School of Education Field Placement Office

Transcription

1 School of Education Field Placement Office Student Teaching Handbook

2 CONTACT INFORMATION Holy Family University Philadelphia Campus 9801 Frankford Avenue Philadelphia, PA School of Education Office Education Technology Center, Room Field Placement Office Education Technology Center, Rooms 438 & 441 Director of Field Placement: Field Placement & Certification Compliance Coordinator: Note to the reader: An electronic version of this handbook and all related forms and documents is available online. Visit the Field Placement webpage at for information. 2

3 1.0 Holy Family University 1.1 Mission Statement 1.2 Core Values 2.0 Introduction 2.1 Student Teaching 2.2 The Intern Student Teacher 3.0 School of Education Program Outcomes 3.1 Program Outcomes TABLE OF CONTENTS PDE Student Teaching Competencies The Role and Responsibilities of the Student Teacher 5.1 General 5.2 Relationships 5.3 Preparedness 5.4 Attendance 5.5 Professional Conduct 5.6 Substitute Teaching 5.7 Liability Insurance 5.8 Clearances 5.9 Problem Resolution 5.10 Withdrawal from Student Teaching 5.11 Changes of Assignment 5.12 Student Teacher Evaluation and Grading The Role and Responsibilities of the Cooperating Teacher 6.1 Requirements 6.2 Responsibilities 6.3 Benefits 6.4 Problem Solving 6.5 Related Documents Cooperating Teacher Evaluation of the Program (pp ) Cooperating Teacher Student Feedback Form (pp ) 7.0 The Role and Responsibilities of the University Supervisor 7.1 Overview 7.2 Orientation and Coordination 7.3 Supervision 7.4 Problem Resolution 7.5 Suggested Practices 7.6 Evaluation and Grading 7.7 Program Improvement 7.8 Related Documents Lesson Observation Form, Long Format (pp ) Lesson Observation Form, Quadrant Format (p. 28) Lesson Observation Form, Narrative Format (p. 29) PDE-430 (pp ) Student Teaching Requirements: Description & Responsibilities Course Requirements: Student Binder 9.1 Roles and Responsibilities

4 9.2 Description 9.3 Related Documents Clearance Requirements (pp ) Emergency Contact Information (p. 38) Supervisor s Visitation Record (p. 39) Checklist of Experiences (pp ) Experienced Teacher Observation Analysis Guide (p. 42) Video and/or Audio Taping of Lessons (p. 43) 10.0 Course Requirements: Assumption of Teaching Duties 10.1 Roles and Responsibilities 10.2 Suggested Timeline 11.0 Course Requirements: General/Weekly Reflections 11.1 Roles and Responsibilities 11.2 Requirements 11.3 Related Documents Student Teacher Reflective Journal, Format A (p. 46) Student Teacher Reflective Journal, Format B (p. 47) PSSA Domain Rubric for Writing (p. 48) 12.0 Course Requirements: Focused Reflection on Evaluative Criteria 12.1 Roles and Responsibilities 12.2 Requirements 12.3 Related Documents PDE Student Teaching Competencies (pp ) PDE-430 (pp ) Code of Professional Practice and Conduct for Educators (pp ) 13.0 Course Requirements: Focused Reflection on Standardized Testing 13.1 Roles and Responsibilities 13.2 Requirements 14.0 Course Requirements: Focused Reflection on Professional Development 14.1 Roles and Responsibilities 14.2 Requirements 14.3 Related Documents Student Teacher Mid-Semester Self-Assessment (pp ) Student Teacher End-of-Semester Self-Assessment (pp ) 15.0 Course Requirements: Daily Lesson Plans 15.1 Roles and Responsibilities 15.2 Requirements 15.3 Related Documents Holy Family Daily Lesson Plan Template (p. 70) Instructions for Completion (pp ) Sample Daily Lesson Plan (pp ) 16.0 Course Requirements: Weekly Lesson Plans 16.1 Roles and Responsibilities 16.2 Requirements 16.3 Related Documents Weekly Lesson Plan, Template A (p. 78) Weekly Lesson Plan, Template B (p. 79)

