The Professional Semester: Guidelines for Mentor Teachers

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1 The Professional Semester: Guidelines for Mentor Teachers Thank you for opening your classroom to an Ithaca College student teacher. We could not adequately prepare our candidates without your support and mentoring. The student teaching experience is the culminating field-based experience for teacher candidates at Ithaca College. It serves as the semester-long capstone of the teacher education program the time during which the teacher candidate finally steps completely into the role of full-time professional teacher and assumes the full range of teacher responsibilities and is the point at which the faculty complete the final assessment of a candidate s readiness to become a full-time teacher. Mentor teachers, in collaboration with college supervisors, help teacher candidates negotiate this important milestone in their teacher preparation programs and offer mentoring, supportive feedback, and coaching to help the nurture teacher candidates growth into teachers who meet the expectations of the Ithaca College/InTASC Teaching Standards, the New York State Teaching Standards, and the families, communities, youth, and peer professionals with whom they will be working in the future. In order to support you in your role as a Mentor Teacher, we have created this handbook to share information about the student teaching experience in which you will soon be engaged. It should help you to understand our policies and practices, the structures of the student teaching experience, and the resources that are available to support you and the teacher candidate(s) you are supervising. If you have any questions about the materials in the handbook, or your role as a mentor, please contact Emily Hess, the Field Experience Coordinator at /ehess@ithaca.edu or the College Supervisor with whom you are working. General Responsibilities of the Mentor Teacher Mentor teachers are asked to do the following during the student teaching placement: Page 1 1. Meet with your student teacher and the college supervisor during the weeks before the student teaching placement to discuss the various aspects and requirements of the student teaching experience. See Appendix A for a checklist of things to review in the first three-way meeting. 2. Provide guidance for instructional planning tasks that should be completed prior to the start of student teaching. 3. Insist upon detailed and thorough lesson and unit plans, and review them with your student teacher in advance of the days on which the lessons will be taught. Student Teachers are expected to turn the next week s lesson plans in to you by the end of the day on Thursdays. Learning to plan effectively is a critical skill for our candidates. They are expected to keep a Student Teacher Notebook of all lessons taught during their student teaching experience, even if the lessons are created by the mentor or another source. We use the Notebook to see evidence of scaffolding,

2 formative and summative assessment, and long-term thoughtful planning. See Appendix B for the IC Lesson Plan format and Appendix C for the checklist that should be in all student teachers Notebooks. 4. Use your best judgment and experience to determine the pace at which you will build your student teacher toward assuming a full-time teaching load. (It is expected that your student teacher will take full responsibility for planning and teaching for minimally 1 week, but preferably more.) Also, you may want to plan to take back your classes gradually at the end of the student teaching placement. Keep in mind that you want your student teacher to gain a full sense of life as a professional teacher. 5. Regularly review your lesson and unit plans with your student teacher; explain how and why you developed your curricular approaches and teaching strategies; talk about what worked and what didn t in your lessons; discuss your approaches to motivating and managing student behavior; essentially, conduct think alouds. Page 2 6. Observe, evaluate, and share your evaluations of your student teacher s work often (daily, if possible). Please use the Ithaca College/InTASC Teaching Standards and the Professional Qualities and Dispositions as the foundation for your discussions and evaluations of the student teacher s progress See Appendix D for the IC/InTASC Teaching Standards and Appendix E for the Professional Qualities and Dispositions. 7. Written observations and evaluations are essential. Provide your student teacher with a minimum of three (3) written evaluations during the course of the placement. Review these written evaluations in detail with your student teacher. (The college supervisor can provide you with either an electronic version or paper copy of a guided observation form. You may use this form, but are not required to. You must, however, take notes on the formal observations and provide a copy of your notes to the student teacher and the college supervisor for inclusion in the student teacher s file.) 8. The final evaluation form for the student teacher is based on Ithaca College s general and content specific teaching standards. Please review the standards with your student teacher during the first week of student teaching as a means of establishing goals for the placement and throughout the placement when you discuss teaching and learning. At the end of the placement, the student teacher, college supervisor, and mentor teacher will each complete the evaluation form and then discuss it at a three-way evaluation conference. 9. Encourage your student teacher to evaluate the effectiveness of his or her own planning and teaching throughout the student teaching placement. Develop evaluation strategies together. Setting shortterm goals for your student teacher to work on and identifying possible areas of weakness are good strategies for supporting the student teacher s growth and development. 10. Require that your student teacher attend and participate in school faculty meetings as well as any meetings of your department, team, or grade level. Please also invite your student teacher to other school-related events. Student teachers should be as actively and broadly involved in school life as possible. 11. Inform your student teacher of the rules and regulations of your school and school district regarding safety and security (i.e. fire drills, emergency procedures). 12. Contact the college supervisor with any questions or concerns you have about your student teacher at any point during the placement. Please also feel free to contact Emily Hess, the Teacher Education Field Experience Coordinator, at or ehess@ithaca.edu.

