SCHOOL OF EDUCATION STUDENT TEACHING HANDBOOK SPECIAL EDUCATION

Transcription

1 SCHOOL OF EDUCATION STUDENT TEACHING HANDBOOK SPECIAL EDUCATION 5/14

2 TABLE OF CONTENTS Page Number I. Mission Statements and Codes of Ethics School of Education Special Education... 2 CEC Code of Ethics... 2 NYS Code of Ethics for Educators... 6 II. III. IV. Introduction to Student Teaching..8 Student Teaching Policies and Procedures...10 Role and Responsibilities University Supervisors Cooperating Teachers Cooperating School Student Teachers V. Student Teaching Lesson Plans VI. VII. Student Teaching Journal..24 Evaluation Procedures...25 APPENDICES: Appendix A: Student Teaching Seminar Course Syllabi Appendix B: Student Teaching Timeline Guidelines...30 Appendix C: Tk20: Cooperating Teacher Appendix D: Tk20: Student.36 Revised: 5/14 Field Placement: Handbooks/2014 HANDBOOK UPDATES

3 HOFSTRA UNIVERSITY MISSION STATEMENTS School of Education The faculty of the Hofstra University School of Education is dedicated to the preparation of reflective and knowledgeable professionals who use scholarship to inform their practice. Collectively, we strive toward a more just, open and democratic society as we collaborate with and learn from children, adolescents, and adults in diverse social and cultural settings. We encourage and support the scholarship and practice of our colleagues and students in their professional lives; our endeavors include research that contributes to the knowledge base for educators. Thus, it is our intent to establish the School of Education as a place which nurtures communication, collaboration, and leadership both at Hofstra and in community settings. Special Education Program The mission of Hofstra University Special Education Programs is to prepare professionals in the education of exceptional children and youth who will be scholarly in their academic pursuits and dedicated to reflective, participatory, and collaborative processes within a variety of settings and service delivery models. The Hofstra program is designed to develop ethical scholar- practitioners who will be committed to social justice, capable of working with diverse populations in a variety of social and cultural contexts and serve in a variety of professional roles. Special education programs at Hofstra reflect a number of theoretical paradigms including diagnostic-prescriptive, behavioral, neuropsychological, social constructivist, and models of inclusive education. These models have generated a course of study that offers a comprehensive professional preparation. They provide the theoretical context for understanding disabling conditions. The assessment, the techniques and strategies used in the education of exceptional children, research-based methodologies and instruction, and program evaluation are major foci of the program. A universal theme woven into the fabric of all programs in special education is an appreciation of diversity and the understanding that the goal of education is to teach every child so that all children can learn. Special education programs build upon general education and all students must have this prerequisite preparation. All Master of Science in Education, Special Education teacher preparation programs reflect a field-integrated approach which consists of a minimum of 100 clock hours of field work prior to student teaching. Field experiences are linked to each of the courses that comprise the professional core and include participant observation and fieldrelated projects at early childhood, childhood, middle childhood and adolescent developmental levels, across a variety of school settings including high-need school districts. Students attend parent and professional meetings, as well as work individually with students with disabilities. All Master of Science in Education degree programs meet the standards set by the Council of Exceptional Children for professional practice as well as the CEC Code of Ethics for educators of persons with exceptionalities. More specifically, Hofstra s special education graduates: Are committed to developing the highest educational and quality of life potential of individuals with exceptionalities. Promote and maintain a high level of competence and integrity in practicing their profession. Engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students, or research subjects. Strive to advance their knowledge and skills regarding the education of individuals with exceptionalities. Work within the standard and policies of their profession. 1

4 CEC Code of Ethics and Standards for Professional Practice for Special Educators CEC CODE OF ETHICS FOR EDUCATORS OF PERSONS WITH EXCEPTIONALITIES We declare the following principles to be the Code of Ethics for educators of persons with exceptionalities. Members of the special education profession are responsible for upholding and advancing these principles. Members of The Council for Exceptional Children agree to judge and be judged by them in accordance with the spirit and provisions of this Code. Special Education Professionals: A. Are committed to developing the highest educational and quality of life potential of individuals with exceptionalities. B. Promote and maintain a high level of competence and integrity in practicing their profession. C. Engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students, or research subjects. D. Exercise objective professional judgment in the practice of their profession. E. Strive to advance knowledge and skills regarding the education of individuals with exceptionalities. F. Work within the standards and policies of their profession. G. Seek to uphold and improve where necessary the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession. H. Do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC. CEC STANDARDS FOR PROFESSIONAL PRACTICE Professionals in Relation to Persons with Exceptionalities and Their Families Instructional Responsibilities Special education personnel are committed to the application of professional expertise to ensure the provision of quality education for all individuals with exceptionalities. Professionals strive to: (1) Identify and use instructional methods and curricula that are appropriate to their area of professional practice and effective in meeting the individual needs of persons with exceptionalities. (2) Participate in the selection and use of appropriate instructional materials, equipment, supplies, and other resources needed in the effective practice of their profession. (3) Create safe and effective learning environments which contribute to fulfillment of needs, stimulation of learning, and self-concept. (4) Maintain class size and caseloads which are conducive to meeting the individual instructional needs of individuals with exceptionalities. (5) Use assessment instruments and procedures that do not discriminate against persons with exceptionalities on the basis of race, color, creed, sex, national origin, age, political practices, family or social background, sexual orientation, or exceptionality. (6) Base grading, promotion, graduation, and/or movement out of the program on the individual goals and objectives for individuals with exceptionalities. (7) Provide accurate program data to administrators, colleagues, and parents, based on efficient and objective record keeping practices, for the purpose of decision making. (8) Maintain confidentiality of information except when information is released under specific conditions of written consent and statutory confidentiality requirements. 2

