student teaching policies - North Greenville University

Student Teacher Handbook P. O. Box 1892
Tigerville, SC 29688-1892 SPRING 2015
TABLE OF CONTENTS TABLE OF CONTENTS 2
C. A. P. E.
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INTRODUCTION 10
PURPOSE OF STUDENT TEACHING 11
ADMISSION PROCEDURES 11
STUDENT TEACHER PLACEMENT 13
Placement Procedures 13
Pre-requisites for Cooperating Teachers 13
Placements 13
STUDENT TEACHING POLICIES 14
Pre-requisites for Student Teaching 14
Schedule 14
Attendance 14
Transportation, Food, and Housing Arrangements 15
Substitute Teaching/Other Assignments 15
Absence of Cooperating Teacher 15
Additional Activities during Student Teaching 15
Employment during Student Teaching 15
Extracurricular Activities 16
Transporting Students 16
Inclement Weather 16
Assessment and Evaluation 16
Mid-Semester Evaluation 16
Final Semester Evaluation 16
Reporting Concerns and Problems 17
Termination of Student Teaching Assignment 17
Membership in North Greenville University Student Education Organizations
17
Professional/Appropriate Appearance 18
Full-time Student Teaching 18
The National Assessment Examinations 18
Certification 18
Completion of Degree 19
RESPONSIBILITIES OF PERSONNEL ASSOCIATED WITH THE TEACHER EDUCATION PROGRAM
20
Vice President of Academics 20
Director of Teacher Education 20
Student Teacher Placement Coordinator 20
Student Records Coordinator 20
Education Faculty/Supervising Instructors 21
School District Superintendent or Designee 21
Local School Administrator or Designee 21
Cooperating Teacher 22
The Student Teacher 23
APPENDIX A - Student Teacher Forms 26
Student Teaching Release Form 27
Student Teacher Information Update 28
North Greenville University Student Information Form 29
Student Teacher Attendance Sheet 30
Student Teacher Absence Report* 31
Guidelines for Developing ADEPT Notebook 32
Rubric for ADEPT notebook Evaluation 33
ADEPT Notebook Check-List 34
Guidelines for Developing ADEPT Portfolio Presentation 35
Rubric for ADEPT Portfolio Presentation 35
Student Teacher Evaluation of Cooperating Teacher 36
Student Teacher Evaluation of Student Teaching Experience 37
Exit Survey for Student Teacher 38
APPENDIX B - Supervising Instructor Forms 39
APPENDIX C - Cooperating Teacher Forms 63
Cooperating Teacher Personal Data Sheet 64
The Good Mentor 69
Actions to Assist in ADEPT Performance Standards 71
APPENDIX D 86
APPENDIX E 98
North Greenville University: College of Education Conceptual Framework. OUTCOME 1: THE TEACHER IS AN EFFECTIVE PRACTITIONER, GROUNDED IN CONTENT
KNOWLEDGE AND SKILLED IN IMPACTING STUDENT LEARNING. Proficiencies: A. Candidates demonstrate mastery of the critical content and processes in
their fields of study within the context of a broad understanding of the
liberal arts. [CAEP 1.1, APS 6, Praxis II Content Exams, minimum grades in
core courses, minimum GPA. ] B. Candidates communicate subject matter effectively and accurately to
motivate student learning, and develop deeper levels of understanding of
key concepts. [CAEP 1.2, APS 4, FEE, Oral Grammar Rubric, AOD, Lesson Plan
Rubric] C. Candidates utilize the key principles of educational purposes,
curriculum, instruction, and assessment by designing, adapting, and
selecting a variety of appropriate assessments and using the data to
improve student learning and instruction. [CAEP 1.3, APS 3, Lesson Plans,
ADEPT evaluation, Unit, TWS] D. Candidates plan and implement lessons utilizing the knowledge of student
diversity, human development, and research in order to help all students
learn. [CAEP 1.5, APS 2, Lesson Plans, Unit plan, TWS, ADEPT evaluation] E. Candidates employ multiple resources beyond the textbook such as
including concrete objects, online resources and media to meet the needs of
all learners. [CAEP 1.4, APS 5, Unit Plans, Lesson Plans, FEE, TWS] F. Candidates use a variety of effective instructional techniques, models,
methods (eg. close reading, critical thinking, problem solving), and
materials in a logical sequence for teaching and learning. [CAEP 1.6, APS
5, Lesson Plans, Unit Plan, FEE, TWS]
OUTCOME 2: THE TEACHER IS A NURTURING AND CARING LEADER.