3 Page At the conclusion of the placement, complete and submit the student teacher final evaluation, the college supervisor evaluation, and payment form. See Appendices F and G for copies of the college supervisor evaluation and payment form. 14. See Appendix H for a checklist of Mentor Teacher Responsibilities. See Appendices I and J for the Responsibilities of Student Teachers and the Responsibilities of College Supervisors. Before the Student Teaching Placement Begins: Prospective student teachers should be in active communication with their mentor teachers to begin planning for the period of student teaching. They should discuss the following questions, and any others specific to the placement: What are the student teacher s individual goals for student teaching? What will be the student teacher s instructional responsibilities? What will be the student teacher s schedule for assuming instructional responsibilities? Will there be established periods of structured observations and/or team teaching? When will the student teacher assume a full-time teaching load for at least a week? What materials (texts, curriculum guides, etc.) will the student teacher need and how will he or she acquire them? When precisely will written unit and lesson plans for the student teacher s lessons be due, and when will these plans be reviewed by and discussed with the mentor teacher? What obligations will the student teacher have in addition to planning and teaching (e.g. school faculty meetings; grade-level, team, or department meetings; staff development workshops)? What are the best times and means for contacting the mentor teacher during the break between semesters, prior to the start of the student teaching placement? At what times should the student teacher arrive at and leave school during the professional semester? What are the expectations for signing in at the office? The First Week of Student Teaching When will regular meetings between the student teacher and the mentor teacher occur for planning and evaluation? How and when will the student teacher be introduced to other faculty members and administrators in the school? What are the exact procedures in the case of a student teacher s absence from work (e.g. procedures for notification, responsibility for lesson plans, etc.)? Note: The general Ithaca College policy on this issue is stated in the Responsibilities of Student Teachers in Appendix I. Student teachers are required to submit lesson and unit plans to the mentor teacher in advance of teaching them. What day/time each week will be used for review, evaluation, and discussion of instructional plans? What mechanisms will the student teacher design as the means for evaluating his or her own effectiveness in teaching? When will these evaluations take place and be reviewed with the mentor teacher? Who will take attendance when the student teacher is teaching? When? How? How will grades be determined and recorded when the student teacher is teaching?

4 What are the expectations, responsibilities, and procedures for communication with parents and families? What non-instructional supervising duties (hall duty, cafeteria duty, playground supervision, etc.) will the student teacher assume, and when? Are there students with IEP s in the mentor teacher s class(es)? If so, what special education plans and adaptations is the student teacher required to provide for each of these students? What are the school s procedures for the use of telephones, computers, and photocopiers? edtpa In fall 2013, New York State began requiring the edtpa performance assessment for initial teaching certification. The assessment consists of three tasks (planning, instruction, and assessment) that candidates will complete during one of their student teaching placements. The instruction task of edtpa requires videotaping several lessons and writing a commentary on student learning based on what they observe in the video. Ithaca College has created a release form for families and students (if over 18) separate from the media release form districts use that we will be asking the families of the students in our candidates' classrooms to complete and return to us. This is an opt-in form, and our candidates will have to get family approval before showing any student s face in the videos. If you have a candidate completing edtpa during his/her placement with you, we hope you will support the student teacher in acquiring the necessary videotaping permissions, and provide other approved support throughout the process, as appropriate. See Appendix K videotaping consent form and Appendix L for approved forms of edtpa support. Public School vs. Ithaca College Calendar Student teaching begins on the first day of Ithaca College s semester and ends when the college semester ends. During the semester of student teaching, all student teachers follow the established schedule of the school district, not the schedule of the college. The result is that any vacations, holidays, and days off are those of the public schools; student teachers do not take off during the college s break. There are no exceptions to this policy. Evaluation of Student Teaching College supervisors and mentor teachers will observe and assess each student teacher during the course of each placement. The college supervisor is responsible for determining midterm and final grades, in collaboration with the mentor teacher. Mentor teachers and college supervisors are expected to hold student teachers to demanding professional standards in their evaluations. Copies of all completed observation and evaluation forms are submitted at the end of each semester for inclusion in the student teacher s file on campus. Substitute Teaching, Strikes, and Job Actions Student teachers may not serve as paid substitute teachers. A student teacher must be under the supervision of a qualified substitute teacher if the mentor teacher is absent. In the event of a strike or job action, the student teacher may be removed from the school. The decision will be made by the college supervisor and the Chair of the Education Department, in consultation with the Dean of Humanities and Sciences. Page 4