5 Management of Behavior Special education professionals participate with other professionals and with parents in an interdisciplinary effort in the management of behavior. Professionals: (1) Apply only those disciplinary methods and behavioral procedures which they have been instructed to use and which do not undermine the dignity of the individual or the basic human rights of persons with exceptionalities, such as corporal punishment. (2) Clearly specify the goals and objectives for behavior management practices in the persons' with exceptionalities Individualized Education Program. (3) Conform to policies, statutes, and rules established by state/provincial and local agencies relating to judicious application of disciplinary methods and behavioral procedures. (4) Take adequate measures to discourage, prevent, and intervene when a colleague's behavior is perceived as being detrimental to exceptional students. (5) Refrain from aversive techniques unless repeated trials of other methods have failed and only after consultation with parents and appropriate agency officials. Support Procedures (1) Adequate instruction and supervision shall be provided to professionals before they are required to perform support services for which they have not been prepared previously. (2) Professionals may administer medication, where state/provincial policies do not preclude such action, if qualified to do so or if written instructions are on file which state the purpose of the medication, the conditions under which it may be administered, possible side effects, the physicians name and phone number, and the professional liability if a mistake is made. The professional will not be required to administer medication. (3) Professionals note and report to those concerned whenever changes in behavior occur in conjunction with the administration of medication or at any other time. Parent Relationships Professionals seek to develop relationships with parents based on mutual respect for their roles in achieving benefits for the exceptional person. Special education professionals: (1) Develop effective communication with parents, avoiding technical terminology, using the primary language of the home, and other modes of communication when appropriate. (2) Seek and use parents' knowledge and expertise in planning, conducting, and evaluating special education and related services for persons with exceptionalities. (3) Maintain communication between parents and professionals with appropriate respect for privacy and confidentiality. (4) Extend opportunities for parent education utilizing accurate information and professional methods. (5) Inform parents of the educational rights of their children and of any proposed or actual practices which violate those rights. (6) Recognize and respect cultural diversities which exist in some families with persons with exceptionalities. (7) Recognize that the relationship of home and community environmental conditions affects the behavior and outlook of the exceptional person. Advocacy Special education professionals serve as advocates for exceptional students by speaking, writing, and acting in a variety of situations on their behalf. They: (1) Continually seek to improve government provisions for the education of persons with exceptionalities while ensuring that public statements by professionals as individuals are not construed to represent official policy statements of the agency that employs them. 3

6 (2) Work cooperatively with and encourage other professionals to improve the provision of special education and related services to persons with exceptionalities. (3) Document and objectively report to ones supervisors or administrators inadequacies in resources and promote appropriate corrective action. (4) Monitor for inappropriate placements in special education and intervene at appropriate levels to correct the condition when such inappropriate placements exist. (5) Follow local, state/provincial, and federal laws and regulations which mandate a free appropriate public education to exceptional students and the protection of the rights of persons with exceptionalities to equal opportunities in our society. Professional in Relation to Employment Certification and Qualification Professionals ensure that only persons deemed qualified by having met state/provincial minimum standards are employed as teachers, administrators, and related service providers for individuals with exceptionalities. Employment (l) Professionals do not discriminate in hiring on the basis of race, color, creed, sex, national origin, age, political practices, family or social background, sexual orientation, or exceptionality. (2) Professionals represent themselves in an ethical and legal manner in regard to their training and experience when seeking new employment. (3) Professionals give notice consistent with local education agency policies when intending to leave employment. (4) Professionals adhere to the conditions of a contract or terms of an appointment in the setting where they practice. (5) Professionals released from employment are entitled to a written explanation of the reasons for termination and to fair and impartial due process procedures. (6) Special education professionals share equitably the opportunities and benefits (salary, working conditions, facilities, and other resources) of other professionals in the school system. (7) Professionals seek assistance, including the services of other professionals, in instances where personal problems threaten to interfere with their job performance. (8) Professionals respond objectively when requested to evaluate applicants seeking employment. (9) Professionals have the right and responsibility to resolve professional problems by utilizing established procedures, including grievance procedures, when appropriate. Assignment and Role (1) Professionals should receive clear written communication of all duties and responsibilities, including those which are prescribed as conditions of their employment. (2) Professionals promote educational quality and intra-and inter professional cooperation through active participation in the planning, policy development, management, and evaluation of the special education program and the education program at large so that programs remain responsive to the changing needs of persons with exceptionalities. (3) Professionals practice only in areas of exceptionality, at age levels, and in program models for which they are prepared by their training and/or experience. (4) Adequate supervision of and support for special education professionals is provided by other professionals qualified by their training and experience in the area of concern. (5) The administration and supervision of special education professionals provides for clear lines of accountability. 4

