About the Siena College Teacher Education Program

Transcription

1 About the Siena College Teacher Education Program Since the founding of the College in 1937, Siena has been committed to preparing men and women to make a difference in the world through the noble profession of teaching. Siena s Teacher Preparation Program is accredited by the National Council for Accreditation of Teacher Education (NCATE) and is registered with New York State s Department of Education. In keeping with the College s mission, the Siena College Education Department developed the following Vision Statement: Inspired by the life and work of Francis of Assisi, the Education program at Siena College prepares teachers committed to the continuing effort to create a good and just society. Our prospective teachers demonstrate high levels of academic achievement, openness to all persons, and the capacity to use a variety of skills needed to instruct students effectively. With guidance and instruction from collegiate and school-based faculty, they prepare for this work by demonstrating excellence in their liberal arts and science core, their major, and their professional courses and experiences. Graduates of Siena s teacher education program will be willing and able leaders in the endeavor to provide quality instructional environments for students from diverse backgrounds, cultures, and abilities. This Statement is the basis for our teacher education framework, a framework that is supported by three pillars: Franciscan Values, Collaborative Practice, and Professional Excellence. Franciscan Values. We expect our aspiring teachers to notice, understand, and work to overcome inequities in our society and in our schools. We are conscious of the need to help them see what their own personal circumstances may have obscured; that there is injustice in our society, that service to others is the highest human calling, and that teachers have an unparalleled opportunity to work for the good of the larger community. Collaborative Practice. We believe that teacher preparation is best conceived as a shared mission between a college and a middle or high school. As a result, Siena and select Capital Region middle and high schools have collaborated in providing Siena teacher candidates with professional preparation grounded in research and practitioner knowledge and practice, and in enhancing achievement/learning for all students. Professional Excellence. The professional excellence of Siena s teacher education candidates is derived primarily from student success in meeting the demands of the academic major as well as demonstrating mastery of the knowledge, skills, and dispositions required in professional education courses and clinical experiences. We have aligned the instructional component of our program with Charlotte Danielson s Framework for Teaching (1996, 2007). Through its many components, Danielson s framework offers aspiring teachers and their instructors a common language with which to discuss the practices necessary for learning and mastering the art of teaching. 1

2 Teacher Preparation at Siena College Siena College s Teacher Preparation Program consists of a minimum of 30 hours of coursework (including student teaching) and 110 hours of fieldwork completed as part of a student s baccalaureate program. The same applies for a returning student or for a person who already holds a baccalaureate degree. Students who complete this program must complete a major in a content area in order to be eligible to be recommended for Initial New York State teacher certification, grades 7-12, in that content area. Eligible content areas at Siena College are English, Social Studies (which includes History, American Studies, Political Science and Sociology), Mathematics, Biology, Chemistry, Physics, Business and Marketing (including Finance, Economics and Accounting), French, and Spanish. Students interested in Siena College s Teacher Preparation Program must complete four 3- credit education core courses as a prerequisite for admission to the program: EDUC 210 Issues in Contemporary American Education (includes 10 hours of field experience) EDUC 260 Educational Psychology (includes 20hours of field experience)* EDUC 261 Foundations of Language and Literacy (includes 20 hours of field experience)* EDUC 365 -Exceptional and At-Risk Learners (includes 20 hours of field experience)* * Successful completion of EDUC 210 or permission of the Chair of the Education Department is required to enroll in these courses After completing the prerequisite courses, students may apply to the Teacher Preparation Program. Applicants must then be accepted into the program through a process governed by the Education Professions Committee (EPC). This interdisciplinary review committee made up of faculty from the content areas and the Education Department considers many factors, including: Academic record: Applicants must maintain an Education GPA of at least 3.0 and meet the academic and overall GPA requirements established by their academic departments as outlined in the course catalog; Required portfolio: Items include application, CAPP report, application essay, and graded paper from the academic major; Demonstrated success in working with students in an educational setting as documented by Siena s Field Experience Activity Record and Assessment (Form E); Evaluation and recommendation by the student s academic major department and the Education Department; Completion of NYS Education Department requirements, including a foreign language requirement which varies among academic departments. 2