5 Appendices A. Checklist for the Initial 3-Way Conference (p. 6) B. Ithaca College Lesson Plan Format (p. 8) C. Student Teaching Checklists (Adolescence Education and Childhood Education) (p. 13) D. Ithaca College/InTASC Teaching Standards (p. 23) E. Professional Qualities and Dispositions (p. 25) F. College Supervisor Evaluation (p. 27) G. Mentor Teacher Payment Form (p. 28) H. Checklist of Mentor Teacher Responsibilities. (p. 29) I. Responsibilities of Student Teachers (p. 31) J. Responsibilities of College Supervisors (p. 32) K. edtpa Video Consent Form (p. 33) L. Guidelines For Supporting Candidates Completing edtpa (p. 35) M. Checklist for Final 3-Way Conference (p. 37) N. Suggestions for Fostering Collaboration (p. 38) O. Calendar for Student Teaching (p. 40) Page 5

6 Appendix A: Checklist for Initial Three-Way Conference Checklist for the Initial Three-Way Conference Student Teacher: Certification Area: Mentor Teacher: School: Date of Initial Three-Way Conference: 1. If you have not already, share contact information ( addresses and phone numbers) for student teacher, mentor teacher, and college supervisor. 2. Discuss the general structure for the student teaching experience. Student teacher observation of mentor and other teachers *student teacher s observation of teaching and learning Gradual assumption of responsibilities for planning, teaching, and assessment *discussions of state standards and curriculum for the placement period *tutoring of individual students and working with small groups of students *co-teaching of mentor-planned lessons *assistance with assessment in order to gain sense of student knowledge and skills *begin with only one prep (more than one class is okay but not a full load) Regular student teacher/mentor teacher meetings *regular meetings for planning, reviews of plans, and suggestions Share the expectation of at least one-week of full-time responsibility for planning, teaching, and assessment; the student teacher should assume as much of the full-time schedule of the teacher as possible. 3. Review the Ithaca College/InTASC Teaching Standards for all teacher education programs at Ithaca College. Encourage ongoing discussion of issues and progress related to all eight of these areas. Go over the final evaluation form aligned with the IC standards, New York State Standards for Teachers, and Specialized Professional Association standards. Emily Hess will send the link to complete the official evaluation on February 23, 2017 (1 st placement) or April 27, 2017 (2 nd placement) with a deadline approximately one-week later. 4. Discuss the importance of regular, detailed oral and written feedback on teaching. Encourage the student teacher to seek feedback, to demonstrate an openness to feedback, and to act on the feedback received. 5. Review the College s expectations for professionalism: attire, comportment, , written and spoken communication, and receptivity to feedback. Go over the Professional Qualities and Dispositions form. 6. Go over lesson planning requirements. The student teacher is required to use either the IC lesson plan format or the school district s form. Review when it is appropriate to use the extended lesson plan format, and when an abbreviated lesson plan format would be acceptable. Lesson plans for the following week must be turned in to the mentor teacher by Thursday for review prior to the weekend. All lesson plans and accompanying materials must be well organized in the Student Teaching Notebook, which should be available daily for review by the mentor teacher and college supervisor. 7. Acquire a copy of the mentor teacher s weekly schedule, or request that the student teacher submit copies to the college supervisor and seminar instructor as soon as possible. Recommend that the mentor teacher and student teacher determine as soon as possible a tentative schedule for assuming teaching responsibilities. Send this schedule to the seminar instructor. Page 6

7 8. Expect the student teacher to participate fully in the life of the school and community: including attending school and department meetings and district-wide meetings and professional development workshops; collaborating with other educators in the school, including social workers, guidance counselors, and support personnel; meeting with the principal; observing/participating in family conferences, including CSE meetings when approved by families; participating in school co-curricular events like fine arts performances, athletic events, family nights, etc. (See the mentor teacher handbook for a longer list of suggested ways candidates can engage with the school and community.) 9. (If a graduate student) Explain the graduate program requirement for a teacher inquiry self-study. The student teacher will be collecting data about his or her practice and may ask the mentor teacher and college supervisor for observation notes, suggestions for particular aspects of teaching, etc. 10. Review the Ithaca College rules and procedures: *Student teacher must sign in and out of the building. *Student teacher must wear IC identification and/or a school s visitor pass. *Student teacher is not allowed to substitute teach. *Student teacher cannot provide car transportation to students. *Student teacher must contact the mentor teacher and college supervisor if illness or another serious reason results in a necessary absence. 11. Explain the purpose of and general schedule for the college supervisor s visits. The college supervisor holds an initial 3-way meeting, visits the school at least twice to observe lessons and provide feedback, and conducts a final 3-way meeting. (The final visit sometimes also includes an additional observation.) 12. Discuss the collaborative format of the final 3-way meeting and discussion. Student teacher, mentor teacher, and college supervisor arrive at meeting with a draft of the evaluation completed. The college supervisor and/or mentor teacher might adapt his or her evaluation in response to additional information discussed by the mentor teacher or student teacher. 13. If this is the placement in which the student teacher will complete the edtpa, review the edtpa handbook and brief the mentor teacher on this performance assessment. Page 7