7 (6) The unavailability of substitute teachers or support personnel, including aides, does not result in the denial of special education services to a greater degree than to that of other educational programs. Professional Development (1) Special education professionals systematically advance their knowledge and skills in order to maintain a high level of competence and response to the changing needs of persons with exceptionalities by pursuing a program of continuing education including but not limited to participation in such activities as in-service training, professional conferences/workshops, professional meetings, continuing education courses, and the reading of professional literature. (2) Professionals participate in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance. (3) Professionals in administrative positions support and facilitate professional development. Professionals in Relation to the Profession and to Other Professionals The Profession (1) Special education professionals assume responsibility for participation in professional organizations and adherence to the standards and codes of ethics of those organizations. (2) Special education professionals have a responsibility to provide varied and exemplary supervised field experiences for persons in undergraduate and graduate preparation programs. (3) Special education professionals refrain from using professional relationships with students and parents for personal advantage. (4) Special education professionals take an active position in the regulation of the profession through use of appropriate procedures for bringing about changes. (5) Special education professionals initiate, support, and/or participate in research related to the education of persons with exceptionalities with the aim of improving the quality of educational services, increasing the accountability of programs, and generally benefiting persons with exceptionalities. They: Adopt procedures that protect the rights and welfare of subjects participating in the research. Interpret and publish research results with accuracy and a high quality of scholarship. Support a cessation of the use of any research procedure which may result in undesirable consequences for the participant. Exercise all possible precautions to prevent misapplication or misuse of a research effort, by self or others. Other Professionals Special education professionals function as members of interdisciplinary teams, and the reputation of the profession resides with them. They: (1) Recognize and acknowledge the competence policies and expertise of members representing other disciplines as well as those of members in their own disciplines. (2) Strive to develop positive attitudes among other professionals toward persons with exceptionalities, representing them with an objective regard for their possibilities and their limitations as persons in a democratic society. (3) Cooperate with other agencies involved in serving persons with exceptionalities through such activities as the planning and coordination of information exchanges, service delivery, evaluation, and training, to avoid duplication or loss in quality of services. (4) Provide consultation and assistance, where appropriate, to both general and special educators as well as other school personnel serving persons with exceptionalities. (5) Provide consultation and assistance, where appropriate, to professionals in non-school settings serving persons with exceptionalities. 5

8 (6) Maintain effective interpersonal relations with colleagues and other professionals, helping them to develop and maintain positive and accurate perceptions about the special education profession. New York State Code of Ethics for Educators Statement of Purpose The Code of Ethics is a public statement by educators that sets clear expectations and principles to guide practice and inspire professional excellence. Educators believe a commonly held set of principles can assist in the individual exercise of professional judgment. This Code speaks to the core values of the profession. "Educator" as used throughout means all educators serving New York schools in positions requiring a certificate, including classroom teachers, school leaders and pupil personnel service providers. Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of each student. Educators promote growth in all students through the integration of intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and worth of each individual. Educators help students to value their own identity, learn more about their cultural heritage, and practice social and civic responsibilities. They help students to reflect on their own learning and connect it to their life experience. They engage students in activities that encourage diverse approaches and solutions to issues, while providing a range of ways for students to demonstrate their abilities and learning. They foster the development of students who can analyze, synthesize, evaluate and communicate information effectively. Principle 2: Educators create, support, and maintain challenging learning environments for all. Educators apply their professional knowledge to promote student learning. They know the curriculum and utilize a range of strategies and assessments to address differences. Educators develop and implement programs based upon a strong understanding of human development and learning theory. They support a challenging learning environment. They advocate for necessary resources to teach to higher levels of learning. They establish and maintain clear standards of behavior and civility. Educators are role models, displaying the habits of mind and work necessary to develop and apply knowledge while simultaneously displaying a curiosity and enthusiasm for learning. They invite students to become active, inquisitive, and discerning individuals who reflect upon and monitor their own learning. Principle 3: Educators commit to their own learning in order to develop their practice. Educators recognize that professional knowledge and development are the foundations of their practice. They know their subject matter, and they understand how students learn. Educators respect the reciprocal nature of learning between educators and students. They engage in a 6