3 Once admitted into the Teacher Preparation Program, students enter the Professional Year, which consists of the following: First Semester EDUC 481 Instructional Theory and Practice in Inclusive Classrooms (includes two 20 hour field experiences), 3credits EDUC 482 Instructional Theory and Practice in Inclusive Classrooms Lab, 1 credit Second Semester EDUC 487 Clinical Experience in the Middle School, 5 credits EDUC 488 Clinical Experience in the High School, 5 credits EDUC 461 Literacy and the Reflective Practitioner, 3credits EDUC Literacy and the Reflective Practitioner Lab, 1 credit EDUC 495 Drug, Alcohol, & Tobacco Workshop, 0 credits EDUC 496 Child Abuse and School Violence Workshop, 0 credits Note: All students applying for certification after December 31, 2013 must complete six hours of training or coursework in Harassment, Bullying and Discrimination prevention and Intervention following the syllabus developed for the Dignity for All Students Act (DASA) as required by Article 2 of the Education Law.. Other program Considerations: Students working towards certification in Biology, Chemistry and Physics may also want to pursue a second certification in General Science. This would require an additional 18 hours of science in areas other than their academic major. In addition, students may extend their New York State adolescence, grades 7-12 certification to include a grade 5-6 extension by completing the following courses: EDUC 385 Teaching and Learning in the Middle School (includes 20-hour field experience), 3 credits EDUC 360 Adolescence and Schooling (includes a 20 hour field experience), 3 credits Note: The grade 5-6 extension is not necessary for students in the Business and Marketing Education Program since that is already a K-12 certification. 3

4 First Semester of the Professional Year The first semester of the Professional Year (the semester preceding student teaching) provides an opportunity for pre-service teachers to become familiar with their upcoming student teaching responsibilities. During this semester, students take a full load of courses on campus, including. EDUC 481 Instructional Theory and Practice in Inclusive Classrooms (3credits) and the lab component of the course, EDUC 482(1 credit ). EDUC 481 and EDUC 482 combined is also know as the methods course. As part of this methods course, candidates are assigned to two 20-hour field experiences with their middle school and high school cooperating teachers. Business education candidates, who have a single student teaching placement, are assigned to one 40-hour field experience with the high school cooperating teacher. This arrangement allows candidates to become acquainted with their cooperating teachers, as well as the students, expectations, policies, and procedures at the schools before actually entering student teaching. Role of the Student Teacher As suggested above, the purpose of the field experience during the methods course is to provide an opportunity for candidates to orient themselves to their upcoming student teaching experience. To this end, they are expected to contact each of their cooperating teachers early in the semester and arrange a schedule for field experiences. It is expected that students will get acquainted with their cooperating teacher and his/her students, materials, routines, and procedures. It is also expected that students will become acquainted with the school beyond the classroom, including its history, philosophy, policies, and personnel. Finally, it is expected that student teachers will get their feet wet by developing a sampling of lesson plans and student assessments, teaching a couple of lessons, and engaging in a variety of teaching activities, as time permits. These expectations are specified in Forms A and A-1, samples of which are included in Appendix I. Role of the Cooperating Teacher as Field Supervisor The cooperating teacher plays a key role in the development of the student teacher by modeling, offering suggestions, guiding, demonstrating, conferring, counseling, and evaluating. Called upon for advice on everything from classroom management to selection of instructional media, the cooperating teacher is a major influence on the future teacher. Since the candidate will most likely be apprehensive about his/her abilities to succeed in the classroom, the cooperating teacher s guidance during the pre-student teaching field experience is very important. The field experience provides an excellent opportunity to address some of the candidate s initial anxieties. Experience has shown that preliminary concerns of candidates often include: What will the cooperating teacher expect of me? What standards does the cooperating teacher maintain? When is the best time to approach my cooperating teacher before school, after school, during planning periods? 4

5 Can I contact my cooperating teacher at home if I have a question or would he/she prefer messages at school? How much of my own initiative will my cooperating teacher expect? Allow? What should I do if I make a mistake? How should I dress? How/when will my cooperating teacher provide me with feedback? The above questions form a good foundation for early discussions between the cooperating teacher and the student teacher. In time, additional items relative to a particular school, subject area, and students will certainly be raised by both the candidate and cooperating teachers as the initial relationship develops into a cooperative effort. Cooperating teachers are asked to complete two forms for the field experience, Form A and Form A-1 (see Appendix I). Form A records the activities completed as part of the field experience; Form A-1 is the cooperating teacher s evaluation of the candidate s performance. Both forms must be completed by the cooperating teacher and submitted before a course grade for EDUC 482 can be assigned. Concerns regarding the pre-service candidate s readiness to begin student teaching should be addressed to either the EDUC 481 professor or the Director of Field Experiences, who is also the instructor for EDUC

