11

Elementary School ............................................................................................................. 13

Middle and Secondary School ........................................................................................... 17

Suggested Schedule for Student Teaching

Single Placement .............................................................................................................. 19

Dual Placement - First Placement .................................................................................... 20

Dual Placement - Second Placement ................................................................................ 21

Purpose of an Agreement of Expectation ................................................................................. 22

Agreement of Expectation

Single Placement Model ................................................................................................... 23

Dual Placement Model - First Placement ........................................................................ 27

Dual Placement Model - Second Placement .................................................................... 31

Student Teacher Activity Check-off List.................................................................................. 35

Student Teacher Evaluation Forms

Initial Stage Observation Checklist .................................................................................. 38

Refinement Stage Observation Checklist ......................................................................... 40

Cumulative Data ....................................................................................................................... 44

Student Teaching Terminology ................................................................................................ 45

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Student Teaching

Introduction

Student teaching is the crucial final link in the training process for

those entering the teaching profession. Student teaching involves a teaching

team comprised of student teachers, cooperating teachers, principals, and

university supervisors. We are delighted to have you as part of the team.

This handbook is provided to help clarify the roles and expectations of all

parties involved. The student teaching practicum is a full semester. Student

teachers with two (2) placements will spend approximately six (6) weeks in

each assignment (dates assigned when placement is made). Prior to the

beginning of the student teaching practicum, students will complete 15 – 20

hours of field-based observations with their cooperating teacher.

Student Teachers:

Call IMMEDIATELY if there are any problems at school. Do not wait a week if

the problem is urgent. We want to be available for you.

The Education Office as well as your assigned school MUST BE

NOTIFIED IMMEDIATELY in the event of absence.

Inclement weather - Check with the cooperating teacher about school

procedures in the event of snow, school closing, etc.

Be sure to get proper rest and nutrition daily. Avoid unnecessary activities

that would take time away from the student teaching practicum. You will

need your evenings for planning and grading.

*This handbook is intended to provide a brief overview of the roles and responsibilities associated with the student teaching process. Southwestern Assemblies of God University’s Teacher Education Program follows all rules and regulations outlined in the Texas Administrative Code and Texas Educator Code of Ethics. For this reason, all handbook rules and regulations are subject to change.

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PLACEMENT PROCESS

1. Fill out Student Teacher application and apply for graduation.

2. Await approval of Education Committee for Student Teaching.

3. Receive notification by mail from the Education Office when approved by the Education Committee.

4. Distance Education students must contact the Education Office for

placement procedures.

5. Receive notification from the Teacher Education Office confirming student teaching placement(s).

6. Attend meeting with SAGU designee to go over the Student Teaching

Handbook, procedures and responsibilities.

NOTE: The SAGU University Supervisor will contact the cooperating teacher prior to the beginning of the student teaching practicum to

discuss the above items.

7. Complete on-campus Literacy course (or designated class) and required observation hours.

8. Verify the start and ending dates of student teaching with the school

district and assigned school. Dates may vary from those listed by SAGU because of differences in school holidays, in-services, etc., but

these must have final approval from Teacher Education Office.

9. Complete activity list during student teaching. (See page 35)

10. Schedule evaluations with the assigned SAGU University Supervisor.

11. Complete the semester-long student teaching practicum.

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ROLE AND RESPONSIBILITY OF THE STUDENT TEACHER

* Acknowledge and accept that the cooperating teacher has the ultimate responsibility for the physical, academic, social needs, and safety of the

students.

* Practice punctuality and regular attendance.

* Contact SAGU and the assigned school immediately in the event of illness requiring absence.

* Provide cooperating teacher and principal with up-to-date phone numbers to reach you in case the need arises.

* Follow the school calendar at the school where you are student teaching. Do

not ask for special favors, absences, permission to leave early, etc.

* Dress in a professional manner following regular faculty guidelines. * Maintain a positive, professional relationship with students and staff.

* Know and follow the rules, regulations, and policies of both the school and

classroom. * Spend sufficient time in lesson preparation. Complete detailed written daily

lesson plans. (See page 11)

* Share lesson plans with cooperating teacher before teaching the lessons.

* Demonstrate enthusiasm for teaching.

* Use creative teaching strategies.

* Capitalize upon and use your strengths and talents to their fullest potential.

* Fulfill all specific teaching and learning requirements.

* Consult with and obtain approval from the cooperating teacher before

planning a guest speaker, activities outside the classroom, or other functions, since these may require special planning and permission.

* Take initiative in assuming more responsibility as experience progresses.

* Assess professional and personal growth through continuous self-

examination and self-evaluation. * Plan strategies to help improve areas of weakness with the assistance of the

cooperating teacher and/or SAGU University Supervisor.

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* Plan your schedule to include regular planning, feedback, and evaluation

conferences with the cooperating teacher.

* Seek out the assistance and support of the cooperating teacher, principal, and SAGU University Supervisor as needed.

* Accept graciously the constructive criticism and suggestions from the

cooperating teacher(s), principal, and university supervisor. * Consider all experiences as learning experiences whether they succeed or fall

short of expectations.

* Participate in extra-curricular activities to the extent possible, while always remembering that time for classroom responsibilities and planning is the FIRST priority.

* Attend all faculty meetings and functions where faculty attendance is

expected. * Assume full-time class responsibilities for a minimum of four (4) to five (5)

full weeks.

* Be prepared when the SAGU University Supervisor visits. (See page 10.)

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ROLE AND RESPONSIBILITY OF THE COOPERATING TEACHER

* Meet with the SAGU University Supervisor to discuss the Student Teaching

Handbook, procedures, and responsibilities involved in the student teaching

practicum.