5 17.0 Course Requirements: Unit Lesson Plan 17.1 Introduction 17.2 Related Documents Unit Lesson Plan Proposal (p. 81) Unit Lesson Plan Template (pp ) LIST OF DOCUMENTS AND FORMS Cooperating Teacher Evaluation of Student Teaching Program Cooperating Teacher Student Feedback Form Lesson Observation Form, Long Format Lesson Observation Form, Quadrant Format 28 Lesson Observation Form, Narrative Format 29 Clearance Requirements Emergency Contact Form 38 Supervisor s Visitation Record 39 Checklist of Experiences for the Beginning of the Student Teaching Experience Experienced Teacher Observation Analysis Guide 42 Video and/or Audio Taping of Lessons 43 Student Teaching Reflective Journal, Format A 46 Student Teaching Reflective Journal, Format B 47 PSSA Domain Rubric for Writing 48 PDE Student Teaching Competencies PDE Code of Professional Practice and Conduct for Educators Student Teacher Mid-Semester Self-Assessment Student Teacher End-of-Semester Self-Assessment Daily Lesson Plan Template 70 Daily Lesson Plan Template, Instructions for Completion Sample Daily Lesson Plan Weekly Lesson Plan, Template A 78 Weekly Lesson Plan, Template B 79 Unit Lesson Plan Proposal 81 Unit Lesson Plan Template Note to the reader: An electronic version of this handbook and all related forms and documents is available online. Visit the Field Placement webpage at and locate the link to the handbook and related forms and documents under the Student Teaching tab. 5

6 1.0 HOLY FAMILY UNIVERSITY 1.1 Mission Statement Holy Family University, a ministry of the Sisters of the Holy Family of Nazareth, offers education in the liberal arts and professions through graduate, undergraduate, and non-degree programs. As a Catholic University, Holy Family seeks direction and inspiration from the life and teaching of Jesus Christ, affirms the values of the Judeo-Christian tradition, and witnesses to the dignity of each person and the oneness of the human family. Holy Family University educates students to assume lifelong responsibility towards God, society and self. 1.2 Core Values Family. Holy Family University welcomes and cares for students, faculty, and staff as members of a diverse but interconnected family. A community united by a common mission, the University promotes an atmosphere of mutual concern and attention to the spiritual, intellectual, social, emotional, and physical needs of all those whom it serves. Respect. Holy Family University affirms the dignity of the human person through openness to multiple points of view, personalized attention, and collaborative dialogue in the learning process and in the interaction among members of the University community. The University seeks to instill appreciation of and respect for differences so that its graduates can function successfully in multicultural contexts. Integrity. Intent upon forming persons of integrity who recognize the importance of lifelong learning, Holy Family University advocates free and conscientious pursuit of truth and the responsible use of knowledge. It bases education upon a foundation in the liberal arts that highlights the humanities and the natural and social sciences. In keeping with the teachings of the Catholic Church, concern for moral values and social justice guides the University in designing programs and activities. Service and Responsibility. Holy Family University incorporates its motto, teneor votis ("I am bound by my responsibilities"), into curricular, co-curricular, and extracurricular programs. Reflecting this motto, educational experiences at the University apply theory to practice and course content to serving human needs. The University educates individuals to become competent professionals and responsible citizens. Learning. Holy Family University seeks to instill in its students a passion for truth and a commitment to seeking wisdom. It promotes values-based education, creative scholarship, informed and imaginative use of research and technology, and practical learning opportunities such as cooperative-education and internship programs. The University seeks to strengthen ethical, logical, and creative thinking; to develop effective communication skills; to nurture an aesthetic sense; and to deepen global, social, and historical awareness. Vision. Holy Family University envisions learning as a dynamic and fruitful exchange between traditional sources of wisdom and contemporary developments in knowledge. Throughout the teaching and learning process the University seeks to embody Christian philosophical and theological perspectives. It offers an education grounded in a Judeo-Christian worldview that serves as a foundation upon which to address contemporary problems and to build a vision for the future. 6

7 2.0 INTRODUCTION 2.1 Student Teaching Student teaching is a full-time, semester-long laboratory experience that serves as a capstone to the university s teacher education programs. Student teaching is designed to be a carefully sequenced, professionally guided assignment in a school classroom. As a clinical experience, student teaching is intended to provide the prospective teacher with the opportunity to observe, work cooperatively with, and learn from practicing professionals in the field. The primary objective is to have the student gradually assume teaching responsibilities in a supportive and supervised environment. A secondary objective is to provide the student with opportunities to learn about and participate in the full range of activities associated with the larger school context. These experiences together replicate in large measure the role and responsibilities of professional teachers. Student teaching is a minimum fourteen (14) week experience and is a requirement of all teacher certification programs. Each student s placement is intended to provide an authentic learning experience under the mentorship of a veteran teacher holding a valid certificate in the student s targeted area of certification. The University s goals for the student teaching experience include the following: 1. The student will learn how to relate the knowledge, skills, and attitudes acquired in the teacher education program to direct classroom experiences. 2. The student will gain experience in performing the professional duties of a classroom teacher and will learn how to apply and test principles of learning, teaching and assessment with varied learners. 3. The student will acquire skills in recording and analyzing teaching experiences and in discussing, sharing, and reflecting upon the implications of these experiences for self and others. 4. The student will heighten his/her understanding and awareness of the larger school environment and culture, its relationship to the surrounding community, and its relevance to the teacher s work. 5. The student will acquire skills in recognizing and providing accommodations and adaptations for individual student differences. 6. The student will demonstrate entry-level competence in the full range of teaching functions and responsibilities. 7. The student will demonstrate an understanding and appreciation of the Pennsylvania Professional Standards and Practices Commission Code of Conduct and will act consistent with the spirit and letter of this document. See pages The student will affirm his/her personal commitment to, and readiness for, a career in teaching. Student teaching is a graded course. The university-assigned supervisor will evaluate the student teacher on the basis of direct observations of performance, review and timeliness of work products, and feedback from the cooperating teacher and other school professionals. 2.2 The Intern Student Teacher An Intern teacher is employed as a classroom teacher by a school or district entity. Intern teachers are nevertheless responsible for meeting University requirements. These requirements supplement but do not replace the requirements of the employer. The Intern teacher s circumstance can differ significantly from that of the typical student teacher. In recognition of this, University supervisors will make adjustments in student teaching requirements on an as-needed basis. However, the objective is to honor as closely as possible the prescribed student teaching program as outlined in this handbook. 7