6 Second Semester of the Professional Year During the second semester of their professional year, (also referred to as the Student Teaching Semester) student teachers are pre-registered by the Education Department Director of Field Experiences for the following courses: EDUC 487 Clinical Experience in the Middle School, 5 credits EDUC 488 Clinical Experience in the High School, 5 credits EDUC 461 Literacy and the Reflective Practitioner, 3credits EDUC 462 Literacy and Reflective Practitioner Lab, 1 credit EDUC 495 Drug, Alcohol, & Tobacco Workshop, 0 credits EDUC 496 Child Abuse and School Violence Workshop, 0 credits Note: All students applying for certification after December 31, 2013 must complete six hours of training or coursework in Harassment, Bullying and Discrimination prevention and Intervention following the syllabus developed for the Dignity for All Students Act (DASA) as required by Article 2 of the Education Law.. EDUC 487 and EDUC 488 represent the student teaching experiences. Student teachers spend half of the semester at their middle school placement and half at their high school placement, with the exception of business education student teachers, who have one high school placement for the full semester. EDUC 461 combined with EDUC 462 is a seminar designed to complement the student teaching experience. The seminar is scheduled once a week late in the afternoon to minimize interference with student teaching obligations. EDUC 495 and EDUC 496 are New York State required workshops and are scheduled on campus for two days between student teaching experiences. Students will be notified as to how the DASA requirement for six hours of training or coursework will be delivered. The student teaching semester is very demanding in terms of time and energy. Therefore, it is our expectation that student teachers do not schedule additional time-consuming activities during this semester. This means that student teachers may have to request leaves of absence from employment and/or sports teams and clubs during the student teaching semester. In addition, no other college courses my be taken during the student teaching semester. 6

7 Role of the Student Teacher During the student teaching experience, student teachers will begin the transition to their professional roles as teachers. These roles are defined using Danielson s Framework for Teaching and its four domains: Domain 1: Planning and Preparation. During the student teaching experience, student teachers will have the opportunity to apply their content and pedagogical knowledge in the classroom as teachers. They will learn to select instructional goals appropriate to their students and to develop lesson plans that demonstrate knowledge of content; students; State, professional and local standards; and use of educational resources. Written lesson plans are required of all student teachers. Such plans must be developed using an acceptable format which is used in EDUC 461 and EDUC 481 and must be submitted in advance to cooperating teachers and supervisors, within an agreed-upon schedule. In short, thoughtful planning is deemed essential and will help student teachers focus on the goals of each lesson and how those goals will be reached. Domain 2: The Classroom Environment. With the help of their cooperating teachers and supervisors, student teachers will learn to create a learning environment that demonstrates mutual respect between students and teacher and among students. This involves creating a culture where content is valued and expectations for learning and achievement are high. Student teachers will learn to manage classroom procedures and student behavior and to organize their classrooms and resources in ways that promote both safety and learning. As part of this responsibility, they will learn to work with classroom aides, guidance counselors, social workers, psychologists, and other professionals to best meet the needs of students. Domain 3: Instruction. Inherent in the title of teacher is the role of instructional leader. Therefore, student teachers are expected to engage students in learning content through activities, assignments, grouping, materials, resources, structure, and pacing. They will learn and implement questioning and discussion techniques that promote student participation and knowledge acquisition. They will be expected to communicate clearly and accurately and to provide accurate, substantive, constructive, specific, and timely feedback to students. Perhaps most importantly, given their novice status, student teachers are expected to be responsive to the suggestions of their cooperating teachers and supervisors and to demonstrate flexibility and persistence. Domain 4: Professional Responsibilities. Finally, student teachers will learn the obligations of membership in a profession, such as adherence to the rules, regulations, and schedules of the school; clear and accurate record-keeping; effective home-school communication; participation in school and professional activities; and collaboration with other professional team members. Apparent in these responsibilities is the demonstration of professional dispositions such as mature decision-making, positive peer relationships, and professional advocacy. Lastly, student teachers are expected to reflect on their own performance and to identify improvements to enhance their own professional growth and development. 7

8 Role of the Cooperating Teacher Assuming that the program has proceeded as planned, the student teacher will have had many experiences with the cooperating teacher during the pre-student teaching semester, and both will be anxious for the student teaching semester to get underway. As was the case during the previous semester, however, the transition to student teaching can be intimidating. Once again, this is a point at which cooperating teachers can be of great assistance. The counseling, the understanding, the you did a good job provide great impetus in moving the student teacher toward his/her goal to be an effective teacher. At the beginning of student teaching, you should discuss your expectations with the candidate, as well as listen to his/her expectations. Following are some questions that may be on the mind of the new student teacher: When will I teach my first class? What results will you look for in determining when I am ready to completely take over my first class? How long will you continue to stay in the classroom while I am teaching? Will I be expected to teach from your lesson plans, or will I be allowed to follow plans that I have written and had approved by you? What are some strategies you have found successful in dealing with/ preventing discipline situations in the classroom? As the student teaching experience progresses, it is important to: Provide daily opportunities for the student teacher to ask questions and to review progress and goals. Joint planning time is essential (Note expectations for student planning above). Encourage student teachers to reflect and self-evaluate their personal and professional progress on a regular basis. Periodically observe your student teacher and provide feedback regarding strengths, as well as areas for improvement. Written feedback is especially powerful (see Reflection on Teaching below). Confer with Siena College s student teaching supervisors. Their understanding and assessment of student teachers will be enhanced by your insight. For students graduating after May 1, 2014, an electronic portfolio (edtpa) must be submitted to the State, and the student must receive a passing grade, before certification will be awarded. Siena College will provide guidance to the cooperating teachers regarding the types of support they can provide to assist their student teacher relative to completing this task. 8