* Study orientation materials provided by the university.

* Prepare students for the arrival of the student teacher.

* Orient the student teacher to classroom procedures for instruction and

classroom management. * Accept the student teacher as another professional while still recognizing that

the legal responsibility for the students’ health, safety, and academic progress remains yours.

1. The cooperating teacher holds a legal status with respect to pupils

often referred to as loco parentis, meaning he/she is responsible for their health, safety, and general well-being. In the pursuit of his/her duties, he/she is to act as any normally prudent and farsighted person

would, being neither negligent nor malicious. The exercise of good judgment at all times is essential.

2. When the cooperating teacher leaves the student teacher in charge of

the class, the teacher may still be held responsible for it. However,

should any harm come to any pupil through malice, negligence, or poor judgment on the part of the student teacher, it might be expected that

both the student teacher and the cooperating teacher be held responsible.

* Confer with your principal and the university supervisor immediately about any problems or if you ever feel that the student teacher is acting in any way

that is detrimental to your students. * Evaluate the student teacher and complete the two (2) required evaluation

forms. (See pages 38-44 for evaluation forms.)

1. The first evaluation, INITIAL STAGE OBSERVATION, is due at mid-point of the student teaching assignment.

2. The second evaluation, REFINEMENT STAGE OBSERVATION, is due at the end of the experience.

* Correspond at least once a week with the university supervisor by

email, phone call, or in person, to give an update on the performance of the student teacher. This will ensure that adequate communication

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occurs between the school and the university throughout the

practicum.

* Leave the room and give the student teacher total responsibility as appropriate. Check back every 30-45 minutes.

* Serve as a positive and effective teacher role model.

* Encourage the student teacher's participation in extra-curricular activities

while at the same time assisting the student teacher in effective time

management practices.

* Provide opportunities for the student teacher to advance gradually from observer to participant to full-time teaching with total managerial responsibilities as recommended in the Suggested Schedule for Student

Teaching.

* Encourage the student teacher to be creative in the use of materials and strategies and assist him/her in the development of these new ideas.

* Assist the student teacher in preparing both unit and lesson plans.

* Read and discuss each lesson plan with the student teacher before it is taught.

* Meet regularly with the student teacher for planning, feedback, and

evaluation conferences. Weekly meetings are recommended to ensure

adequate communication.

* Meet with the SAGU University Supervisor for feedback and evaluation. * Listen attentively to the joys, frustrations, needs, concerns, and dreams the

student teacher wishes to share.

* Serve as a volunteer mentor (no stipend will be given by the university).

* Remember: Submit reports and/or evaluations of the student teacher to the

Education Department by the completion of the student teaching practicum.

These may be sent to:

Southwestern Assemblies of God University

Teacher Education Office 1200 Sycamore

Waxahachie, Texas 75165

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ROLE AND RESPONSIBILITY OF THE PRINCIPAL OF THE COOPERATING SCHOOL

* Assist district personnel by identifying cooperating teachers who meet the

specified criteria as set by SAGU and the local school district.

* Oversee the orientation of the student teacher to the school building, grounds, facilities and activities.

* Introduce student teacher to faculty and staff of school.

* Keep in contact with the student teacher. Be a support person and counselor as needed. Regular meetings with the student teacher are recommended to ensure adequate communication, as well as

occasional emails or phone calls to the SAGU University Supervisor.

* Work with the cooperating teacher to solve, in a professional manner, any problems that may arise.

* Check with the cooperating teacher on the student teacher’s progress and observe the student teacher if and when appropriate.

* If possible, meet with SAGU University Supervisor in order to discuss the

student teacher's progress.

* Keep the university informed of any circumstances that you feel may be

detrimental to the professional growth of the student teacher.

* Inform the SAGU University Supervisor of any difficulties arising from the work of the student teacher in the school.

* With the cooperating teacher, assist the university in maintaining a superior

program by offering solicited and unsolicited feedback on strengths and weaknesses of the student teacher's professional and academic preparation as well as the logistics of the program itself.

* When appropriate, participate in a final evaluation, discussion, and sharing

session with the student teacher. * Important: Make sure all reports and evaluations completed by the

cooperating teacher or principal are returned to the university at the completion of each student teaching experience.

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ROLE AND RESPONSIBILITY OF THE SAGU UNIVERSITY SUPERVISOR

* Schedule an initial meeting with the cooperating teacher to discuss the

Student Teaching Handbook, procedures, and responsibilities involved in the

student teaching practicum. * Be well acquainted with the qualifications, strengths, weaknesses, and

personality of student teachers.

* Be available to student teachers as friend, counselor, instructor, resource person, mediator, or for whatever role needed.

* Clarify the role of the student teacher with the particular school as needed.

* MAINTAIN AN OPEN COMMUNICATION LINK BETWEEN SCHOOLS AND UNIVERSITY BY WAY OF WEEKLY EMAILS, PHONE CALLS, OR VISITS.

* Serve as a resource person to cooperating teachers and their schools.

* Maintain a positive relationship with each student teacher to encourage a

love for teaching.

* Assist the student teacher in all areas of professional growth including:

Instructional strategies

Classroom management techniques Interpersonal relationships Time management

* Be well acquainted with the philosophy and program of each school in the

program. * Build a positive relationship with faculty and administration of participating

schools so the best interests of both the student teacher and students can be served.

* If serious conflicts arise, contact the Director of Teacher Education.

* Assist the university in maintaining a superior program by offering solicited and unsolicited feedback on strengths and weaknesses of the student

teacher’s professional and academic preparation as well as the logistics of the program itself.

* Conduct a minimum of three (3) supervisory visits to student teachers as well as making initial contact with the cooperating teacher. Remember to

document each visit and prepare adequate evaluations. A copy of the evaluation should be given to the cooperating teacher and principal.