8 3.0 SCHOOL OF EDUCATION PROGRAM OUTCOMES 3.1 Program Outcomes All graduates of Holy Family University programs in Education are expected to: 1. Commit to lifelong intellectual growth by demonstrating initiative as a learner and providing evidence of a vibrant intellectual life. They: think critically and engage in problem-solving communicate ideas fluently, accurately and in standard English calculate and compute at the university and professional level set and monitor goals for their own learning 2. Apply university core values and ethical principles. They: articulate direct links between human development theories and best practice in their professional setting apply or promote the principles of democratic classroom communities create or facilitate inclusive learning environments that provide equal access to education for all people regardless of culture, ability level, or educational needs 3. Collaborate with colleagues in professional education communities. They: interact effectively with families, colleagues, and supervisors participate actively in classroom discussions and group work with their peers create or promote a warm and safe learning community in their professional setting, one that is respectful of all diverse groups 4. Demonstrate content knowledge in their field of study as well as in the technology they can use for learning and teaching. They: demonstrate knowledge of the cognitive, physical, social, cultural, emotional, language, and moral development of all learners identify differentiating characteristics of learners, and the law and policies that affect both students and teachers evaluate and select appropriate information technology and multimedia tools and use these to support instructional goals 5. Meet standards and continually improve upon their performance of professional responsibilities. They: attend classes regularly, arrive prepared, and participate actively in class discussions and group projects reflect critically about their teaching and/or learning effectiveness accept and use feedback to modify their approaches to instruction and/or learning 6. Implement or facilitate constructivist teaching. As teachers, they: o plan, implement, and evaluate learning experiences that encourage the active involvement of all students 8

9 o o implement appropriate strategies that communicate the importance of deep exploration and integration of ideas as well as appreciation for the ideas of others evaluate and use a variety of formal and informal assessment tools (e.g., observations, portfolios, interviews, rubrics, tests, etc.) to inform teaching and learning As leaders, they: o o o promote and model active engagement in learning and reflection on complex ideas promote and model respect for ideas of others encourage and model the use of personal attributes to achieve individual potential and to serve the human family 9

10 4.0 PDE STUDENT TEACHING COMPETENCIES PDE Field Experience Competencies for Student Teaching The Pennsylvania Department of Education has published competencies that are designed to inform the development of teacher preparation programs and the evaluation of student teachers engaged in clinical experiences in the field. The competencies are organized under seven headings that parallel and extend the domains in Charlotte Danielson s framework for enhancing professional practice. It is important to note too that the Pennsylvania Department of Education evaluation form (PDE-430) is also organized using Danielson s framework as a guide. Below are the student teaching competencies as published by PDE. University supervisors will evaluate student teachers by matching their performance against the competencies. A. Planning and Preparation A.1: Links content to related research-based pedagogy based on sound educational psychology principles in short- and long-range instructional plans. A.2: Constructs all instructional plans to align with PA Pre-K-12 Academic Standards. A.3: Plans instruction that is responsive to the age and/or related characteristics of their students. A.4: Uses multiple forms of formative and summative assessments to adapt learning goals that match individual student needs. A.5: Plans short- and long-range instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning, based on their instructional goals. A.6: Assesses existing resources and creates and/or accesses additional instructional resources appropriate for learners under their responsibility. B. Classroom Environment B.1: Maintains and promotes a culture which values the development of meaningful, caring, and respectful relationships between teacher and students, and among students. B.2: Creates and maintains a prepared classroom environment as a necessary element to support optimal learning opportunities. B.3: Uses classroom resources to support equity and maximize learning opportunities, which are age-, gender-, individually-, culturally- and ability-appropriate. B.4: Assesses classroom resources in order to make adaptations and accommodations required to differentiate instruction for all learners. B.5: Engages in proactive communication with families and community contacts. B.6: Develops and/or supports systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities. C. Instructional Delivery C.1: Uses effective verbal and non-verbal communication techniques. C.2: Uses effective questioning and discussion techniques. C.3: Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional strategies which reflect evidence of student engagement, new learning and assessment. C.4: Uses instructional technology and assesses its impact on student learning. C.5: Provides appropriate progress feedback to students in a timely manner. C.6: Uses active student engagement during instructional delivery. C.7: Uses a variety of formal and informal assessments to measure student responsiveness to instruction. 10