8 Appendix B: Ithaca College Extended Lesson Plan Template Name Lesson Title or Topic Grade Level Course Name or Content Area Central Focus Describe the central focus for the content/skill you will teach. The central focus should provide a short narrative summary of this lesson and/or learning segment. Context 1. State the long-range learning goals for the learning segment to which this lesson contributes. The long-range goals should deal with mastery of knowledge/skills that students will be able to transfer to real-life situations. 2. Explain how this lesson builds upon lessons before it and how this lesson fits into the overall learning segment/unit. 3. Describe the students for whom this lesson has been developed. Consider the personal, cultural, and community assets of your students and how this lesson builds upon those assets Prior Knowledge What knowledge, skills, and concepts must students already know to be successful with this lesson? How will you know if your students have prior knowledge, etc.? How/when will you teach/re-teach if necessary? State/National/Common Core Standards List the number and full text of each standard that is addressed in this lesson. Remember to include content and literacy standards, as appropriate to the lesson. Objectives and Assessments Page 8

9 --Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are immediately observable and easily assessed. --In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of assessments you will use to determine whether the objectives have been met. List the types of formative assessments you will use to monitor student learning of your specific learning objectives for this lesson. What assessments will determine proficiency, excellence, or failure to meet the learning objectives of this lesson? --As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you related to your assessments and how you will expect them to use this feedback. - Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a quiz or a test you will give later, etc. Informal assessments could include structured observation, thumbs up/thumbs down, think-pair-share, whiteboards, etc. Learning Objectives The students will be able to (Learning outcomes to be achieved by the end of this lesson) Every objective should have an assessment. Note: Use as many rows as you have learning objectives. You must have at least one objective, but there is no maximum number. Formative Assessments What formal and informal assessments will you use during this lesson to monitor whether your students are developing the understanding/skills required to meet the learning objective you have identified? If you are using observation as a form of assessment, write the questions you will use as a guide for your observations of students during the lesson. Summative Assessments What evidence, by the end of the learning segment/unit, will show that students understand and have met your learning objectives? If, as a result of the assessments above, students have not met your learning objectives for this lesson, what strategy/ies will you use to teach/re-teach? Academic Language Demands Language function Choose a higher order language verb (e.g. analyze, evaluate, explain, interpret, describe, predict, argue, or prove) that students must know how to do in order to succeed in this lesson. See your edtpa handbook for content specific language function suggestions. Page 9

10 Vocabulary What skill vocabulary (e.g., Venn diagram, graphic organizer, thesis statement, symbols) and content vocabulary (e.g., imperialism, mitosis, isosceles) do students need to know in order to succeed in this lesson? Discourse Discourse is a distinctive communication structure and/or style specific to your discipline (e.g. lab reports, literary analysis essays, document-based arguments, proofs, critiques, etc.) In what discipline specific ways do students need to communicate in order to succeed in this lesson? Language supports How will you help students understand the verbal and written language requirements to succeed in this lesson? (These should also be included in your step-by-step procedures below.) How will you help them use Academic Language during this lesson? (Include how you will use students prior knowledge and your teaching in this lesson to facilitate and deepen student learning.) Advanced Preparation for the Lesson 1. What instructional resources/materials do you need to prepare in advance? List here the resources you will use to engage your students and assess their learning in this lesson. Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything else that requires advance preparation. Written materials should be attached to this plan. 2. What else do you need to do before the lesson starts in order to be ready? List here reminders to yourself so that you re prepared when the students walk into the room. Lesson Procedures: Instructional Strategies/ Learning Tasks Describe, in detail, the steps you will follow in this lesson, attending to both what you will be doing and what the students will be doing. Time Step-by-Step Procedures Opening (Launch) How will you begin your lesson in a way that motivates and engages students in learning this lesson s content? (Motivation for lessons should be interesting, age-level appropriate, brief, and directly related to the learning objectives of the lesson.) 1. Page 10