Proficiencies:
A. Candidates exhibit personal responsibility, trustworthiness, fairness,
and teamwork in the school community. [CAEP 1.7, APS 10, AOD] B. Candidates respect, value, and establish high expectations for all
students creating an inclusive learning environment. [CAEP 1.6, APS 4,
AOD, TWS, ADEPT] C. Candidates design and maintain an effective, safe learning environment
that meets the child's physical, social, emotional, and cognitive needs.
[APS 8, SC safe schools climate act, AOD, TWS, ADEPT] D. Candidates value cooperation, practice collaboration, and display
fairness and empathy when working with colleagues and families. [CAEP 1.8,
APS 10, AOD]
OUTCOME 3: THE TEACHER IS A LIFELONG LEARNER WHO BY EXAMPLE AND
INSTRUCTION INVITES LIFELONG LEARNING IN STUDENTS. Proficiencies:
A. Candidates engage in activities and utilize resources that contribute to
the improvement of self, the profession, and community. [APS 10, AOD, ADEPT
evaluation] B. Candidates model inquiry and reflection of self, students, families,
and communities based on student performance. [CAEP 1.3, APS 10, Lesson
Plans, TWS, ADEPT] C. Candidates reflect on their choices and biases in order to build strong
relationships with learners, families, colleagues, and the community. [CAEP
1.9, APS 10] Revised 2.13.2014 Standard 1: CONTENT AND PEDAGOGICAL KNOWLEDGE
The provider ensures that candidates develop a deep understanding of the
critical concepts and principles of their discipline and, by completion,
are able to use discipline-specific practices flexibly to advance the
learning of all students toward attainment of college- and career-readiness
standards.
Candidate Knowledge, Skills, and Professional Dispositions
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at
the appropriate
progression level(s)4 in the following categories: the learner and
learning; content; instructional
practice; and professional responsibility.
Provider Responsibilities
1.2 Providers ensure that completers use research and evidence to develop
an understanding of the
teaching profession and use both to measure their P-12 students' progress
and their own
professional practice.
1.3 Providers ensure that completers apply content and pedagogical
knowledge as reflected in outcome assessments in response to standards of
Specialized Professional Associations (SPA), the National Board for
Professional Teaching Standards (NBPTS), states, or other accrediting
bodies (e.g., National Association of Schools of Music - NASM).
1.4 Providers ensure that completers demonstrate skills and commitment
that afford all P-12 students access to rigorous college- and career-ready
standards (e.g., Next Generation Science Standards, National Career
Readiness Certificate, Common Core State Standards).
1.5 Providers ensure that completers model and apply technology standards
as they design, implement and assess learning experiences to engage
students and improve learning; and enrich professional practice. Standard 2: CLINICAL PARTNERSHIPS AND PRACTICE
The provider ensures that effective partnerships and high-quality clinical
practice are central to preparation so that candidates develop the
knowledge, skills, and professional dispositions necessary to demonstrate
positive impact on all P-12 students' learning and development.
Partnerships for Clinical Preparation
2.1 Partners co-construct mutually beneficial P-12 school and community
arrangements, including technology-based collaborations, for clinical
preparation and share responsibility for continuous improvement of
candidate preparation. Partnerships for clinical preparation can follow a
range of forms, participants, and functions. They establish mutually
agreeable expectations for candidate entry, preparation, and exit; ensure
that theory and practice are linked; maintain coherence across clinical and
academic components of preparation; and share accountability for candidate
outcomes. Clinical Educators
2.2 Partners co-select, prepare, evaluate, support, and retain high-
quality clinical educators, both provider- and school-based, who
demonstrate a positive impact on candidates' development and P-12 student
learning and development. In collaboration with their partners, providers
use multiple indicators and appropriate technology-based applications to
establish, maintain, and refine criteria for selection, professional
development, performance evaluation, continuous improvement, and retention
of clinical educators in all clinical placement settings. Clinical Experiences
2.3 The provider works with partners to design clinical experiences of
sufficient depth, breadth, diversity, coherence, and duration to ensure
that candidates demonstrate their developing effectiveness and positive
impact on all students' learning and development. Clinical experiences,
including technology-enhanced learning opportunities, are structured to
have multiple performance-based assessments at key points within the
program to demonstrate candidates' development of the knowledge, skills,
and professional dispositions, as delineated in Standard 1, that are
associated with a positive impact on the learning and development of all P-
12 students.
Standard 3: CANDIDATE QUALITY, RECRUITMENT, AND SELECTIVITY
The provider demonstrates that the quality o