11 C.8: Constructs a thoughtful and accurate assessment of a lesson s effectiveness and the extent to which learning goals were achieved and can offer alternative actions if necessary. C.9: Actively seeks, and is responsive to, constructive feedback offered by the cooperating teacher and university supervisor. C.10: Clearly communicates instructional goals, procedures and content. C.11: Accesses communication technologies to communicate with families regarding student progress. D. Professional Conduct E. Assessment D.1: Communicates with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs and assumes these responsibilities as permitted. D.2: Participates in district, college, and regional, state and/or national professional development growth and development opportunities. D.3: Exhibits integrity, ethical behavior and professional conduct as stated in the PA Code of Professional Practice & Conduct for Educators, as well as local, state and federal laws and regulations. D.4: Avoids inappropriate relationships, conduct and contact with students. D.5: Applies safety precautions and procedures. D.6: Complies with school policies and procedures regarding professional dress, attendance, punctuality and the use of technology. D.7: Cultivates professional relationships with school colleagues, families and the broader community; and avoids inappropriate relationships, conduct, and contact with colleagues, families and the broader community. E.1: Uses various kinds of assessments in instruction, including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor. E.2: Makes norm-referenced and criterion-referenced interpretations of assessment results. E.3: Applies interpretations to inform planning and instruction for groups and individual students. E.4: Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform planning and instruction for groups and individual students. E.5: Constructs assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals. E.6: Constructs assessments to match curricular goals along a continuum of complexity (e.g. Bloom s taxonomy). E.7: Assesses their own professional growth through focused self-reflection. F. Knowledge of Diverse Learners F.1: Appropriately responds to the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom. F.2: Promotes a positive learning environment that values and fosters respect for all students. F.3: Differentiates instruction to meet the needs of diverse learners that promotes successful educational performance. F.4: Supports the growth and development of all students, particularly those traditionally underserved. F.5: Communicates with and engages families, caregivers and the broader community. 11

12 5.0 THE ROLE AND RESPONSIBILITIES OF THE STUDENT TEACHER 5.1 General The student teacher is expected to be a positive contributor to the learning experience of the students placed in his/her charge and to the school community of which he or she is a part. This will require a proactive and engaged stance from the first to last day of placement. The student teacher is to be immediately responsive to his/her cooperating teacher, respectful of students and their differences, sensitive to the culture of the host school, and committed to an ethic of service. The student teacher will behave at all times in a manner consistent with University and professional standards. 5.2 Relationships The student teacher will assume responsibility for creating and maintaining growth-enhancing relationships with the cooperating teacher, students and University supervisor. This will require open, honest and frequent communication. 5.3 Preparedness The student teacher will arrive punctually to school each day with all needed materials and with all assignments thoroughly completed. The student teacher will arrive to school dressed in a manner that meets or exceeds host school requirements. For males, the minimum standard is dress shirt, dress slacks and dress shoes. For females, the minimum standard is a dress or skirt at knee length (or) dress pants, dress blouse that covers the chest and midriff, and flat or low-heel dress shoes. Tattoos should be hidden and student teachers should avoid excessive jewelry and makeup. If a host school has a dress-down day, the student teacher may then participate with the prior approval of his/her University supervisor. 5.4 Attendance The student teacher will follow the host school s schedule. The student teacher will be present each day and will remain at the school site for the entirety of the teacher day unless authorized to leave by the University supervisor. If there is a need to be absent, the student teacher will provide his/her cooperating teacher and University supervisor with advance notice of the absence and will document the necessity of the absence with a written statement or doctor s note. If the student teacher was scheduled to teach on the day of an absence, he/she will provide the cooperating teacher with lesson plans for those classes he/she was scheduled to teach. 5.5 Professional Conduct The student teacher will honor the spirit of his/her cooperating teacher, students and host school by refraining from any speech or action that can be characterized as disapproval. Such behavior would be a breach of etiquette and professional courtesy. The student teacher will honor the right to confidentiality that is held by every student and parent. Student names and personal details will not be shared outside the school setting. The student teacher will behave in accordance with the Code of Professional Practice and Conduct for Educators found in the Pennsylvania School Code. This code can be found on pages of this 12