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* Supervisory visits to distance education placements should be scheduled so as not to miss on-campus classes. If this is not possible, all classes missed

should be covered by an education faculty member so that no classes are dismissed.

* Prepare a written critique of each student teacher observation and share with

the student teacher. * During the student teaching practicum, complete a minimum of three (3)

formal evaluations.

* At the conclusion of the practicum, complete the University Supervisor Checklist and prepare a summative written narrative evaluation for the student teacher’s file.

* Remember: Submit copies of all formal evaluations and necessary forms to

the Teacher Education Department by the completion of the student teaching practicum.

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GUIDELINES FOR SAGU UNIVERSITY SUPERVISOR VISITS

1. When your SAGU UNIVERSITY SUPERVISOR comes to visit, please provide the following:

A. A place identified and ready for the supervisor to sit. A table or desk

and chair are preferred. Be sure all students can be observed from this location.

B. Clearly written lesson plans at the identified location. Measurable

objectives must be included in lesson plans.

C. Copies of all textbooks and materials that will be used in the lesson (i.e. handouts, worksheets, etc.) for the supervisor.

D. A current seating chart that is easy to read.

2. The cooperating teacher will need to leave the room while you are

being observed. Each observation should be a minimum of 45 minutes.

3. Have a schedule arranged in advance so the supervisor can:

A. Observe you teaching a lesson,

B. Meet with the cooperating teacher, and

C. Share privately with you.

4. Have a place identified in advance where the SAGU University

Supervisor can meet privately with the cooperating teacher and then later with you. The lounge does not always work well because of privacy

needs so perhaps a library, conference room, or even a couple of chairs in a quiet hall could work. Work this out with your cooperating teacher.

Example schedule:

8:00 –SAGU University Supervisor arrives and observes your lesson. (Arrangements have been made in advance for your cooperating

teacher to meet with the supervisor after the observation in a specific location such as the library, conference room, etc., at approximately 8:45 a.m.)

8:45 - Lesson is complete and supervisor leaves classroom to meet with cooperating teacher.

9:05 - Conference is completed and cooperating teacher returns to class

to relieve student teacher. SAGU University Supervisor remains in conference area and waits for student teacher. Student teacher arrives and supervisor shares observations, suggestions, concerns,

etc., with student teacher. Before leaving, the supervisor schedules the next appointment for observation.

9:20 - Conference is complete. Student teacher returns to classroom and

SAGU University Supervisor leaves campus.

5. Have a teachable spirit. Your primary goal is to learn all you can. ACCEPT SUGGESTIONS cheerfully.

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SAGU Lesson Plan Template

1. Student Population

What grade level? What special populations are included?

2. TEKS/ELPS/CCSS

What TEKS and ELPS and CCSS are addressed in the lesson?

3. Instructional Objective/Student Learning Outcome (SLO)

What is the stated objective, purpose or goal of the lesson?

4. Materials and Resources

What preparation must occur before the lesson is ready? What resources are needed? What is needed to successfully complete the lesson’s objective(s)? What resources would add to the learning experience? What adaptations are needed for individual disabilities or second language learners? Technology tools?

5. Anticipatory Set/Introduction

What activity will focus attention on the subject matter of the lesson, establishing a mental set to pique the students’ interest? *Oral statement, review activity, game, board work, appropriate technology application, introduction to the lesson. Can also include a pre-assessment—what do students already know about the objective?

6. Direction Instruction/Modeling

What delivery method will be used to teach the objective? Examples include whole

group, small group, flexible group, mini-lesson, and discovery/inquiry.

7. Modeling

What modeling will take place to demonstrate what the students will do?

Provide visual or sensory support related to the lesson.

Provide an oral model.

Provide pictures, maps, charts, dramatizations, demonstrations of process

Integrate multicultural and student-centered components.

Frequent checks for understanding (individual and/or groups)

8. Guided Practice

What initial practice of lesson skill or the follow-up activity, under direct supervision of the teacher will be used?

Requires observations of students to determine if they can do what is required.

Implies that remediation and re-teaching are planned where frequent students

errors occur.

Could include peer discussion, group work, learning centers

9. Independent Practice

What practice of the skill concept of the lesson, without direct adult supervision will take place, when appropriate?

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10. Assessment

What type of assessment will be used that will demonstrate student mastery of the learning objective? Assessment must be measurable and relate back to the objective. Assessment materials may include formal or informal measures such as student work samples, teacher observations, classroom discussion, exit tickets, teacher/student conference, performance/skill based testing, etc.

11. Modifications

Changes to content and performance expectations, or assessment of learning, to meet individual needs. Could be in how much work is given or how the student responds to instruction. When thinking about modifications ask: What is MOST important for the child to know? Is your instruction different in some way for that child than everyone else in the classroom? What modifications or adaptations need to be made for diverse learners (IEP, ELL, 504, GT)?

12. Enrichment

Student directed, selected, and independent activity that takes the student deeper into the content. Learning is enhance through hands-on activities that bring out new concepts or enhances prior knowledge in new and different ways.

13. Extension:

An activity that extends the learning of the lesson. Typically done in small groups or one-on-one and chosen by the teacher. For GT students these activities challenge (Think about the higher levels of Bloom’s for these students). For struggling students, these activities reinforce skills.

14. Technology Integration

Are there technology applications that can enhance the learning?

15. Closure

What very brief activity will take place that has students state or demonstrate the main objective(s) of the lesson?