9 Expectations of Student Teachers. Given the field experience that occurred during the previous semester, Siena assumes that student teachers will begin teaching their first class during the first week of the student teaching experience. From this point on and as soon as practical, student teachers should begin to assume additional classroom and extracurricular duties so that they gradually experience what it means to have full-time teaching responsibilities. In addition, student teachers should assume, gradually and as completely as practical, all of the obligations assigned to the cooperating teacher. The cooperating teacher, the student teacher, and the Siena clinical supervisor will plan the pace at which these duties are assumed. Reflection on Teaching. Particularly in the early stages of student teaching, a follow-up conference on lesson presentation is essential. Student teachers will need guidance in reflecting on their presentation and on their students responses. Some questions that may help student teachers reflect on their teaching might include: What did you hope students would get out of the lesson? What evidence do you have that students met this objective during the lesson; i.e., what behaviors did you notice, what quality of work was produced, etc.? How did you relate the lesson to the students experience or prior knowledge? Was the lesson planned to actively engage all students in learning? Was the class motivated? Did all students participate? Did you have provisions for students of varying ability levels? How might you more effectively differentiate your instruction in the future? How did you perceive your classroom management? Were the students on-task and focused? Were you prepared for those who might finish activities early? What do you think were the most successful aspects of the lesson? What aspects would you want to incorporate in future lessons? What aspects of your teaching would you like to improve? How will this be evident in your next lesson? Becoming a reflective teacher is not easy. It takes time and patience on the part of student teachers, cooperating teachers, and supervisors. While its use by cooperating teachers is optional, we encourage the use of Form B Student Teaching Observation Form (see Appendix I). This is the same form used by the Clinical Supervisors assigned from the Education Department. Like the questions above, this form is based on the Danielson model and provides a framework for discussing and reflecting on the lesson observed. College supervisors will also strive to develop the student teacher s reflective practice by holding conferences before and after their own observations. 9

10 Student Teacher Evaluation. The cooperating teacher formally evaluates the student teacher twice midway through the student teaching experience (after about 3 weeks) and again at the conclusion of each placement. Student teachers in business education will be formally evaluated by their cooperating teachers at the mid-point of their student teaching experience and again at the conclusion. The Director of Field Experiences will provide the cooperating teachers with a Student Teaching Calendar at the beginning of each student teaching experience. The calendar will includes all of the dates relevant to the evaluation of the student teachers. Cooperating teachers use Form C Mid-Experience Evaluation for Student Teaching (see Appendix I) for the mid-experience evaluation. This form will be submitted electronically according to the directions provided by the Director of Field Experiences. After completing this form, the cooperating teacher and student teacher should discuss areas of strength and areas needing improvement. At this point, it is important for the student teacher to be clear regarding expectations and goals for the remainder of the placement. It is also a good time to reinforce to the student teacher the progress that has been made. During the final week of student teaching, the cooperating teacher will complete Form D Final Evaluation of Student Teaching (see Appendix I). Similar to the mid-experience evaluation Form C, this form will be submitted electronically according to the directions provided by the Director of Field Experiences. In addition, the cooperating teacher is asked to recommend a final student teacher grade to the Director of Field Experiences (see Appendix I Form F). This grade should be based on the cooperating teacher s overall assessment, using the rubric found in the Appendix as a general guide. The student teacher s final grade is a compilation based on the final evaluations and recommended grades received from the cooperating teacher, the subject area supervisor, and the clinical supervisor. The subject area and clinical supervisors meet with the Director of Field Experiences to determine these final grades. If there are significant discrepancies among the three recommended grades, the cooperating teacher may be asked to provide additional, specific information regarding the recommended grade. Students with an a final grade of B- or lower in either EDUC 487 or EDUC 488 will not receive a recommendation for teacher certification from Siena College. 10