13 handbook and at Substitute Teaching Holy Family University does not permit student teachers to act as substitute teachers while they are student teaching. When a cooperating teacher is absent, it is expected that the host school will cover the teacher s absence with a certified substitute. In such an instance, the student teacher will continue to assume his/her accustomed role and level of responsibility at the discretion of the substitute teacher in order to maintain the continuity of instruction. 5.7 Liability Insurance Student teachers are encouraged to purchase professional liability insurance. Please note that the University does not provide liability coverage for students in the field. An easy and cost-effective means of purchase is to join the Student PSEA or Student NJEA, depending on the state in which the student is placed. Visit for information on PSEA membership and for information on NJEA membership. Both state organizations offer $1,000,000 of liability coverage with membership. The cost of membership is very reasonable. 5.8 Clearances Student teachers register copies of the following documents with American DataBank prior to the start of student teaching. Tuberculosis (PPD) Test Pennsylvania Child Abuse Clearance (Act 151) Pennsylvania Criminal History Background Check (Act 34) Federal Criminal History Record/Fingerprinting (Act 114) Arrest/Conviction Report and Certification Form (Act 24) See pages for additional details. 5.9 Problem Resolution Student teachers may encounter professional or personal problems throughout the semester that require the intervention and assistance of school or University officials. In these instances, student teachers are to proceed in accordance with the following general outline. If a classroom-based concern, speak first with the cooperating teacher and then University supervisor. If a personal problem, speak with the University supervisor. If the problem requires the attention of the cooperating teacher and/or Director of Field Placement, the University supervisor will guide the student teacher Withdrawal from Student Teaching A student teacher may be removed from his/her assignment for one or more of the following reasons. Illness or emergency Inappropriate conduct Failing to meet minimal performance standards 13

14 On request of the school administration or the cooperating teacher and with the approval of the Director of Field Placement 5.11 Change of Assignment The Field Placement Office is responsible for student teacher assignments and reserves the right to make changes in assignment at its discretion. Factors that might contribute to a change in assignment include but are not limited to the following. Extended illness or resignation of the cooperating teacher Request by the cooperating teacher to be relieved of responsibility for the student teacher Request by the school administration for a change in student teacher assignment A report by the University supervisor that such a change is in the best interest of the student teacher As a result of a work stoppage 5.12 Student Teacher Evaluation and Grading The University supervisor will assess the student teacher s performance by means of observations at regular intervals and will measure this performance against state-required competencies. The University supervisor s goal is to complete a minimum of six formal observations in the semester. The University supervisor will share these assessments of performance with the student teacher both orally and in writing. The purpose of this practice is to encourage the student s growth and to track improvements in his/her performance. The University supervisor will complete a midterm evaluation of the student teacher using the stateapproved PDE-430 form. The evaluation will be shared with the student teacher and will be used as a means of highlighting strengths and addressing weaknesses. A rating of one or better in each category on the midterm PDE-430 will satisfy the University s comprehensive exam requirement. A rating of zero in one or more categories will result in the student being required to sit for a written comprehensive examination. The student must earn a passing grade on the comprehensive examination to meet graduation requirements. o The student teacher should review and be familiar with the criteria outlined on the PDE-430 form. See pages The University supervisor will complete a final evaluation (PDE-430) of the student at the end of the semester. This evaluation will be shared with the student teacher and will reflect the student s performance from midterm to end of semester. A rating of one or better in each category is required for teacher certification. A rating of zero in one or more categories will make the student ineligible for teacher certification. The University supervisor will issue the student teacher an alpha grade of record. This grade will be based on the sum of the University supervisor s experience with the student teacher. The grade will be consistent with the substantive feedback given the student over the course of the semester and will factor in formal and informal feedback from the cooperating teacher. The student teacher should not be surprised by the final grade. 14