11 Procedures List the next steps of your lesson. Provide a detailed description of what teacher and students will be doing. Your planned formative assessments and language supports from above should show up in this section as part of your lesson procedures. Add rows below as needed. Write lesson plan procedures so that another teacher could pick up your plans and actually accomplish your objectives for the lesson. The following procedural terms are too vague: introduce, discuss, review. How will you introduce something new? How will you organize discussion? How will you conduct a review? Include specific questions you will use Closure How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you prepare them for what s ahead? X. Inclusiveness Universal Design What general features of your procedures and/or assessments support the learning of all students by making this lesson accessible for every student in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing multiple means of (1) representation, (2) action and expression, (3) engagement). Students with Specific Learning Needs (to be completed below) What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support students learning specific to this lesson? IEP/ 504 Plans Examples: Auditory processing, attention related issues Supports, Accommodations, Modifications, Pertinent IEP Goals (Do not copy and paste from other lesson plans. These supports should be specific to this lesson and these students. List specific supports for students using initials to designate each student.) Specific Language Needs Supports, Accommodations, Modifications Examples: English Language Learners, regional varieties of English Page 11

12 Other Learning Needs Supports, Accommodations, Modifications Examples: Struggling readers, students with gaps in academic knowledge, students learning at an advanced level, etc. Theoretical Principles/ Research-Based Practices Describe clearly how the theory/research supports your selection of learning activities for this lesson. References Include here any professional resources from which one or more parts of this lesson plan have been borrowed/adapted. (If a mentor teacher shared plans, please credit them.) The following questions should be answered after you teach your lesson. Some instructors or supervisors may ask you to submit these responses separately from your extended-format plan, so please ask your instructor/supervisor for more detail about expectations for the completion and submission of lesson reflections. Lesson Reflection After the lesson has been taught, write your reflection. How effectively did I promote a positive learning environment? How do I know? How well did I engage students in learning? How do I know? How did I elicit and build on student responses to deepen their learning? What changes would I make to my instruction to improve student learning? Why? What did I learn about my students learning from my assessments? If I didn t learn what I hoped to learn from the assessment(s) I used, how would I modify the assessment(s) for next time? Rev. 06/13/16 Page 12

13 Appendix C: Student Teaching Checklist for Student Teaching Notebook Professional Semester in Education Adolescence Education Program Student Teaching Checklist Student: First Placement: Mentor Teacher: Second Placement: Mentor Teacher: Semester: School: School: Items on the checklist below will be completed over the course of the entire professional semester. As you complete each task, ask your mentor teacher to initial the checklist to confirm that the task has been successfully demonstrated. All tasks must be successfully completed prior to the conclusion of the professional semester. This checklist should be kept at the front of your Student Teaching Notebook and must be submitted as part of your final evaluation for student teaching. Content, Planning and Instruction, Learning Environment 1. Student Teaching Notebook with Lesson Plans: All weekly overviews and lesson plans must be in a binder and available for mentor teacher and college supervisor at all times. Instructional plans should be updated weekly and the student teaching notebook should be checked by the mentor teacher each week, with date and initials below. First Placement Teacher to Initial & Date Below Week 1 Week 1 Week 2 Week 2 Week 3 Week 3 Week 4 Week 4 Week 5 Week 5 Week 6 Week 6 Week 7 Week 7 Second Placement Teacher to Initial & Date Below 2. Instructional Units: Review the curriculum with your mentor teacher and plan and teach a unit, or a series of lessons, with a central focus. Central Focus: First Placement Central Focus: Second Placement Page 13

14 3. Creative and Effective Use of Curricular Materials: Demonstrate your ability to plan and teach lessons using a creative variety of curricular materials and applications. First Placement Creative Curricular Materials/Applications: Second Placement Creative Curricular Materials/Applications Diversity 4a. Differentiation for Diverse Learners: Consider the variety of learners in your class who may require particular learning strategies in instruction and assessment. Demonstrate your ability to differentiate for the specific learning needs by including in your plans the supports, accommodations, and modifications for Special Education students, English Language Learners, underperforming students or those with gaps in academic knowledge, gifted students, and others needing additional support. First Placement Supports, Accommodations, and Modifications: Second Placement Supports, Accommodations, and Modifications: 4b. Inclusion of Culturally Relevant Teaching Approaches: Demonstrate your ability to construct lessons that connect new content to your students prior academic learning and personal, cultural, and community assets. Pay special attention to (1) developing mutual respect for, rapport with, and responsiveness to all students and (2) challenging all students to engage in learning. Central Focus: First Placement Central Focus: Second Placement Page 14