9 variety of individual and collaborative learning experiences essential to develop professionally and to promote student learning. They draw on and contribute to various forms of educational research to improve their own practice. 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 decisions regarding curriculum, instruction and assessment designs, and they share responsibility for the governance of schools. They cooperate with community agencies in using resources and building comprehensive services in support of students. Educators respect fellow professionals and believe that all have the right to teach and learn in a 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 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 community. Educators recognize the obligations of the trust placed in them. They share the responsibility for understanding what is known, pursuing further knowledge, contributing to the generation of knowledge, and translating knowledge into comprehensible forms. They help students understand that knowledge is often complex and sometimes paradoxical. Educators are confidantes, mentors and advocates for their students' growth and development. As models for youth and the public, they embody intellectual honesty, diplomacy, tact and fairness. 7

10 II. INTRODUCTION TO STUDENT TEACHING INTRODUCTION TO STUDENT TEACHING The Special Education programs provide a sequence of activities and course work that set the stage for student teaching and practicum experiences. Field- based experiences provide the opportunity for students to observe and participate in classrooms in a limited capacity. The goal is for students to integrate university curriculum with an authentic educational experience. Most courses in the special education programs require a number of observations. By completion of the program coursework, student field observations will include classroom experiences with the full range of educational abilities. Field-based placements will include multi-cultural schools and high needs districts. The observations and experiences required in the courses were designed to show the continuum of special education settings and the diversity of the student population served in these programs. The field-based experiences are seen as the precursors to full-time student teaching. Field Placements Sites are chosen that offer students high quality internships. In collaboration with the New York City Public Schools and Long Island school districts, as well as private schools, pre-service teachers are afforded meaningful learning experiences while cooperating teachers have the opportunity for continued professional development. Goals for the sites used in field placement for Hofstra students should be: Commitment to inclusive education Serve as a learning site for pre-service and in-service teachers Development of on-going university/school partnerships Phases of Student Teaching The teacher education program at Hofstra University consists of several critical phases. At this point in the program, you have completed introductory courses, including methods courses. You have had experiences as a participant/observer in several schools. These experiences were designed to familiarize you with the way that students learn and interact, and the diversity of the student populations and the culture of schools. The first phase of student teaching begins with your assignment to a host school. Many factors are taken into consideration (e.g., selecting highly qualified cooperating teachers, providing a multicultural setting), to ensure that student teaching assignments promote professional growth. 8

11 The second phase of student teaching focuses on orientation procedures. This phase provides the student teacher with a general understanding of the school and the school s surrounding community. This phase begins on site with the initial visits to the school. During this phase the student teacher meets school administrators, the cooperating teacher and the rest of the staff. The third phase of student teaching, which can take between one and two weeks, involves the student teacher s introduction to various classroom settings. The student teacher observes the cooperating teacher and other school staff, meets the students, and begins to become involved in school activities. Gradually, the student teacher becomes part of the educational team in the school. The fourth phase is the gradual involvement of the student teacher as a classroom teacher. Generally during the second week of student teaching, the student teacher assumes teaching responsibility. During this phase, the student teacher, with the guidance of the cooperating teacher, is planning and implementing instruction. During the fifth phase, the student teacher, with the guidance and support of the cooperating teacher, school supervisors, the Hofstra field supervisor, and the student teaching seminar leader, is the actual teacher in charge of an educational program. During this phase the student teacher assumes the full range of teaching responsibilities, including but not limited to, short term and long term planning, implementation, evaluation of student performance, administrative work, guidance, and reflective professional interaction with colleagues. Evaluation goes on during the entire student teaching experience with an emphasis on selfevaluative skills which will serve as a basis for continuous growth as a reflective educator. The ability to evaluate one s growth as a teacher develops through self-study, journaling, professional readings, and reciprocal relationships with professionals in the schools and in the university. Through these relationships, the student teacher learns to evaluate goals, teaching skills, and students learning. These professional relationships involve students in the schools with the cooperating teacher, school administrators and teaching colleagues and in the university with the field supervisor, the student teaching seminar leader and the faculty of the Hofstra School of Education. 9