11 Substitute Teaching. Because student teachers have so many responsibilities and so many new experiences, and since student teaching is intended to be a guided learning experience, Siena student teachers may only serve as substitute teachers in very unusual circumstances. If an emergency necessitating that another teacher s classes must be covered, we suggest that the preservice teacher remain with familiar classes, freeing the cooperating teacher to substitute for his/her colleague. Substitute teaching by a student teacher for more than one day requires the approval of the Siena College Education Department Chair. Letters of Reference. Student teachers typically request a letter of reference from their cooperating teachers. Cooperating teachers may certainly decline if they feel unable to write a positive letter that would support the student teacher s job search. However, those who agree to write such letters are asked to write them on school stationary or on a form provided by the student teacher from the Siena College Career Center. These letters, if sent to the Career Center, will be designated as confidential or non-confidential, depending on the wishes of the student. It is important to remember that letters of reference from cooperating teachers are highly valued by prospective employers; therefore, promptness and clarity are important. Letters of Understanding. Cooperating teachers are asked to sign a letter of understanding with Siena College at the beginning of student teaching indicating their willingness to work with a student teacher. This letter is presented to cooperating teachers by the Director of Field Experiences at the beginning of the student teaching experience. Once signed and returned, this letter allows the cooperating teacher s honorarium to be processed. Honoraria are mailed to cooperating teachers following the student teaching experience. 11

12 Role of the College Supervisors Each student teacher is assigned two Siena College supervisors one from the student s subject area (known as the subject area supervisor) and one from the Education Department (known as the clinical supervisor). These supervisors are expected to work closely with the cooperating teacher and the student teacher during the student teaching experience. Each will visit the student teacher at least twice during each student teaching experience (four times in the case of business education student teachers). Some of these observations may be unannounced. Each lesson observation completed by a subject area or clinical supervisor will be recorded using either Form B Student Teaching Observation Form or a form specific to the student s subject area. All such observations/evaluations will be discussed with the student teacher following each observation. When possible, the observations/evaluations will also be discussed with the student s cooperating teacher. At the end of each placement, each supervisor completes a final evaluation (Form D) and makes a final grade recommendation (Form F), using the same forms required of cooperating teachers. At the end of the semester the subject area and clinical supervisors meet with the Director of Field Experiences to determine the final grades for each student teacher taking into account the grades assigned by the cooperating teachers. If there are significant discrepancies among the three recommended grades, the cooperating teacher may be asked to provide additional, specific information regarding the recommended grade. For students graduating after May 1, 2014, an electronic portfolio (edtpa) must be submitted to the State, and the student must receive a passing grade, before certification will be awarded. The Education Department will provide guidance to the subject area and clinical supervisors regarding the types of support they can provide to assist their student teacher relative to completing this task. 12

13 Siena College Education Department Candidate Learning Outcomes Reflecting Franciscan values and our Conceptual Framework, The Siena College Education Department instills in our graduates the understanding that excellence in teaching includes effectiveness in one s classroom, a commitment to work collaboratively toward education of the highest quality for all children, and respect for the interdependence of life in a just and peaceful world. Emphasizing the four domains below, within inclusive classrooms, graduates of Siena College s teacher preparation program will: Planning and Preparation (1) 1a. Demonstrate knowledge of content and pedagogy, including NYS and professional association standards; 1b. Demonstrate knowledge of students learning styles, abilities and disabilities, developmental status, interests, and cultural heritage; 1c. Select appropriate instructional goals that are clear, valuable, and suitable for diverse learners; 1d. Demonstrate knowledge of resources, including technology and assistive technology; 1e. Design coherent and differentiated instruction, including learning activities, student grouping, and lesson structures that support instructional goals; 1f. Assess student learning in a manner congruent with instructional goals and standards. 1g. Demonstrate knowledge of major schools of thought about schooling, teaching, and learning. The Classroom Environment (2) 2a. Create an environment that reflects the Franciscan values of genuine warmth, caring, empathy and mutual respect; 2b. Establish a culture for learning where content is valued and expectations for learning and achievement are high; 2c. Manage classroom procedures (routines, duties, transitions, materials) and the work of volunteers and paraprofessionals; 2d. Manage student behavior through clear expectations, monitoring of student behavior and responses to student behavior; 2e. Organize physical space and resources in ways that promote safety and accessibility to learning. Instruction (3) 3a. Communicate clearly and accurately via oral and written language; 3b. Use questioning and discussion techniques in which questions are of high quality and discussion techniques promote student participation; 3c. Engage students in learning through content, activities, assignments, student grouping, materials, resources, structure, and pacing; 3d. Provide feedback to students that is accurate, substantive, constructive, specific, and timely; 3e. Demonstrate flexibility and responsiveness through lesson adjustment, responsiveness to students, and persistence. Professional Responsibilities (4) 4a. Reflect on their teaching to identify improvements to enhance future teaching and participate in professional growth opportunities; 4b. Maintain accurate records concerning the instructional program, individual students, and mandated requirements; 4c. Foster effective home-school relationships through the sharing of student and program information; 4d. Contribute to the school and district through professional collaboration, participation in school activities, and demonstration of the Franciscan value of service; 4e. Show professionalism through positive peer relationships, mature decision-making, and professional advocacy. June