15 Technology 5. Uses of Technology: Design and implement lessons that demonstrate your ability to effectively use technology in the classroom. Please document two examples in each placement. Technology used: First Placement Technology used: Second Placement Technology used: Technology used: Assessment 6a. Work Sampling: Collect samples of your students work that reflect developing levels of knowledge and skill over time. Identify the teaching strategies used to ensure student progress. Samples collected and analyzed: Samples collected and analyzed: 6b. Authentic or Performance-Based Assessment Strategies: Implement a variety of assessment strategies to assess your students progress. Please document two authentic or performance-based assessment strategies used during each placement. First Placement Assessment strategy: Second Placement Assessment strategy: Assessment strategy: Assessment strategy: Page 15

16 Collaboration and Outreach 7a. Participation in School/Community Activities: Attend or participate in at least one school/community activity held outside the normal school day during each placement. Activity: Activity 7b. Communication and Collaboration with Families: Document at least one time in each placement that you engaged with families or caregivers in order to help foster student learning. Activity: Activity Professional Development 8. Participation in Professional Development: Be an active participant in at least one professional development activity during each placement. Activity: Activity: When you have successfully completed each of the following tasks, please have your mentor teacher initial and date each task. Teacher Initial and Date 9. First Placement Solo Teaching: In consultation with your mentor teacher, select and implement at least a one-week period where you will assume full (or nearly full) responsibility for instruction. 10. Second Placement Solo Teaching: In consultation with your mentor teacher, select and implement at least a one-week period where you will assume full (or nearly full) responsibility for instruction. Page 16

17 11. Identification of Exceptional Students (First Placement): Meet with mentor teacher to identify students with exceptional needs including ELLs, Gifted & Talented, Title I Reading or Math, or other IEP categories. 12. Identification of Exceptional Students (Second Placement): Meet with mentor teacher to identify students with exceptional needs including ELLs, Gifted & Talented, Title I Reading or Math, or other IEP categories. 13. Meeting with Second Placement Mentor Teacher: Prior to the onset of the second student teaching session, meet with your mentor teacher to discuss plans for your placement. 14. Formal Observations: Place in your Student Teaching Notebook a copy of all the formal observations (at least five) for each placement under the heading Evaluations. Include observation reports from your mentor teachers, college supervisors, and any other IC faculty or school administrators. 15. Final Evaluations: Place in your Student Teaching Notebook a printout copy of your final evaluation for each placement under the heading Evaluations. Student Teacher: First Placement Teacher: Second Placement Teacher: College Supervisor: Date: Date: Date: Date: Page 17

18 Professional Semester in Education Childhood Education Program Student Teaching Checklist Student: First Placement Mentor Teacher: Second Placement Mentor Teacher: Semester: School: School: Items on the checklist below will be completed over the course of the entire professional semester. As you complete each task, ask your mentor teacher to initial the checklist to confirm that the task has been successfully demonstrated. All tasks must be successfully completed prior to the conclusion of the professional semester. This checklist should be kept at the front of your Student Teaching Notebook and must be submitted as part of your final evaluation for student teaching. Content, Planning and Instruction, Learning Environment 1. Student Teaching Notebook with Lesson Plans: Organize all your weekly overviews and lesson plans in a binder. Make the Student Teaching Notebook accessible for your supervisor and mentor teacher at all times. Instructional plans should be updated on a weekly basis (include these plans in your binder, under the heading Lesson Plans ). First Placement Teacher to Initial & Date Below Week 1 Week 1 Week 2 Week 2 Week 3 Week 3 Week 4 Week 4 Week 5 Week 5 Week 6 Week 6 Week 7 Week 7 Second Placement Teacher to Initial & Date Below 2. Instructional Units: Review the curriculum with your mentor teacher and plan and teach a miniunit or a series of 3-5 lessons, with a central focus from each of the following disciplines. Mini-units will be completed across the course of both placements. Literacy Teacher Initial and Date Math Science Social Studies Other Page 18

19 3. Creative Use of Textbooks and Curricular Materials: Demonstrate your ability to plan and teach lessons utilizing the creative application of textbooks and other curricular materials from each of the following disciplines across the course of both placements. Literacy Math Science Social Studies Other Textbook Teacher Initial and Date Diversity 4a. Differentiation for Diverse Learners: Consider the variety of learners in your class who may require particular learning strategies in instruction and assessment. Demonstrate your ability to differentiate for the specific learning needs across the course of both placements by including in your plans the supports, accommodations, and modifications for Special Education students, English Language Learners, underperforming students or those with gaps in academic knowledge, gifted students, and others needing additional support. Please document at least one example in each placement. Literacy Supports, Accommodations, and Modifications (Placement 1) Teacher Initial and Date Supports, Accommodations, and Modifications (Placement 2) Teacher Initial and Date Math Science Social Studies Other 4b. Inclusion of Culturally Relevant Teaching Strategies: Demonstrate your ability to construct lessons that connect new content to your students prior academic learning and personal, cultural, and community assets. Pay special attention to (1) developing mutual respect for, rapport with, and responsiveness to all students and (2) challenging all students to engage in learning. Please document at least one example in each placement. Literacy Math Science Social Studies Other Culturally Relevant Strategy Teacher Initial and Date Page 19