12 III. STUDENT TEACHING POLICIES AND PROCEDURES 1. TERM SCHEDULE: Student teaching assignments involve five full days a week for 15 weeks and include weekly seminars under the guidance of the student teaching supervisor. (SPED 237A student teachers do student teaching during the summer for six weeks.) 2. ASSIGNMENTS: Each student teacher receives written instruction from the Office of Field Placement as to whom to contact to arrange an interview for student teaching. The purpose of this visit is to meet school administrators, confirm assignment dates, and to arrange the specific placement. Questions about details should be directed to the Assistant Director of Field Placement. 3. ATTENDANCE: Each student teacher is expected to report to his/her respective cooperating school on time each day of the school week, except when excused by the proper cooperating school personnel in accordance with school policy, and with the permission of the university supervisor. In cases of illness or emergency a student teacher is expected to contact designated cooperating school personnel and the university supervisor. Absences will be made up. Hofstra reserves the right to withdraw students from the cooperating school at any time and for any reason, in its sole discretion. 4. TEACHING LOAD: Student teachers should be given increased teaching and teaching related responsibilities as they progress through the student teaching experience, culminating in full-day teaching responsibility. 5. SCHEDULE: Each student teacher should obtain from his/her cooperating teacher the schedule which will be followed. A copy of the completed schedule should be given to the university supervisor by the beginning of the second week. The university supervisor should be notified of any changes in the schedule. Any changes to the student teacher s assignment in the school district must be made through the collaboration of, and with the approval of the university supervisor. Classes for which the student teacher will have major teaching responsibility should be clearly indicated. After-school assignments should be included as well. Observation of related services (e.g., speech and language, occupational therapists, physical therapists are considered a significant, integral part of the teacher preparation program. Attendance at one or more CPSE/CSE and team meetings is desirable. Arrangements for such experiences should be made with the assistance of the cooperating teacher and the related personnel, and confidentiality should be observed. 10

13 6. TIME REPORTS: Cooperating teachers must verify the student teacher s hours by completing and signing a time report form. 7. Tk20: All students are required to electronically submit lesson plans and reflective journals to their Tk20 binder: LESSON AND UNIT PLANS: A student teacher is required to prepare written lesson plans for each different lesson which he/she knows in advance that he/she will teach. The lesson plan and unit plan formats should be acceptable to the cooperating teacher and university supervisor. The lesson and unit plans are to be discussed with and approved by the cooperating teacher prior to their implementation. After a lesson is taught, a conference should be held utilizing a reflective, clinical model. Every student teacher should plan and teach at least one or more complete instructional units. All plans should be available in a binder and shown to the university supervisor during each visit. Cooperating teachers should make every effort to inform student teachers of assigned teaching responsibilities on a timely basis. REFLECTIVE JOURNALS: Student teachers are required to maintain a reflective journal. The journal is a weekly record of your analysis of your own teaching behavior and practices, insights into student learning patterns, and a critical reflection on what you have learned. Only your university supervisor and the corequisite class professor will have access to this reflective commentary. 8. CONFERENCES: Several conferences between the cooperating teacher and student teacher should be held prior to and at the very beginning of the assignment. The university supervisor will call within the first week of the placement to arrange a three-way conference in order to review critical elements of this handbook and the responsibilities and expectations of the cooperating teacher and school. In addition to providing regular feedback on teaching performance, the cooperating teacher should establish at least a minimum of one weekly conference with the student teacher regarding teaching responsibilities and planned lessons. Three-way conferences should take place with the university supervisor, cooperating teacher, and student teacher after each formal observation. 9. SEMINARS: Student teacher seminars will be conducted by the university supervisors on the Hofstra University campus or on site in the local school districts. 10. OUTSIDE EMPLOYMENT: A student is strongly urged to arrange finances so that outside work is not necessary during the student teaching semester. Employment during student teaching is to be discussed with the Associate Dean in advance. 11. SUBSTITUTE TEACHING: Student teachers may not take the responsibility or place of a qualified teacher or staff of cooperating school. Substitute teaching is not permitted during student teaching, except when there is a school emergency. 11

14 12. UNIVERSITY SUPERVISOR: A selected faculty member of Hofstra University with appropriate teaching certification will be assigned as the university supervisor for several student teachers. The supervisor will visit each student teacher a minimum of three times (four times in some programs) and will engage in pre- and post-conferences. The student teacher, the university supervisor, and his/her cooperating teacher will maintain regular contact via or telephone; however, should special circumstances arise, the Office of Field Placement should be informed immediately and brought to the attention of the Associate Dean. Supervisors will schedule advance visits to the school site. 13. COOPERATING TEACHER: Cooperating teachers must be certified and have at least 3 years of teaching experience in the area in which they supervise student teachers. 14. ACCIDENTS: A student teacher or participant-observer should be very prudent in all matters and especially where safety is involved. Emphasis should be placed on accident prevention when planning and conducting activities. The student teacher should know in advance the local policies, procedures, and limitations relative to safety and accidents. Any school accident involving the student teacher must be reported not only to appropriate cooperating school personnel, and to the university supervisor, but also directly to the Associate Dean at the earliest opportunity, and certainly before the next school day. Students are reminded that it is important to have appropriate medical insurance. For students who do not otherwise have coverage, Hofstra provides access to a voluntary plan available for purchase. 15. HEALTH: All student teachers must have updated health records on file at Hofstra including immunizations for measles, mumps, and rubella, and screening for tuberculosis. All student teachers are responsible for meeting the New York State Department of Health requirements and all cooperating school medical clearance requirements applicable to the type of experience to be received at the cooperating school. 16. INSURANCE: It is the sole responsibility of the student to obtain and maintain any insurance policies, if necessary as may be required by the cooperating school. 17. STATUS/RELATIONSHIP: No student teacher, teacher or staff member of the cooperating school shall be deemed an employee or agent of Hofstra. Neither Hofstra nor the cooperating school shall be obligated to the other or to student teachers for any compensation for services or expenses for medical, meals, travel or incidental expenses incurred by participating in this program. Tuition remission vouchers may be provided pursuant to the terms of a Memorandum of Understanding (MOU). 12