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SAMPLE LESSON PLAN Elementary School

Phonological Awareness Lesson Plan – Identifying Beginning and Ending Letter Sounds

Student Population

Kindergarten TEKS/ELPS/CCSS

K(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display

phonological awareness. Students are expected to:

(E) recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball"); (H) isolate the initial sound in one-syllable spoken words

Instructional Objective/Student Learning Outcome (SLO)

Students will identify and produce beginning and ending sounds using interactive games and hands-on activities.

Materials and Resources

Technology: computer/projector for video Cards with pictures (labeled “beginning” and “end” for the modeling activity) Plastic bins separated into sections (labeled with beginning and ending sounds) Various objects that can be sorted by beginning and ending sounds Picture cards and clothespins Beginning and ending sound worksheet

Anticipatory Set/Introduction

Students will view the YouTube video “Beginning and Ending Sounds” - https://www.youtube.com/watch?v=qs_WYFP_rkk Repeat the video, so students can sing along with the tune and gain further practice identifying and beginning and ending sounds.

Direction Instruction/Modeling

This is an introductory lesson that will be taught in a large group. After the lesson, the activities will be placed in learning stations for small group or independent practice.

Modeling The teacher will have a variety of objects and a container to sort the objects by beginning or ending sound. (See picture below.) The teacher will select an object and say the objects name. Then, the teacher will identify the beginning or ending sound for the students. The teacher will model identifying the sound and sorting the first few objects. Then, the teacher can ask students to identify the

https://www.youtube.com/watch?v=qs_WYFP_rkk

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focus sounds and sort objects. The teacher will then lead students into the guided practice sort using picture cards.

Guided Practice

The teacher will have a variety of cards with pictures and two cards labeled “Beginning”

and “Ending.”

The teacher will show students a picture card. The teacher will say the sound he/she

wants the student to identify. The student will name the letter sound heard. Then, the

student will place the card either under the “Beginning” or “Ending” sound card. This will

continue until all cards are sorted by either their beginning or ending sound.

Sample dialogue for lesson sequence:

Picture shown: ball

Teacher: Where do you hear the /b/ sound in ball?

Student: /b/ ball and puts the card under the “Beginning” sound card

Sample teaching video: www.youtube.com/watch?v=0uDRspbfrV0

Independent Practice

Students will be given sets of cards with missing beginning and ending sounds and

http://www.youtube.com/watch?v=0uDRspbfrV0

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clothespins to practice independently.

Assessment

The teacher will observe students as they work during the guided and independent practice activities. He/she will note students who are struggling and work with them one-on-one during intervention time.

Modifications

For students who are overwhelmed with too many sounds to identify at once, the teacher may also reduce the number of picture cards and focus on a 2-3 letter sounds.

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Enrichment

Students may create their own picture card sets to share with the class.

Students could match picture cards to written or magnetic letters.

Extension:

Struggling students may need one-on-one re-teaching with the teacher. Students may need more hands-on manipulatives to sort by one or two specific letter sounds. Kinesthetic learners could jump from beginning or ending sound labeled tiles when they identify letter sounds.

Technology Integration

Students may play an interactive letter sound identification game on www.abcya.com

Closure

Use student names to identify beginning or ending sounds. Say a student’s name, then have them identify the letter sound. Ask students to identify another word that has the same sound either at the beginning or the end of the word. Sample dialogue: Teacher: Samuel, what sound does your name begin with? Samuel: /s/ Teacher: Now, tell me another word that begins or ends with the /s/ sound. Samuel: Snake! or boss

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SAMPLE LESSON PLAN

Middle and Secondary

Student Population

10th Grade English

TEKS/ELPS/CCSS

E13.A – Plan a first draft by selecting the correct genre for conveying the intended

meaning to multiple audiences, determining appropriate topics through a range of

strategies (e.g., discussion, background reading, personal interests, interviews), and

developing a thesis or controlling idea.

E14.A, B, or C – (A) Write an engaging story with a well-developed conflict and

resolution, interesting and believable characters, a range of literary strategies (e.g.,

dialogue, suspense) and devices to enhance the plot, and sensory details that define

the mood or tone; (B) write a poem using a variety of poetic techniques (e.g., structural

elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); (C)

write a script with an explicit or implicit theme and details that contribute to a definite

mood or tone.

Instructional Objective/Student Learning Outcome (SLO)

Students will construct a written short story, novel scene, speech, or script that reflects an understanding of one or more literacy elements within the play Julius Caesar. Students will engage in the planning process of a written work that follows the guise of a “fan-fiction” piece of writing. Materials and Resources

Examples of “fan fiction” mediums.

Writer’s notebook

Copy of Julius Caesar

Anticipatory Set/Introduction

Shakespeare was a great writer and one of the best forms of flattery is imitation. Who

knows what fan fiction is? It’s a story that takes characters or a world that one author

developed and makes it into another story. I want you guys to know that you’re writers,

too. I’m not going to put you guys in a box. You may choose to write any type of

fiction—a short story, a novel scene, a speech, a script, etc.—as long as you can

provide some kind of textual link to the play.

Direction Instruction/Modeling

The teacher will model the instruction in a brief mini-lesson with the whole class.

Students will move into individual writing settings during writing workshop.

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Modeling The teacher will write a poem that addresses Vanity as a real person. This is called an

apostrophe (remind students of this concept). The teacher will construct a plan with students for writing the poem.

Guided Practice

Students will move into the writing portion of writing workshop. Students will begin planning their fan fiction writing. The teacher will conduct individual writing conferences to assist students with their writing ideas. Independent Practice

Students will continue to construct their writing plans. Some may begin their written work for sharing.

Assessment

The teacher will assess student work during individual writing conferences. The student writer will share their work with the teacher and peers during writing conferences.