14 New York State Teaching Standards and Elements Standard 1: Knowledge of Students & Student Learning Knowledge of child and adolescent development, including students cognitive, language, social, emotional, and physical developmental levels Knowledge of current, research-based knowledge of learning and language acquisition theories and processes Knowledge of and responsive to diverse learning needs, interests, and experiences of all students Knowledge of individual students from students, families, guardians, and/or caregivers to enhance student learning Knowledge of and responsive to the economic, social, cultural, linguistic, family, and community factors that influence their students learning Knowledge of and understanding of technological and information literacy and how they affect student learning Standard 2: Knowledge of Content and Instructional Planning Knowledge of the content they teach, including relationships among central concepts, tools of inquiry, and structures and current developments within their discipline(s) Teachers understand how to connect concepts across disciplines and engage learners in critical and innovative thinking and collaborative problem solving related to real world contexts Uses a broad range of instructional strategies to make subject matter accessible Establish goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to achievement Designs relevant instruction that connects students prior understanding and experiences to new knowledge Evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals Standard 3: Instructional Practice Uses research-based practices and evidence of student learning to provide developmentally appropriate and standards-driven instruction that motivates and engages students in learning Communicate clearly and accurately with students to maximize their understanding and learning Set high expectations and create challenging learning experiences for students Explores and uses a variety of instructional approaches, resources, and technologies to meet diverse learning needs, engage students and promote achievement Engage students in the development of multi-disciplinary skills, such as communication, collaboration, critical thinking, and use of technology Monitors and assesses student progress, seeks and provides feedback, and adapts instruction to student needs Standard 4: Learning Environment Creates a mutually respectful, safe, and supportive learning environment that is inclusive of every student Creates an intellectually challenging and stimulating learning environment Manages the learning environment for the effective operation of the classroom Organize and utilize available resources (e.g. physical space, time, people, technology) to create a safe and productive learning environment 14

15 Standard 5: Assessment for Student Learning Design, adapt, select, and use a range of assessment tools and processes to measure and document student learning and growth Understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction Communicate information about various components of the assessment system Reflect upon and evaluate the effectiveness of their comprehensive assessment system to adjust assessment and plan instruction accordingly Prepare students to understand the format and directions of assessment used and the criteria by which the students will be evaluated Standard 6: Professional Responsibilities and Collaboration Upholds professional standards of practice and policy as related to students rights and teachers responsibilities Engage and collaborate with colleagues and the community to develop and sustain a common culture that supports high expectations for student learning Communicate and collaborate with families, guardians, and caregivers top enhance student development and success Manage and perform non-instructional duties in accordance with school district guidelines or other applicable expectations Understand and comply with relevant laws and policies as related to students rights and teachers responsibilities Standard 7: Professional Growth Reflect on their practice to improve instructional effectiveness and guide professional growth Set goals for and engage in ongoing professional development needed to continuously improve teaching competencies Communicate and collaborate with students, colleagues, other professionals, and the community to improve practice Remain current in their knowledge of content and pedagogy by utilizing professional resources 15

16 Policies and Procedures for Student Teachers The following policies and procedures are in effect for candidates during the Professional Year: Eligibility to participate in the Professional Year is contingent upon meeting and/or maintaining the requirements (including GPA requirements) set forth by the Education Professions Committee, and as outlined in the acceptance letter sent to each pre-service teacher and as defined in the Siena College Catalog. Students must have a grade of B or better in EDUC 481 and EDUC 482 in order to continue in the certification program and to begin student teaching. Students must also achieve a grade of B or better on all coursework during their student teaching semester (EDUC 461, EDUC 462, EDUC 487 and EDUC 488) in order to be recommended for NYS teacher certification by Siena College. Students must also attend the required workshops necessary for certification, EDUC 495 and EDUC 496. Note: All students applying for certification after December 31, 2013 must complete six hours of training or coursework in Harassment, Bullying and Discrimination prevention and Intervention following the syllabus developed for the Dignity for All Students Act (DASA) as required by Article 2 of the Education Law.. Students who withdraw from the certification program or have to postpone the second semester of their Professional Year will be required to reapply to the Education Professions Committee and to meet the requirements in place at the time of their new application. The second semester of the Professional Year is a full-time classroom experience. Student teachers are considered full-time students taking 14 Education Department credits. No other college courses may be taken during the student teaching semester. The second semester of the Professional Year is an integrated experience, and must be completed as a total unit. Student teachers will observe the holidays and vacations scheduled by the school district in which they are student teaching, and not the Siena College calendar during that semester. Student teachers may not leave early or return late from a school holiday. A student teacher may act as a substitute teacher in the classes in which he/she is student teaching only in an emergency situation and only for a limited time. Student teachers are to notify the Education Department Chair and receive permission if such an emergency situation extends beyond one day. 16