15 IV. ROLES AND RESPONSIBILITIES Preface: ROLE AND RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR Supervision of student teachers who are completing part of their professional education at an off-campus school site is a central and essential component of the Special Education (SPED) Department s teachereducation programs. Students off-campus experiences in classrooms and laboratories complement and inform their campus-based studies by providing opportunities for the application and refinement of professional learning. The university supervisor links the campus, the schoolroom, and the beginning professional educator. The field supervisor is a teacher-educator, a professional who shares responsibility for assisting students to develop their knowledge, skills, attitudes, and beliefs in professionally productive ways within the framework of the university program. Role and Responsibilities: The university supervisor is responsible for implementing the requirements, for facilitating the opportunities of the campus-based program, and for assisting students to apply their knowledge and skill to school settings. The supervisor will aid students in improving their professional decision-making abilities through critical self-reflection and self-analysis. The university field supervisors must be conversant with the philosophy and the implementation of each professional education program whose students they may supervise at off-campus sites. The field supervisors are responsible for being well-informed about the specific content and methodology of the course in each program as well as about current research and trends in professional education. The field supervisor is a professional and collegial guest in the schools. The supervisor is responsible for establishing and maintaining cooperative relationships between the university and the schools; the supervisor is responsible for first-order remediation of difficulties or differences which may arise and which may affect the student. The supervisor will work collaboratively with the Department Chair and the Associate Dean, and the appropriate subject-matter specialist, in all cases of difficulty or controversy between or among the student, the university, the school, or school personnel. The university supervisor is responsible for timely and professionally effective performance of the following tasks and activities: 1. Initial Contact. The supervisor should make prompt contact with assigned students and complete arrangements for initial site visits within the first week of the placement. 2. Administrative Visits. The supervisor should meet the building principal and appropriate department head(s) not later than the time of the first site visit. At that time, the field supervisor will outline the university s expectations for the field-based student and for the cooperating teacher. The supervisor will attend to the requirements and expectations of the local school; in case of apparent dissonance with university rules or policies, the supervisor will not attempt to negotiate with the school personnel, nor to create or to modify university requirements, but will refer the matter(s) expeditiously to the Associate Dean. 13

16 3. Number of Site Visits. The number of site visits is a function of the educational needs of the student teacher; three visits (four in some programs) should be seen as a minimum, not as a norm. During the first visit to the school, during a three-way conference, the university supervisor and the cooperating teacher will discuss and identify appropriate experiences in which the student teacher will engage. 4. Pre-Observation Conference. The supervisor will hold a pre-observation conference with the student a minimum of hours prior to the scheduled observation to address the context of the classroom and the lesson, to review the student s proposed plans, and to ensure common understandings and expectations. 5. Observations. The supervisor will observe a student teacher for about 40 to 45 minutes. The length of the supervisor s visit will be modulated by the nature of the student s activities, the level and type of class being observed, the school s right to conduct its work in an orderly way, and the individual needs of the student teacher. 6. Post-Observation Conferences. The supervisor will arrange with the student who has been observed for prompt post-observation conferences. That meeting, and subsequent ones, if required academically, will be tailored to the needs and personal styles of the student and supervisor, but will not comprise less than: a) collaboration concerning the explicit standards, purposes, and criteria which the supervisor and student teacher share; b) solicitation of the student s critical reflection and analysis, based on data collected through such forms as transcript, audiotape, and videotape; c) feedback, with appropriate specificity, of what the supervisor noted as professionally significant during the visit; d) application of the criteria to the observation data, leading to one or more assessments, commitments, and recommendations concerning the student s professional development; e) continuous encouragement of the student to be self-reflective and self-evaluative. 7. Using shared rubrics and criteria, the university field supervisor will provide a written summary of the conference to the student, not later than one week after the supervisory visit. The written supervisory communications will be posted electronically to Tk20 as well as being included in the student s file. Supervisors will apply standards and expectations to student teachers which are appropriate for the student s level of professional development and which are consonant with the on-campus professional education program; the supervisory process will be conducted in a formative and cumulative manner, save for the final assessment, which will be summative. Students will have the right to respond in writing to written supervisory statements and to have their responses appended to the supervisor s notes in university files. In all cases, students will sign the supervisor s written statements, in acknowledgment that they have seen and read them, and are aware of their right to respond in writing. 8. The student teachers will meet weekly in seminar. If more than one supervisor shares responsibility for students in a particular certification area within the program, the subject-area specialist among the full-time faculty will coordinate the seminars to assure that each student teacher meets with a qualified supervisor each week. The weekly seminar associated with student teaching is an integral part of the Teaching, Learning and Leadership Teacher Education Programs. 14