Modifications

Students who are having difficulty may choose to work with a partner on their written work. The teacher may also focus on sharing more examples of fan fiction or assist with various types of planning processes.

Enrichment

Students may choose to perform their written work for an authentic audience. Extension

Students may choose to create illustrations or other genres of visual medium to illustrate their written work. Technology Integration

Students will engage in planning discussions via the classroom Edmodo account. Closure

Students will wrap-up the writing workshop session by sharing their plans or ideas with partners or the class.

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SUGGESTED SCHEDULE FOR STUDENT TEACHING Single Placement

The following is a tentative schedule that may be followed to meet all

requirements. It should serve only as a model and may be altered if a student

teacher is prepared to assume more responsibility sooner. Week 1

1. Observe the teaching/learning situation. Watch how the cooperating

teacher accepts and responds to each child. Observe the cooperating

teacher's use of discipline in the classroom.

2. Serve as a teacher's aide in the classroom doing all that you are called

upon to do.

3. Study past lesson plans used by your cooperating teacher.

4. Prepare plans for the units/lessons you will be teaching as outlined in the

Agreement of Expectation.

Week 2

1. Continue work on preparing your unit/lesson plans. Ask your cooperating

teacher for feedback.

2. Continue assisting in the classroom.

3. Take a major role as a teacher's aide. Possibly teach some.

Weeks 3 and 4

Assume teaching responsibilities as assigned.

Weeks 5 and 6

Assume at least half of the teaching responsibilities.

Weeks 7, 8, 9 and 10

Assume full-time, all-day teaching responsibilities.

Weeks 11 and 12

Gradually reduce your teaching load to half by the end of the twelfth week.

Week 13

Reduce your teaching load to zero as soon as is practical or as the

cooperating teacher directs. At this point the classroom is the cooperating

teacher's again.

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SUGGESTED SCHEDULE FOR STUDENT TEACHING Dual Placement - First Placement


requirements. It should serve only as a model and may be altered if a student teacher is prepared to assume more responsibility sooner or even later.

Week 1

1. Observe the teaching/learning situation. Observe the cooperating teacher's

use of discipline in the classroom.




4. Observe and assist in the classroom.

5. Take a major role as a teacher's aide.

6. Assume teaching responsibilities as assigned.

Week 2

Assume at least half of the teaching responsibilities by the end of the week.

Weeks 3 and 4

Assume full-time, all-day teaching responsibilities. At least two weeks must

be full-time, all-day teaching.

Week 5 Gradually reduce your teaching load to half by the end of the fifth week.

Week 6 Reduce your teaching load to zero as soon as is practical or as the


teacher's again.

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SUGGESTED SCHEDULE FOR STUDENT TEACHING Dual Placement - Second Placement


requirements. It should serve only as a model and may be altered if a student

teacher is prepared to assume more responsibility sooner or even later. Week 7

1. Observe the teaching/learning situation. Observe the cooperating teacher's

use of discipline in the classroom.




4. Observe and assist in the classroom.

5. Take a major role as a teacher's aide.

6. Assume teaching responsibilities as assigned.

Week 8

Assume at least half of the teaching responsibilities by the end of the week.

Weeks 9 and 10

Assume full-time, all-day teaching responsibilities. At least two weeks must

be full-time, all-day teaching.

Week 11

Gradually reduce your teaching load to half by the end of the eleventh

week.

Week 12

Reduce your teaching load to zero as soon as is practical or as the


teacher's again.

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PURPOSE OF AN AGREEMENT OF EXPECTATION

It is vital that all team members reach an agreement and define expectations

during the early stages of the practicum. To reach an agreement, the cooperating

teacher and student teacher should meet to discuss expectations about the student

teaching practicum.

Discussion about the Agreement of Expectation is of utmost importance for a

clear understanding of expectations. Suggested items of discussion may include:

* Specific duties for student (such as lesson plans and recess duty)

* Cooperating teacher’s observation of student teacher

* Feedback procedures (oral and/or written)

* Schedule for taking classroom responsibility

* Philosophy of classroom management

* School policies, rules, and expectations (written and unwritten)

* Methods of keeping communication lines open

* Observation of other teachers/schools by the student teacher

The student teacher must work together with the cooperating teacher to

complete the Agreement of Expectation prior to the beginning of the practicum.

This agreement should be considered as a working document, firm enough to give

structure, but flexible enough not to break under the pressure of unexpected or

unusual circumstances. The team will review the Agreement of Expectation as

necessary and make commendations, recommendations, or revisions.

In addition to shared common expectations, if a student teacher desires to

be successful, ongoing communication between the student, cooperating teacher,

principal, and SAGU University Supervisor is necessary. The student teacher is

responsible for initiating communication and in seeking information needed to meet

the agreed-upon expectations.

The Agreement of Expectation will:

1. Enable each member of the team to think through and express in an

organized way his/her initial expectations of the roles of each team member;

2. Serve as a guide for planning the semester experience and judging the outcome; and

3. Serve as a vehicle for meaningful dialogue among all members of the student

teaching team throughout the semester.

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AGREEMENT OF EXPECTATION

Single Placement Model

This agreement was completed on between (Date) (Cooperating Teacher)

and . (Student Teacher)

This agreement will serve as a vehicle for dialogue between the cooperating

teacher, student teacher, and SAGU University Supervisor. The agreement will also

be a guide for planning throughout the semester.

1. The student teacher will be required to be at the school between a.m.

and p.m.

2. Duties of the Student Teacher (such as lesson plans and recess duty):

3. Observation of student teacher by cooperating teacher (how many formal? when? etc.):

4. Feedback/Methods of keeping communication lines open (oral and written):

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5. Schedule for Taking over the Class.