20 Technology Uses of Technology: Design and implement lessons that demonstrate your ability to effectively use technology in the classroom. Please document three examples during the professional semester. Technology Teacher Initial and Date Assessment Samples of Student Work: Collect artifacts that reflect beginning, developing, and expert levels of knowledge, skills, strategies, or dispositions of your students in the following areas across both placements. Include these samples in your binder, under the heading Samples of Student Work and show your analysis of student learning based on these work samples. Literacy Teacher Initial and Date Math Other Page 20

21 Collaboration and Outreach 7a. Participation in School / Community Activities: Attend and participate in at least one school or community activity held outside of the school day for each placement. Activity / Event Teacher & Date 7b. Communication and Collaboration with Families: Document at least one time in each placement that you engaged with families or caregivers in order to help foster student learning. Family Collaboration Example Teacher & Date Professional Development Participation in Professional Development Activities: Participate in at least two professional development activities during each placement. Professional Activity Teacher & Date Page 21

22 When you have successfully completed each of the following tasks, please have your mentor teacher initial and date each task. First Placement Solo Teaching: In consultation with your mentor teacher, select and implement at least a one-week period where you will assume full (or nearly full) responsibility for instruction. Second Placement Solo Teaching: In consultation with your mentor teacher, select and implement at least a one-week period where you will assume full (or nearly full) responsibility for instruction. Identification of Exceptional Students (First Placement): Meet with mentor teacher to identify students with exceptional needs including Special Education students, English Language Learners, underperforming students or those with gaps in academic knowledge, gifted students, 504 students, and others. Identification of Exceptional Students (Second Placement): Meet with mentor teacher to identify students with exceptional needs including Special Education students, English Language Learners, underperforming students or those with gaps in academic knowledge, gifted students, 504 students, and others. Meeting with Second Placement Mentor Teacher: Prior to the onset of the second student teaching session, meet with your mentor teacher to discuss plans for your placement. Formal Observations: Place in your Student Teaching Notebook a copy of all the formal observations (at least five) for each placement under the heading Evaluations. Include observation reports from your mentor teachers, college supervisors, and any other IC faculty and school administrators. Final Evaluations: Place in your Student Teaching Notebook a printout copy of your final evaluation for each placement under the heading Evaluations. Student Teacher: First Placement Teacher: Second Placement Teacher: College Supervisor: Date: Date: Date: Date: Page 22

23 Appendix D: Ithaca College/InTASC Teaching Standards The Learner and Learning Standard #1: Learner Development The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. Content Knowledge Standard #4: Content Knowledge The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Instructional Practice Standard #6: Assessment The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate s and learner s decision making. Standard #7: Planning for Instruction The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Page 23

24 Professional Responsibility Standard #9: Professional Learning and Ethical Practice The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Page 24

25 Appendix E: Ithaca College Professional Qualities and Dispositions Student Evaluator Program Date This form can be used for an area of concern at any point of the program or for self-assessment and reflection. Directions: Please assess these attributes and indicate which specific area(s) are of concern by indicating not met. A candidate must meet expectations for each item listed to receive a rating of met for the overall disposition. I. Professional Responsibility 1. Maintains a professional appearance; dresses according to program and school guidelines. Please indicate Not Met in any areas of concern below: 2. Arrives on time for classes, field-based experiences, and meetings. 3. Prepares fully for classes, field-based experiences, and meetings; submits assignments and reports on time. 4. Abides by college, school, department, program, field placement, and professional association policies and procedures. Overall Rating for I. Professional Responsibility Met / Not Met Comments: II. Collaboration and Communication 1. Fosters positive relationships and collaborates with a variety of target groups (e.g.: students, families, colleagues, local community members, etc.) as appropriate. Please indicate Not Met in any areas of concern below: 2. Treats others with dignity, respect, and fairness. 3. Speaks and writes clearly, effectively, and appropriately. 4. Maintains professionally appropriate etiquette in all forms of electronic communication. 5. Respects privacy and confidentiality of information where appropriate. Overall Rating for II. Collaboration and Communication Met / Not Met Comments: Please indicate Page 25