15 6.0 THE ROLE AND RESPONSIBILITIES OF THE COOPERATING TEACHER 6.1 Requirements Three or more years of successful teaching experience. Principal and/or district approval. State certification in assigned teaching role. Desire to actively mentor and guide an aspiring teacher. Willingness to coordinate the student teaching experience with a University supervisor. 6.2 Responsibilities Assist the student in acclimating to the classroom, school and community. o Introduce the student to significant others in the school setting. o Familiarize the student with classroom and school requirements and routines. Assist the student in coordinating observations of other certified teachers, the purpose of which is to broaden the student s exposure to varied instructional approaches and methodologies. Share your thought processes relative to instructional planning and delivery. Students will learn a great deal from you as you think out loud! Introduce the student to graduated instructional and non-instructional responsibilities, being mindful that the student is required to assume full responsibility for planning and instruction for a minimum of three consecutive weeks. Think in terms of transitioning to and from this three-week requirement such that the flow of instruction for your students is maintained and protected. You will want to consider the process and timeline by which the student teacher s responsibilities are increased and withdrawn. Review and approve the student s lesson plans. Monitor the student s progress and mentor with intent to build his/her professional capacity. Expect and demand a high standard of performance, while keeping in mind that the student is a relatively inexperienced pre-professional. Offer the student written feedback at the midpoint and end of semester using the Cooperating Teacher Feedback Form found on pages Discuss this feedback with the student and then forward a copy of the completed form to the University supervisor for his/her interest. Maintain regular contact with the University supervisor. View the supervisor as your collaborator and partner. Complete the Cooperating Teacher Evaluation of the Student Teaching Program. See pages Your feedback is important. Your ideas for improvement will help the University better meet the needs of its students. 6.3 Benefits Cooperating teachers benefit from mentoring in several ways. The act of mentoring invites the cooperating teacher to formulate and express the reasoning behind his/her own practice. This act of reflection can refine and strengthen the mentor s own teaching. The act of mentoring is a gift to the profession. By mentoring, the cooperating teacher is helping to shape and inform the next generation of teachers. The act of mentoring affords the cooperating teacher the opportunity to learn from a current student of teaching. The act of mentoring affords the cooperating teacher the opportunity to be invigorated by a preservice teacher s enthusiasm and passion. 15

16 The act of mentoring affords the cooperating teacher the opportunity to distribute and heighten instructional services to students. 6.4 Problem Solving If there is a concern with the performance and, or, disposition of the student teacher, please advise your school administrator and take the following steps. Discuss the concern with the student teacher and his/her University supervisor. Be clear about your expectations. If the concern continues after discussing the matter with the student teacher and University supervisor, request a meeting with the Director of Field Placements. This request can be made through the University supervisor or directly with the Field Placement Office by telephoning that office at or Related Documents Cooperating Teacher Evaluation of Student Teaching Program (page 17-18) Cooperating Teacher Feedback Form (pages 19-20) The University will acknowledge the mentorship of cooperating teachers with a tuition-free voucher for an eligible Holy Family University course and an invitation to a celebratory dinner. 16

17 Teacher Name: School: COOPERATING TEACHER EVALUATION OF STUDENT TEACHING PROGRAM Date: Student Teacher: Directions The School of Education of Holy Family University is interested in your feedback as a tool in the ongoing evaluation and improvement of programs and services. Please respond to the following based on the sum of your experience this semester. Check the column that most nearly captures your assessment of each program element Poor Fair Average Good Excellent 1. Sequence and organization of experiences developed for the student teaching program 2. Goals and objectives of the student teaching program 3. Orientation, guidance, and support given to the cooperating teacher 4. Supervision and guidance of the student teacher provided by the University supervisor 5. Effect of student teacher on pupil learning 6. Effect of student teacher on classroom discipline and pupil behavior What are the strengths of the student teaching program? How could the student teaching program be improved? 17

18 PART B: Evaluation of Student Teaching Program Competencies Place a check in the column that most nearly captures your assessment of each program competency How important is this competency? How well was the competency demonstrated by your student teacher? Rate each item using the 1-4 Likert Scale with 1 being LOW and 4 being HIGH 1. Understanding and following your school policies and procedures Planning and preparing for instruction Teaching and classroom interaction skills Oral and written communication Classroom management skills Instructional assessment skills Personal and professional skills Comments, concerns and suggestions for improvement: 18

19 HOLY FAMILY UNIVERSITY Cooperating Teacher Student Feedback Form Student: Cooperating Teacher: Subject: Date: School: Grade: Uses Holy Family School of Education lesson template Writes objectives that reflect state or local standards Category I: Planning and Preparation Descriptor On Target Developing Not Evident Writes objectives that reflect expectations for students written in measureable terms Provides assessment that is aligned with the instructional objectives and adapted as required for students needs Displays knowledge of content being taught Applies child growth and development theory to the construction of the lesson plan Applies learning theory to the construction of the lesson plan Constructivist pedagogy is evident in the activities that are planned for the students Uses resources, materials, or technology available through the school or district Comments: Displays a positive rapport with students Demonstrates a classroom presence as the teacher Moves around the room during the entire lesson Category II: Classroom Environment Descriptor On Target Developing Not Evident Communicates clear standards of behavior and value of quality work Practices withitness and overlapping Uses non-verbal cues when needed Interacts with and among all students Intervenes when misbehavior occurs without interrupting instruction Is aware of learning and behavioral needs of all students in the classroom, paying attention to equitable learning opportunities for all Is attentive to the safety needs of students Comments: 19