Week 1 (Serve as teacher aide, prepare unit/lesson plans, etc.):

Week 2 (Assume more classroom responsibilities, continue unit/lesson

preparation):

Weeks 3 and 4 (Assume teaching responsibilities as assigned):

Weeks 5 and 6 (Assume at least half of the teaching responsibilities):

Weeks 7, 8, 9 and 10 (Assume full-time, all-day teaching responsibilities):

Weeks 11 and 12 (Reduce teaching load to half by the end of the twelfth week):

Week 13 (Reduce teaching load to zero as directed by cooperating teacher. At

this point the classroom is the cooperating teacher’s again):

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6. Philosophy of classroom management and school policies:

7. Methods of communication with parents:

8. Classroom schedule:

9. Special activity dates (open house, conferences, etc.):

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10. Observation of other teachers by student teacher:

11. Other:

Cooperating Teacher Date

Student Teacher Date

SAGU University Supervisor Date

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Dual Placement Model First Placement

Dates Subject







and p.m.


3. Observation of student teacher by cooperating teacher (how many formal?

when? etc.):


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Week 1 (Serve as teacher aide, prepare unit/lesson plans, assume teaching

responsibilities as assigned, etc.):

Week 2 (Assume part-time teaching responsibilities):

Weeks 3 and 4 (Assume full-time, all-day teaching responsibilities):

Week 5 (Reduce teaching load to half by end of week):

Week 6 (Reduce teaching load to zero as directed by cooperating teacher):

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11. Other:




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Dual Placement Model Second Placement

Dates Subject







and _ p.m.


3. Observation of student teacher by cooperating teacher (how many formal?

when? etc.):


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Week 7 (Serve as teacher aide, prepare unit/lesson plans, assume teaching

responsibilities as assigned, etc.):

Week 8 (Assume part-time teaching responsibilities):

Weeks 9 and 10 (Assume full-time, all-day teaching responsibilities):

Week 11 (Reduce teaching load to half by end of week):

Week 12 (Reduce teaching load to zero as directed by cooperating teacher):

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11. Other:




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STUDENT TEACHER ACTIVITY CHECK-OFF LIST

(Place Date Completed On Line Beside Each Item)

Non-Instructional Activities and Experiences

The Student Teacher should:

1. Obtain a parent and faculty handbook if available.

2. Have an initial conference with the principal to gain information about

the school, community, general school organization and population,

curriculum and instructional patterns, and role and responsibilities of

the student teacher in the building.

3. Have an initial conference with the cooperating teacher(s) for

assignment of initial tasks and a clarification of responsibilities and team

roles.

4. Become familiar with administration, clerical, and housekeeping tasks

of the cooperating teacher.

5. Become familiar with the learning-teacher resources available (space,

media, staff).

6. Learn the home-school relationship and how teachers work with parents.

7. Attend several teacher in-service meetings (if available).

8. Attend a district teacher conference at regional or state level.

9. Attend a PTA, parent school council, or parent's night activity.

10. Become acquainted with major curriculum objectives and plans for the

year at the level assigned in order to see the instructional pattern.

11. Become familiar with resources and staff available to teacher and

pupils (instructional materials, technology, physical facilities, seminar

rooms, resource center, etc.), as well as pupil services facilities

(guidance, health).

12. Become familiar with the various kinds of routine administrative and

housekeeping tasks involved in teaching.

13. Assist in certain routine tasks

a. Attendance monitoring

b. Material distribution

c. Pupil work

d. Preparing classroom materials

e. Planning and creating bulletin boards

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Observation:

f. Grading assignments and tests

The student teacher should:

1. Become familiar with individual pupil behavior, skills and attitudes,

physical development, and socially- and culturally-related differences.

2. Become familiar with class schedules.

3. Observe team planning sessions.

4. Observe other classes/teachers as much as possible.

5. Attend faculty or staff meetings.

6. Attend faculty-parent conference planning.

7. Attend parent-teacher conference if possible and advisable.

8. Be an observer during a guidance conference, social worker confer-

ence, pupil-principal conference, or team conference concerned with the

progress of a particular pupil.

Instructional Activities

Supervision of Pupils:

The student teacher should supervise:

1. Students in small groups or individually in free study areas.

2. A pupil-testing situation.

3. A field trip or an after-school social or athletic activity.

4. Students in recreation areas and halls.

5. Students in a classroom with full class responsibilities during regular

study and work situations for a minimum of four (4) weeks.

Learner Diagnosis, Prescription, Treatment and Evaluation:


1. Become acquainted with the students assigned to cooperating teacher.

2. Talk to the pupils in an informal (non-instructional) setting to develop

an understanding of their goals, attitudes, anxieties, and interests.

3. Work with the pupils on a level intensive enough to identify their

general learning needs and work patterns.

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Planning:


1. Assist in planning small group and large group lessons with prov is ions

for clear objectives, motivation, and appropriate learning activities to

accommodate individual pupil differences, and pupil and teacher

evaluation.

2. Plan lessons using a variety of media available to the teaching faculty.

3. Assist in planning units and/or lessons providing for interdisciplinary

goals as defined by the school curriculum.

4. Be involved in regular daily planning.

5. Be involved in decision-making about daily and weekly class

scheduling (times, rooms, staff).

Teaching Activities:

The student teacher should teach:

1. On a one-to-one tutorial basis.

2. Small groups.

3. The entire class for full days [a minimum of four (4) weeks].

Evaluation of Learners:


1. Evaluate the effectiveness of his/her teaching through:

a. Pupil conferencing.

b. A study of the oral and written work of pupils.

c. Formal or semi-formal testing based on objectives and

activities built into the lesson plans that are conveyed

through instruction.