17 In the event that illness causes absence from the student teaching assignment, student teachers must notify the cooperating teacher, clinical supervisor, subject area supervisor, and the Director of Field Experiences as early as possible on the day of the illness. These calls or s must be made every day that a student teacher is absent. Absences due to illness may require additional time in a placement. Student teaching is viewed as a full-time job. It is very demanding in terms of time and energy. Student are not expected to be working during their student teaching semester. If a work-study job is part of a student's financial aid package, or if there is a hardship that would make it necessary for a student to continuing working during their student teaching semester, the student should make an appointment to discuss their individual circumstances with the Director of Field Experiences. Students need to be cautious of time-consuming activities during their student teaching semester. In addition to work, student teachers may need to request a leave of absence from a sports team and/or club during the student teaching semester. These activities cannot interfere with the responsibilities of the student teaching assignment or the course work or related activities associated with student teaching. If necessary, the Director of Field Experiences can be available to meet with the student teacher s coach or club advisor to discuss the situation. All absences, other than those of temporary illness, require the prior approval of the Director of Field Experiences, the Education Department Chair and the cooperating teacher. If approved, it is the student teacher s responsibility to notify both of his/her supervisors of the planned absence. Although the absence is approved, it may require additional time in a placement. Unexcused absences or tardiness can result in a candidate consultation and/or termination as outlined in the Policies for Candidate Consultation included in this handbook. Students are advised to consider the risk of possible infectious disease exposure within a given school system. Hepatitis B is one of the diseases for which a specific vaccine exists. Student teachers should consult their personal physicians regarding preventative measures. 17

18 Siena College Education Department Professional Dispositions Framework Rationale Professional dispositions are the habits of mind and resulting behaviors that enable educators to use their professional knowledge and skills to fulfill the vision of excellence articulated in Siena College s Teacher Preparation Conceptual Framework. Reflecting Franciscan values our conceptual framework articulates understanding that excellence in teaching includes effectiveness in one s classroom, a commitment to work collaboratively toward education of the highest quality for all students, and respect for the interdependence of life in a just and peaceful world. Required Professional Dispositions and Behaviors Candidates preparing to work as school professionals know and demonstrate the professional dispositions and advocacy necessary to help all students learn. Inspired by the life and work of Francis of Assisi, the education program at Siena College prepares teachers committed to the continuing effort to create a good and just society. Candidates must continuously demonstrate these qualities in concrete ways in their interactions with their peers, with college faculty, with professionals in cooperating schools, and especially with students. Specifically, teacher candidates and graduates of Siena College s teacher preparation program will demonstrate: Commitment to authentic learning and teaching - candidates exhibit enthusiasm, initiative, and dedication to the task of providing a safe, inclusive, equitable environment for all students to learn at high levels and seek effective new ideas, diverse perspectives, and relevant information to develop continuously as professional educators as reflected in domains 1 & 2 of the conceptual framework and candidate learning outcomes. Professional Advocacy - candidates understand how social structures and power relationships disadvantage some groups of learners; assume an effective leadership role in recognizing and challenging injustice; and act with courage and patience to ensure that all students have equal access and opportunities to learn as reflected in domains 3 & 4 of the conceptual framework and candidate learning outcomes. Critical Reflection - candidates exhibit self-awareness and critical inquiry into their own biases and teaching practice within a socio-cultural perspective; and seek and respond appropriately to constructive and developmental feedback from others to improve their own practice as reflected in domain 4 of the conceptual framework and candidate learning outcomes. Integrity - candidates exhibit honesty, and fairness; adhere to professional ethics and standards of behavior; and act in the best interest of all students and others in the learning community as reflected in domain 4 of the conceptual framework and candidate learning outcomes. Collaboration - candidates listen, communicate, and work effectively with others from a variety of diverse backgrounds to provide a safe, inclusive, equitable and shared learning environment as reflected in domains 1, 2, 3 & 4 of the conceptual framework and candidate learning outcomes. Demonstrating Professional Competence Professional behavioral attributes related to the professional dispositions listed above are demonstrated by behaviors in content specific courses, education courses, and in field placements consistent with those described in the field experience handbook and the student teaching handbook. Those behaviors include: Participating fully in courses and field work settings; prioritizing and fulfilling responsibilities on time; welcoming new ideas and using constructive and developmental feedback to improve performance; seeking assistance from instructors and supervisors when appropriate; recognizing and compensating for one s own strengths and limitations through the process of critical reflection; displaying enthusiasm, initiative, and flexibility; and exhibiting poise and a professional appearance. Responding appropriately to interpersonal cues from others; listening to the viewpoints of others; treating individuals with respect and tact; using discretion and good judgment; exhibiting integrity; developing positive relationships with others; and contributing to effective and productive collaboration. Exhibiting commitment to authentic teaching and learning; advocating for the teaching profession; and displaying the physical and emotional capacity to handle the expectations of the education profession. 18