20 Category III: Instructional Delivery Descriptor On Target Developing Not Evident Begins lesson with clear statement of objective(s) in terms the students understand Speaks in an assertive voice and uses a volume that all students can hear Uses questioning and discussion strategies to encourage all students to participate Directions are given in both oral and written format Directions are given in a step-by-step, logical order Students have opportunities to repeat directions or to ask questions A model is provided when applicable The pacing of the lesson allows for change of activity and involvement of all students Grouping patterns vary with time for whole class, small group, and individual activities Feedback is provided to the students and comments reflect learning that is taking place Formal and informal assessment techniques are incorporated to monitor student learning Provides for the learning needs of all students in the classroom Provides lesson closure that allows students to reflect on learning that took place Preparation for the lesson is evident with all materials readily available Comments: Category IV: Professionalism Descriptor On Target Developing Not Evident Knowledge of school procedures and regulations related to attendance Knowledge of school requirements for maintaining accurate records and communicating with families Knowledge of school and/or district events Knowledge of district or university s professional growth and development opportunities Ability to cultivate professional relationships with school personnel Effective oral communication in all school-related contexts Effective written communication in all school-related contexts Exhibits professional and ethical conduct consistent with the Pennsylvania Code of Professional Practice and Conduct for Educators and local, state and federal regulations Knowledge of Commonwealth requirements for continuing professional development and licensure Comments: 20

21 7.0 THE ROLE AND RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR 7.1 Overview The student teacher supervisor is the University s administrative agent. The supervisor is the liaison between the University and the host school. The supervisor is charged with the primary responsibility for planning, coordinating and overseeing the student teaching experience. The supervisor discharges this responsibility in close collaboration and communication with the cooperating teacher, other host school officials, and the University s Director of Field Placement. 7.2 Orientation and Coordination The University supervisor will act to ensure that the student teacher and cooperating teacher understand their respective roles and the goals and requirements of the student teaching experience. The University supervisor will coordinate and oversee the student teaching experience by means of frequent visits and contacts. The University supervisor will treat the cooperating teacher as a partner in this endeavor. The University supervisor will maintain regular contact with the student teacher in order to monitor progress, identify problems, and facilitate growth and improvements. The University supervisor will keep the Director of Field Placement informed of problems in the field that require his/her attention and/or intervention. 7.3 Supervision The University supervisor will routinely consult with the cooperating teacher on the subject of the student teacher s performance. The University supervisor will systematically observe the student teacher s instruction at appropriate intervals throughout the semester. The University supervisor will provide the student teacher with oral and written feedback following each observation. The University supervisor will act to assist the student teacher in setting and achieving goals related to the attainment of program competencies. The University supervisor will confer routinely with the student teacher on the subject of his/her progress and will offer assistance as needed to encourage the student s continual growth and development. The University supervisor will keep the Director of Field Placement informed of any concerns relative to student placement and/or performance. 7.4 Problem Resolution University supervisors may encounter a variety of issues in the field about which they will have concerns. Some examples are (a) the appropriateness of the student s placement, (b) the student s performance fails to meet minimum requirements, (c) the student s co-operating teacher or building administrator requests that the student be removed and/or (d) a student concludes that he/she does not care to continue in the field. Outlined below are steps to be taken in the event the University supervisor encounters one of these issues. If the supervisor has concerns regarding the appropriateness of a student s placement, then: Consult with the Director of Field Placement and collaborate with him/her in the development and 21

22 implementation of an action plan. If a student is not meeting performance requirements, then: Consult with the cooperating teacher and compare observations and perceptions. Counsel the student in very direct terms, preferably in the presence of the cooperating teacher. Identify the areas of concern and offer specific action steps for improvement. Confirm the conversation in writing and copy the Director of Field Placement. If the student does not display satisfactory improvement in performance following counseling, consult with the Director of Field Placement and collaborate with him/her in the development and implementation of an intervention plan. If the building principal or cooperating teacher expresses an interest in the removal of the student, then: Ask for clarification regarding the rationale for the request. Determine the time frame for removal (e.g., immediately, at the conclusion of the school day, at the end of the school week, etc.). Inform the student privately of the decision. Provide the student with the rationale offered. Instruct the student to gather his/her personal effects and leave the campus until he/she receives further direction from the Field Placement Office. Contact the Director of Field Placement, advise him/her of the facts, and collaborate with him/her in the development and implementation of an action plan. The Director of Field Placement will communicate with the district, building administrator and field supervisor to bring closure to the matter. If there are any concerns with the removal process the Director of Field Placement, field supervisor, and Dean will meet together to discuss. The Director of Field Placement will report the facts to the Dean of the School of Education, Associate Dean, Division Chair, Program Coordinator, and field supervisor. If the student expresses a desire to leave the field, then: Consult immediately with the Director of Field Placement and collaborate with him/her in the development and implementation of an action plan. 7.5 Suggested Practices The following University Supervisor practices have proven to be beneficial to the development and performance of teacher candidates and are therefore encouraged: Conduct an introductory meeting with the cooperating teacher and student teacher in the first week of the semester. Review expectations, assignments and roles. Establish clear lines of communication. Introduce yourself to the building administrator and express your appreciation for his/her support of our students and programs. This is an important ambassadorial function and helps build good will. Conduct a midterm and end of semester meeting with the cooperating teacher and student teacher for the purpose of reviewing performance and setting developmental goals. These meetings should inform the University Supervisor s completion of the midterm and final PDE-430 evaluation forms. 22