2. Confer regarding student progress with:

a. The cooperating teacher.

b. The SAGU University Supervisor.

c. Parents and fellow teachers in a parent conference setting

(when possible).

Randall Koetting (adopted from: University of Wisconsin-Madison, Area of Elementary Education,

Elementary Intern Program Handbook, 1978-79).

Student Teacher Initial Stage Observation Checklist Student Teacher _______________________________________ University Supervisor ___________________________________________ Cooperating Teacher ___________________________ Grade/Subject__________________ School/District _______________________________

Category Indicators Observed Not Observed

Comments

Follows school procedures (arrival & departure)

Meets assigned responsibilities promptly & effectively

Shows friendly personality, sense of humor, warm & accepting attitude

Demonstrates initiative, tactfulness, and good judgment

Displays a professional appearance and attitude

Accepts constructive criticism with a desire to improve

Exhibits flexibility with change

Uses effective communication skills: vocabulary, verbal habits, handwriting and grammar

Displays a pleasing voice level, appropriate speed, and varied intonations (voice variations allow for emphasis of important points)

Maintains eye contact and appropriate body language

Is knowledgeable of subject matter

Possesses enthusiasm for the content as well as the student

Organizes: notebook, lesson plans, instruction materials (in advance)

Demonstrates awareness of lesson components and thoroughly plans daily lessons

Knows students’ names and classroom routines

Begins moving around the room while teaching

Is aware of basic rules and consequences for classroom management and of the need to be consistent in enforcing them

Establishes a non-threatening learning environment

Balances fairness and firmness in discipline

Uses assertive, calm tone when necessary (telling tone vs. asking tone)

Inst

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- - - O B S E R V A T I O N T I M E - - -

Start End Southwestern Assemblies of God University 1200 Sycamore Street

Waxahachie, TX 75165

Man

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Category Indicators Observed Not Observed

Comments

Balances verbal and nonverbal attendance to discipline in order to bring students back in focus (signals, touches, body language, proximity, praise, clear directives, etc.)

Follows through consistently with positive reward system and assertive discipline procedures

Scans the room to encourage appropriate behaviors and to redirect off-task behaviors

Uses varied and descriptive praise

Makes students responsible for their actions (What are you doing? What are you supposed to be doing? What are you going to do about it?)

Makes behavior expectations clear prior to beginning of lesson and before all activities

Manages oral question/answer sessions eliminating “blurting out”

Is aware of all students (non-volunteers, student’s off-task, student attention spans, etc.)

Moves and monitors class throughout teaching time (notes student errors for reteaching purposes, possesses global awareness of class, etc.)

Anticipates problems and attends to them before they occur (proactive)

Additional Comments:

Observer’s Signature: _________________________________________________ Date ____________________________ Student Teacher’s Signature: __________________________________________ Date ____________________________ Principal’s Signature: __________________________________________________ Date: ____________________________ I N T E R A C T I V E C O N F E R E N C E T I M E

Start End

Student Teacher Refinement Stage Observation Checklist

Student Teacher ___________________________________________ University Supervisor __________________________________________________

Cooperating Teacher ______________________________ Grade/Subject_______________________ School/District _____________________________

Rating Scale: 5 = Exceptional & Consistent 4 = High Quality 3= Satisfactory w/ Anticipated Growth 2 = Marginal 1 = Unsatisfactory

Category Proficiencies Rating Comments

The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment.

Plan lessons that reflect an understanding of students’ developmental characteristics and needs;

Adapt lessons to address students’ varied backgrounds, skills, interests, and learning needs, including the needs of English language learners;

Use effective approaches to address varied student learning needs and preferences, including: Making use of students’ focus on peer relationships or their growing awareness of and engagement with the world beyond the school;

Plan instruction that motivates students to want to learn and achieve; and

Acknowledge and respect cultural and socioeconomic differences among students when planning instruction.

Plan instructional activities that progress sequentially and support stated instructional goals based on the TEKS;

Select instructional resources that support instructional goals, enhance student achievement, and engage students in learning;

Use varied activities and instructional groupings to engage students in instructional content and meet instructional goals and objectives;

Allocate time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection and closure; and

Provide students with opportunities to explore content from integrated and varied perspectives.

Use a variety of assessment methods, including technology, that are appropriate for evaluating student achievement of instructional goals and objectives;

Communicate assessment criteria and standards to students;

Design assessments, where appropriate, that reflect real-world applications of knowledge and understanding;

Promote students’ use of self-monitoring and self-assessment;

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Start ______________ End ______________

Southwestern Assemblies of God University 1200 Sycamore Street

Waxahachie, TX 75165


Analyze assessment results to aid in determining students’ strengths and needs; and

Use assessment results to help plan instruction for groups of students or individuals.

The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence.

Interact with students in ways that reflect support and show respect for all students;

Use strategies to ensure that interactions among students are polite, respectful, and cooperative;

Use strategies to ensure that the classroom environment and interactions among individuals and groups within the classroom promote active engagement in learning;

Communicate to all students the importance of instructional content and the expectation of high-quality work; and

Ensure that instructional goals and objectives, activities, classroom interactions, assessment, and other elements of the classroom environment convey high expectations for student achievement.

Establish classroom rules and procedures to promote an organized and productive learning environment.

Organize and manage groups in ways that ensure that students work together cooperatively and productively and that promote students’ ability to assume responsible roles and develop collaborative skills and individual accountability applicable in real-world settings;

Schedule activities and manage class time in ways that maximize student learning;

Manage transitions to maximize instructional time;

Implement routines and procedures for the effective management of materials, supplies, and technology;

Coordinate the performance of non-instructional duties with instructional activities;

Monitor the performance of volunteers and paraprofessionals in the classroom in accordance with district policies and procedures; and

Use volunteers and paraprofessionals to enhance and enrich instruction, and cultivate their effectiveness.