17 ROLE AND RESPONSIBILITIES OF THE COOPERATING TEACHER The cooperating teacher is responsible for complying with the following guidelines: 1. Formally introduce the student teacher to the pupils as a professional colleague. 2. Orientation to the Special Education program. Individual Education Plans: Read students IEPs or, at a minimum, long term objectives, and program modifications. Observe confidentiality in reference to these documents. Observe students, where appropriate, in other settings (i.e., Physical education, music, art, reading, computer lab, occupational therapy, physical therapy, speech). Observe the testing program. Attend CSE meetings, with advance permission. 3. Arrange for a tour of the school building. 4. Discuss with the student teacher and provide the student teacher with all rules, policies, and regulations of the school, including those pertaining to passes, late slips, the marking system, fire drills, etc. so that students are aware of and may meet the expectations established by the school. 5. Provide the student teacher with appropriate materials such as state and local syllabi, department outlines, teachers guides to texts, lists of school owned films, and other instructional materials, etc. 6. Allow the student teacher to teach his/her classes without interrupting him/her. 7. Observe regularly and evaluate lessons taught by the student teacher. 8. Encourage and guide the student teacher to become analytical, reflective, and self-evaluative. 9. Increase responsibility of the student teacher as readiness is demonstrated. 10. The cooperating teacher should establish at least a minimum of one weekly conference with the student teacher regarding teaching responsibilities and planned lessons. Regular feedback should be provided in private. All lesson and unit plans should be reviewed prior to teaching. 11. Assist the student teacher to become skillful in the use of audiovisual, technology equipment, and instructional materials of all sorts. 12. Provide the student teacher with the opportunity for a variety of experiences related to the multifaceted role of the student teacher. 13. Share instructional ideas, insights, organizational tips, materials, and suggestions with the student teacher; however, it is the responsibility of the student teacher to create lesson plans. 14. Guide, counsel, and nurture the student teacher in all aspects of teaching. 15. Regularly appraise and inform student teachers of their progress. 16. Confer with the university supervisor about such matters as identifying appropriate experiences, expectations, and progress of the student teacher. 17. Submit to Tk20 an early progress report and a final evaluation report. 15

18 ROLE AND RESPONSIBILITIES OF THE COOPERATING SCHOOL The cooperating school is responsible for complying with the following terms: 1. Make available appropriate classroom space for student teachers and classroom observations, as well as supply qualified teachers to supervise/mentor student teachers. 2. Permit Hofstra liaisons, supervisors, faculty advisors and/or coordinators to do site visits to be agreed upon in advance. 3. Permit Hofstra supervisors and student teachers to videotape lessons for the purpose of compliance with New York teacher certification standards as per the following regulation: Subdivision (b) of section of the Regulations of the Commissioner of Education is amended, effective January 2, 2013 to read as follows: (b) A school or school system shall not prohibit an [employee] individual who is a current or prospective applicant for [permanent] certification from videotaping a classroom for the purpose of meeting the requirements of the teacher performance assessment for certification as a teacher in the classroom teaching service or the performance assessment of teaching skills requirement for permanent certification, transmitting such videotape in the department, or otherwise fulfilling this classroom presentation requirement. A videotape made for this purpose shall be a confidential record of the department and as such, is not subject to viewing or disclosure to any individual or entity other than the applicant for certification, appropriate departmental personnel, and others engaged by the department to evaluate the videotape for purposes of determining the candidate s eligibility for certification. 4. Make available emergency treatment to student teachers who may become ill or may be injured while at the cooperating school, at the student s expense. Any school accident involving student teachers must be reported to Hofstra. 5. Comply with all applicable federal, state and local nondiscrimination and equal opportunity laws, orders and regulations. Hofstra and cooperating school shall not engage in unlawful discrimination or harassment against any person because of race, color, creed, religion, sex, age, national origin, disability, sexual orientation, marital status, disability, or veteran status. 6. Agrees to hold free and harmless and to indemnify Hofstra, its trustees, officers, directors, employees, agents, affiliates and students from any and all claims, lawsuits, judgments, and expenses (including reasonable attorney s fees) which Hofstra, its trustees, directors, officers, agents, employees, instructors and students become liable to pay or defend as a result of the injury to person or property arising out of the Placement Site s performance of this Agreement, provided that such loss or damages was not caused solely by the negligence of Hofstra, its trustees, officers, directors, employees, agents, affiliates and students. 16