23 Although a minimum of six formal observations are required, visit and/or contact the student teacher candidate and his/her cooperating teacher on a regular basis throughout the semester. This facilitates communication with both. 7.6 Evaluation and Grading The University supervisor will assess the student teacher s performance by means of observations at regular intervals and will measure the student teacher s performance against state-required competencies. The University supervisor will complete a minimum of six formal observations in the semester. The University supervisor will share these assessments of performance with the student teacher both orally and in writing. The purpose of this practice is to encourage the student s growth and to track improvements in his/her performance. o Note that there are several lesson observation formats available for use, namely, (1) long format, (2) quadrant format, and (3) narrative format. The University supervisor will complete a midterm evaluation of the student teacher using the stateapproved PDE-430 form. The evaluation is to be shared with the student teacher and used as a means of highlighting strengths and addressing weaknesses. A rating of one or better in each category on the midterm PDE-430 satisfies the University s comprehensive exam requirement. A rating of zero in one or more categories will result in the student being required to sit for a written comprehensive examination. The student must then earn a passing grade on the written comprehensive examination to meet graduation requirements. o A copy of the PDE-430 can be found on pages o The University supervisor should consider the feedback of the cooperating teacher in formalizing his/her judgment of a student s performance. The completed Cooperating Teacher Student Feedback Form can be helpful in this regard. See pages o Due dates for submission of midterm PDE-430s to the Field Placement Office will be announced. The University supervisor will complete a final evaluation (PDE-430) of the student at the end of the semester. This evaluation will be shared with the student teacher and will reflect the student s performance from midterm to end of semester. A rating of one or better in each category is required for teacher certification. A rating of zero in one or more categories will make the student ineligible for teacher certification. o A copy of the PDE-430 can be found on pages o The University supervisor should consider the feedback of the cooperating teacher in formalizing his/her judgment of a student s performance. The completed Cooperating Teacher Student Feedback Form can be helpful in this regard. See pages o Due dates for submission of final PDE-430s to the Field Placement Office will be announced The University supervisor will issue the student teacher an alpha grade of record. This grade is to be based on the sum of the University supervisor s experience with the student teacher. The grade should be consistent with the substantive feedback given the student over the course of the semester and should factor in formal and informal feedback from the cooperating teacher. The grade should reflect the student s performance level at the end of the semester in recognition of the developmental nature of the experience. The student must not be surprised by the final grade. o Due dates for submission of final grades will be announced. 7.7 Program Improvement The University supervisor is encouraged to develop formal and informal sources of feedback on program effectiveness. Suggestions for accentuating the positive and managing the negative aspects of program delivery are to be shared with the Director of Field Placement. The University supervisor is encouraged to nurture relationships and build alliances in the field in 23

24 order to enhance the University s image and to grow the University s pool of cooperating teachers and host schools. 7.8 Related Documents Lesson Observation Form, Long Format (pages 25-27) Lesson Observation Form, Quadrant Format (page 28) Lesson Observation Form, Narrative Format (page 29) PDE-430 (pages 52-57) 24

25 Student: Cooperating Teacher: HOLY FAMILY UNIVERSITY Lesson Observation Form Long Format School: Date: Subject: Grade: Time: University Supervisor: Uses Holy Family School of Education lesson template Writes objectives that reflect state or local standards Category I: Planning and Preparation Descriptor On Target Developing Not Evident Writes objectives that reflect expectations for students written in measureable terms Provides assessment that is aligned with the instructional objectives and adapted as required for students needs Displays knowledge of content being taught Applies child growth and development theory to the construction of the lesson plan Applies learning theory to the construction of the lesson plan Constructivist pedagogy is evident in the activities that are planned for the students Uses resources, materials, or technology available through the school or district Comments: Displays a positive rapport with students Demonstrates a classroom presence as the teacher Moves around the room during the entire lesson Category II: Classroom Environment Descriptor On Target Developing Not Evident Communicates clear standards of behavior and value of quality work Practices withitness and overlapping Uses non-verbal cues when needed Interacts with and among all students Intervenes when misbehavior occurs without interrupting instruction Is aware of learning and behavioral needs of all students in the classroom, paying attention to equitable learning opportunities for all Is attentive to the safety needs of students 25