19 Evaluating Professional Competence\The faculty of the Education Department at Siena College systematically evaluate the performance of candidates based on the written policies and procedures specified in the Field Experience and Student Teaching Handbooks. On occasion, faculty may determine that additional assistance is necessary beyond the normal feedback and assessment provided by courses and field experiences. Under such circumstances faculty may use the File for Information Report (FFI) and/or Candidate Consultation Process outlined in the Policies and Procedures for Candidate Consultation and Termination. Faculty of the Education Department at Siena College is defined as any individual instructing or supervising a candidate at the college or in field settings including but not limited to the candidate s course instructor, supervising teacher, clinical supervisor, academic supervisor and/or the field experience supervisor. 19

20 Siena College Education Department Policies and Procedures for Candidate Consultation and/or Termination POLICY All programs and departments offering required courses leading to recommendation for certification at Siena College prepare candidates to serve as professionals in roles of service to students who are minors or individuals of circumstances of significant vulnerability. In the course of pursuing their academic programs, candidates come into direct contact with such vulnerable students as part of their field work experiences and student teaching placements. Faculty of the Education Department have an obligation to protect those students and cannot tolerate candidate behavior that exploits, endangers, compromises or threatens the welfare, safety or rights of the students we serve. The Education Professions Committee (EPC) at Siena College is responsible for granting admission into the Teacher Preparation Program. Faculty, Staff, and Cooperating teachers employed or utilized by Siena College and the Education Department are responsible for overseeing the continuance of teacher candidates throughout all required coursework, field experiences, and student teaching placements for recommendation for teaching certification in the State of New York. It is the responsibility of the candidate to adhere to the academic performance criteria throughout his/her enrollment in required coursework and experiences for teacher certification. If a candidate does not continue to meet the academic and dispositional criteria or harms or threatens harm to self or others, the faculty may consult with the candidate, temporarily remove him or her from the experience or placement, and/or recommend termination from the teacher preparation program. The Education Department reserves the right to engage the candidate in the consultation process as outlined below prior to making a decision regarding termination or the Education Department may make an immediate determination for termination. Further, the Education Department reserves the right to immediately remove a candidate from a field work or student teaching placement as part of the consultation and/or termination procedure. A candidate terminated from the Teacher Preparation Program has all the rights specified in the Student Teaching Handbook, the Field Experience Handbook, and/or other departmental documents, including the right to utilize other College avenues for appeal. To be admitted to and continue through the teacher preparation program, the candidate is expected to: Adhere to the policies and procedures of the Education Department as outlined in the Field Experience Handbook and the Student Teaching Handbook. Demonstrate appropriate professional dispositions and competence as articulated in the Education Department s Dispositions Framework. Uphold the academic integrity standards of Siena College, including policies related to plagiarism, cheating and computer abuse. See the College Catalogue for further information. Achieve an overall GPA and major GPA as outlined in the College Catalogue and maintain a 3.0 GPA or higher in all education classes required for certification. Fulfill obligations and requirements of field work experiences and sites. Demonstrate behavior consistent with college policy and applicable laws at local, state, and national levels. Demonstrate behavior that is diversity affirming and culturally sensitive. Seek out support and effectively use help for personal, medical, substance abuse or mental health difficulties that interfere with scholastic or professional performance. Demonstrate ability to engage in self-evaluation, to accept constructive and developmental feedback and to modify behavior based on feedback. Faculty of the Education Department at Siena College is defined as any individual instructing or supervising a candidate at the college or in field settings including but not limited to the candidate s course instructor, supervising teacher, clinical supervisor, academic supervisor and/or the field experience supervisor. Admission to Siena College s Teacher Preparation Program does not constitute a guarantee that the candidate will be granted state certificate, extension, endorsement, or license. 20