19 ROLE AND RESPONSIBILITIES OF THE STUDENT TEACHER Participant-Observation While enrolled in the general methods courses in education, students are introduced to lesson planning, long-range planning, various teaching methods, working effectively with students who have special needs and other topics that bear directly upon the multidimensional role of a teacher. In addition, students observe and participate in schools. While enrolled in the subject area methods courses, students also continue to observe and participate in in activities which are directly related to the teaching of their subject areas. New York State requires that all certification candidates have at least one experience in a NYS designated high needs school district. Student Teaching Student teaching is the culminating field experience in the pre-service professional education program. The student teaching experience offers student teachers the opportunity to apply and further develop knowledge and skills of teaching. Critical analysis and reflection are deemed to be integral qualities of this learning process. In general, student teachers undertake, on a limited basis at first and then increasingly, the duties and responsibilities of the experienced teacher. Unlike the experienced teacher, however, the student teacher is provided with continuous support and supervision by both a cooperating teacher and a university supervisor. By the conclusion of the student teaching experience it is expected that the student teacher will be able to demonstrate the knowledge, skills, and dispositions expected of a professional teacher. What should a student teacher do at the beginning of student teaching? A successful beginning as a student teacher is very important. It involves getting acquainted with students in classes, learning as much as possible about classroom organization, becoming familiar with the routines of the school, observing, assisting with classroom activities, and conferring with the cooperating teacher. Detailed suggestions are presented below to help student teachers understand how to utilize their time advantageously during these first few weeks: A. Student teachers should learn about the community, school, as well as the students in all classes they teach or observe. This may include: 1. Making seating charts (as relevant) and learning pupils names. 2. Studying individual records for greater understanding of the physical, emotional, and intellectual aspects of each pupil. 3. Informal discussions with pupils whenever appropriate. 4. Studying the community in which the pupils live. 5. Reviewing the school website and the NYS Report Card. B. Student teachers should familiarize themselves with the NYS Common Core ELA Standards and New York State content standards for the curriculum they will teach. Simultaneously, student teachers should be reviewing and collecting instructional materials for us. Also, exploration of technology resources for use in the classroom should be pursued. Students should be able to explain and defend their planning choices. 17

20 In planning, consider the following items: 1. Principles of teaching/theorists. 2. Formative assessment data as a rationale for lesson design and presentation. 3. Teaching strategies, methods, and techniques. 4. Methods of involving, engaging, and motivating students. 6. Use of supports and scaffolds for special needs populations and enrichment. 7. Classroom management and procedures, using positive group focus: Routines such as recording attendance, distributing and collecting materials, attention to physical characteristics of the room, and grouping. 8. Assessing student achievement on lesson goals. C. Student teachers should volunteer services to the cooperating teacher in such activities as: 1. Checking and recording attendance. 2. Helping individuals or small groups of students. 3. Providing feedback on students written work. 4. Arranging bulletin board displays. D. Student teachers should submit a copy of their cooperating teacher s schedule to the university supervisor that they will follow. 1. A form will be provided to the student teacher for this purpose. This should be filled out and given to the college supervisor by the second seminar. 2. Whenever student teachers deviate from the schedule, they should first clear the change with the cooperating teacher. 3. The university supervisor should be notified promptly of changes in the schedule. 4. Student teachers should notify both the cooperating teacher and the university supervisor whenever they are going to be absent from the cooperating school due to illness. What are the continuing responsibilities and role of the student teacher? 1. Assume increasing teaching responsibilities as professional growth indicates. 2. Discuss general professional problems with the cooperating teacher, other members of the faculty and university supervisor. 3. Have a written plan using the approved program lesson plan format with engaging materials for every lesson taught. 4. Collect data, and reflectively analyze the lesson. 5. Confer regularly with the cooperating teacher. 6. Provide the university supervisor with a seating chart (secondary level classrooms), lesson plan, specific questions and relevant engaging materials each time the supervisor visits. 7. Be prepared to submit critical analysis and reflection of the lesson plan, the observed lesson, and the student assessment materials. 8. Demonstrate increasing independence as a teacher. 9. Become progressively familiar with students--their needs, backgrounds, experiences, strengths, weaknesses, and interests. 10. Become increasingly more effective in self-evaluation. 11. Attend scheduled seminars. 18