Communicate high and realistic expectations for students’ behavior and ensure that students understand behavior expectations and consequences for misbehavior;

Consistently enforce standards and expectations for student behavior and ethical work habits;

Encourage students to maintain ethical work standards and monitor their own behavior; and

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Use effective methods and procedures for monitoring and responding to positive and negative student behaviors.

Communicate directions, explanations, and procedures clearly, accurately, and with an appropriate level of detail, both orally and in writing;

Use effective interpersonal skills (including both verbal and nonverbal skills) to reach students and communicate the teacher’s commitment to students;

Use spoken and written language that is appropriate to students’ ages, interests, and background;

Use effective communication techniques, including questioning and discussion techniques, to foster active students inquiry, higher-order thinking, problem solving, and productive, supportive interactions;

Use carefully framed questions to enable students to reflect on their understanding of content and to consider new possibilities; and

Apply skills for leading discussions that engage all students in exploring important questions and that extend students’ knowledge.

Create lessons with a clearly defined structure around which activities are organized;

Create activities and assignments that are appropriate for students and that actively engage them in the learning process;

Select and use instructional materials, resources, and technologies that are suitable for instructional goals and that engage students cognitively;

Represent content effectively and in ways that link with students’ prior knowledge and experience;

Use flexible grouping to promote productive student interactions and enhance learning;

Pace lessons appropriately and flexibly in response to student needs;

Engage students intellectually by teaching meaningful content in ways that promote all students’ active and invested participation in the learning process;

Encourage students’ self-motivation and active engagement in learning;

Use appropriate language and formats to provide each student with timely feedback that is accurate, constructive, substantive, and specific;

Promote students’ ability to use feedback to guide and enhance their learning; and

Base feedback on high expectations for student learning.

Respond flexibly to various situations, such as lack of student engagement in a learning activity or the occurrence of an unanticipated learning opportunity;

Adjust instruction based on ongoing assessment of student understanding; and

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Use alternative instructional approaches to ensure that all students learn and succeed.

Apply procedures for conducting effective parent-teacher conferences;

Communicate with families on a regular basis to share information about students’ progress and respond appropriately to families’ concerns; and

Maintain supportive and cooperative relationships with colleagues;

Engage in collaborative decision making and problem solving with other educators to support student’s learning and well-being;

Work productively with supervisors and mentors to address issues and enhance professional skills and knowledge;

Communicate effectively and appropriately with other educators in varied contexts;

Collaborate professionally with other members of the school community to achieve school and district educational goals;

Participate in decision making, problem solving, and sharing ideas and expertise; and

Assume professional responsibilities and duties outside the classroom, as appropriate (e.g., serve committees, volunteer to participate in events and projects).

Participate in types of professional development opportunities (e.g., conferences, workshops, work with mentors and other support systems);

Enhance content and pedagogical knowledge through a variety of activities (e.g., reading journals, joining professional associations, attending conferences, engaging in coursework);

Use evidence of self-assessment to identify strengths, challenges, and potential problems; improve teaching performance; and achieve instructional goals; and

Use knowledge of legal and ethical guidelines to guide behavior in education-related situations;

Maintain accurate records; and

Use knowledge of the structure of state and local education systems to seek information and assistance in addressing issues.

Observer’s Signature _____________________________________________________ Date _______________________________ Student Teacher’s Signature _______________________________________________ Date _______________________________ Principal’s/Designee’s Signature ___________________________________________ Date ______________________________

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CUMULATIVE DATA

To:

From:

Date:

Re: Cumulative Data Documentation

I would like to commend you for:

I would like to bring to your attention:

Adequate performance was noted in:

What:

Where Observed/Documented:

Who Observed/Documented:

When:

This will be entered in your Cumulative File. Please sign to verify that you have

been notified of this documentation. Your signature acknowledges receipt of this

information; it does not acknowledge that you necessarily agree. Please sign and

return this to .

Thank you.

Student teacher’s signature Date

Additional Comments:

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STUDENT TEACHING TERMINOLOGY

Student Teacher – an SAGU student who has been assigned to a cooperating school by

the Field Coordinator to acquire practical teaching experience during a specific period of

time, under the direction of a Cooperating Teacher and the SAGU University Supervisor.

Cooperating Teacher – a campus-based mentor for the student teacher.

Mentor – (for a classroom teacher) a certified educator assigned by the campus

administrator who has completed mentor training; who guides, assists, and supports the

beginning teacher in areas such as planning, classroom management, instruction,

assessment, working with parents, obtaining materials, district policies; and who reports

the beginning teacher’s progress to that teacher’s educator preparation program.

SAGU University Supervisor (Field Supervisor) – a certified educator, hired by the

educator preparation program, who preferably has advanced credentials, to observe

candidates, monitor his or her performance, and provide constructive feedback to

improve his or her professional performance.

Field Coordinator – the SAGU staff member who acts as a placement coordinator for

student teachers and serves as a link to keep cooperating teachers aware of important

dates/activities during the student teaching practicum.

School Principal – the principal of the cooperating school who coordinates the student

teaching program in his/her school or delegates it to a person on the staff.

Cooperating School – a fully accredited public school accredited by the Texas

Education Agency (TEA) or other school approved through a Texas Private School

Accreditation Commission (TEPSAC) agency that works cooperatively with SAGU to

direct the teaching activities of a student teacher.

Certification Officer – makes recommendations, after the student teaching practicum,

based upon satisfactory completion of all requirements pertaining to certification.

student teaching handbook - sagu education/student teaching... · * introduce student teacher to...

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