26 III. Professional Development and Reflective Practice 1. Critically examines own practice. Not Met in any areas of concern below: 2. Responds well to and incorporates feedback. 3. Uses available resources and explores additional ones in an effort to improve teaching and support student learning. 4. Engages in positive problem solving when challenges arise. 5. Seeks out and participates in professional development opportunities. Overall Rating for III. Professional Development and Reflective Practice Met / Not Met Comments: IV. Commitment to Affirming All Students 1. Examines own frames of references (including but not limited to race, culture, gender, language, abilities, ways of knowing) to uncover and address the potential biases in these frames. 2. Communicates respect for learners as individuals with differing personal and family backgrounds and various assets, skills, perspective, talents, and interests. 3. Communicates respect for learners diverse strengths and needs and is committed to using this information to plan effective instruction. 4. Holds oneself accountable for all students learning. 5. Demonstrates high expectations that are developmentally appropriate for each individual learner. Overall Rating for IV. Commitment to Affirming All Students Please indicate Not Met in any areas of concern below: Met / Not Met Comments: Page 26

27 Appendix F: College Supervisor Evaluation Note: This form will be sent to you at the end of the student teaching placement. This is only a sample. Name of College Supervisor Your name Your school Yes No College Supervisor conducted an initial 3-way conference, clarifying expectations for Mentor Teacher, Student Teacher and College Supervisor? Yes No College Supervisor conducted at least two formal observations and provided written feedback for the Student Teacher? Yes No College Supervisor conducted a final 3-way conference, which served as an effective evaluation of the Student Teacher s performance? Yes No I would be willing to work with this College Supervisor again. AGREE DISAGREE The College Supervisor made me aware of the College s expectations for me as a Mentor Teacher. The College Supervisor was available outside of observation visits to offer help when needed. The College Supervisor fulfilled responsibilities in a timely manner The College Supervisor offered the Student Teacher constructive criticism and appropriate, practical advice for addressing professional and pedagogical issues. The College Supervisor treated me, the Student Teacher and our school s policies with respect. The College Supervisor served as a positive link between the school and the college. What are the College Supervisor s greatest strengths? What could the College Supervisor do to most improve her/his performance, relationship with me, or relationship with our school? Page 27

28 Appendix G: Mentor Teacher Payment Form TEACHER EDUCATION Cooperating/Mentor Teacher Payment Form NOTE: Only payment forms for the current academic year will be accepted. For fall placements this payment form should be submitted by January 1st and for the spring semester, this payment form must be submitted or postmarked by May 15th. Along with this form, please also submit a completed W-9 form. Forms received after June 1st will not be able to be processed. Please complete all information below Semester/Year: 1. Name of Cooperating Teacher: 2. Home Address: First Middle Last Street City, State and Zip 3. Social Security Number: 4. Address: 5. Ithaca College Student(s) Supervised: 6. Dates of Supervision: 7. Name of School: 8. Subject & Grade Level: 9. Ithaca College Supervisor: 10. Are you now or have you ever been employed by Ithaca College? Yes No save form and to: teachered@ithaca.edu or print and fax to: or print and mail to: Bonita Ferguson, Department of Education, 953 Danby Road, Ithaca, NY Page 28

29 Appendix H: Checklist of Mentor Teacher Responsibilities Participate in a 3-way introductory conference with the student teacher and college supervisor Conduct an initial planning session with your student teacher. Discuss the following: your daily and weekly schedule of classes and responsibilities your general arrival and departure times at school days/times of school, department, team, grade-level, or committee meetings a general calendar for when the student teacher will assume responsibilities for various planning, teaching, managing, and assessment tasks (specifically identify a tentative period when the student teacher will assume full responsibility for planning, teaching, managing, and assessing, minimally 1 week, but ideally longer) the format in which lesson and unit plans will be completed (the student teacher can use the IC planning format, the school district format, or your own preferred format remember, though, that your student teacher will need to write more detailed plans than those used by many experienced teachers) a regular time for discussions of the student teacher s planning and progress (these feedback sessions should take place at least once a week; many mentor teachers conduct daily feedback sessions; setting a regular date is helpful) the nature and needs of the diverse students in your class(es), including specific IEP s for any identified special needs students Give your student teacher a tour of the school. Include the location of the following: principal s office counselor s office (or special education office, etc.) nurse s office library cafeteria (where do teachers have coffee/tea, eat lunch, etc.? refrigerator/microwave availability?) copy machines, paper and supplies, etc. classrooms of department, team, and/or grade-level colleagues Explain school procedures for: teacher parking (assigned parking? parking sticker required?) teacher sign-in and sign-out in the main office student teacher absence for illness (who should be contacted, and how?) use of copy machines, library, computer labs, telephones, etc. referrals of students to principal, counselor, special education, detention, etc. contact with parents/guardians fire and emergency procedures, school violence prevention techniques Regularly review your student teacher s Student Teaching Notebook. It should be a wellorganized collection of carefully-sequenced, detailed plans, including all accompanying handouts and materials. Page 29