Canisius College Student Teaching Handbook

Transcription

1 Canisius College Student Teaching Handbook Table of Contents Canisius College Mission Statement and Supporting Key Concepts 1 School of Education and Human Services Mission Statement and Learning Goals 2 Dispositions 3 General Information Student Teaching Experience and Student Teacher Support 4 Student Teaching Syllabus and Assignments 5 Role of the Teacher Candidate General Information 9 Teacher Candidate Responsibilities 10 Role of the Mentor Teacher Criteria for Mentor Teachers 11 General Infor mation 11 Mentor Teacher Responsibilities 12 Role of the College Supervisor General Infor mation 13 College Supervisor Responsibilities 13

2 Mission Statement Canisius College, a Catholic and Jesuit university, offers outstanding undergraduate, graduate and professional programs distinguished by transformative learning experiences that engage students in the classroom and beyond. We foster in our students a commitment to excellence, service and leadership in a global society. Supporting Key Concepts Catholic Canisius is an open, welcoming university where our Catholic faith and traditions are vitally present and operative. Rooted in the Catholic intellectual tradition, Canisius cultivates human knowledge for the benefit of Church and society. Jesuit Founded by the Society of Jesus as a manifestation of its charisma, Canisius espouses the Jesuit principles of human excellence, care for the whole person and service to humanity. Jesuit spirituality calls us to seek God in all things and Jesuit education aims to form students who become men and women for and with others. Transformative Learning and Student Engagement Steeped in Jesuit ideals, our undergraduate and graduate academic programs are distinguished by academic excellence, student-faculty interaction, and a variety of experiential learning opportunities that engage students and transform the mind and spirit. Our undergraduate core curriculum enriches students academic pursuits and delivers a strong foundation in liberal arts, critical thinking, and diversity. Graduate and professional programs promote the application of theory to practice. Leadership Benefitting from academically rich, values-based experiences in their interactions with faculty, staff, and community, students learn responsible leadership and develop their ability to inspire others to achieve excellence. At Canisius, students practice these leadership skills in the classroom and through co-curricular activities. Approved by the Canisius College Board of Trustees, May 2011 Student Teaching Handbook Page 1

3 Mission Statement of the School of Education and Human Services The faculty of the School of Education and Human Services (SEHS), in concert with our candidates, school partners, alumni, and the community, seek to prepare highly effective, professional, and socially committed educators and counselors who value the Jesuit traditions demonstrated through their own cura personalis, work towards social justice, and leadership through service. The mission of the unit is to prepare educators who possess content, pedagogical, and professional knowledge; use their gifts in the service of others; and demonstrate professionalism and leadership in their field. Goal Statement Candidates in the SEHS will embody the characteristics of a Canisius College graduate. Our candidates will meet the college, state, and national standards (New York State, INTASC, NBPTS, CAEP and Middle States). Candidates will also demonstrate proficiencies with indicators articulated by the Specialty Professional Association (SPA) of their discipline. Learning Goals and Objectives Learning goals and objectives are derived from the School of Education and Human Services Conceptual Framework which was established to organize student performance data for the CAEP review process. The objectives, and their supporting assessments, are aligned with the standards of the Middle States Association of Colleges and Universities, CAEP, and the appropriate Specialized Professional Association as described in the program handbook. Learning Goal 1: Learning Goal 2: Learning Goal 3: Learning Goal 4: Learning Goal 5: Candidates will demonstrate content, pedagogical, and professional knowledge necessary for successful performance in their field. Candidates will demonstrate professional skills and dispositions necessary for successful performance in their field. Candidates will demonstrate willingness to use their skills to benefit and serve society. Within the contexts of their work, candidates promote authentic learning, social and emotional development, and a commitment to social justice in environments that foster respect for diversity and the dignity of all. Candidates will demonstrate self-reflection as a habit of mind, continuously assessing and refining their professional practice as they construct a rich repertoire of research-based knowledge, skills, and attitudes for effective performance ensuring that all students and/or clients have optimal opportunities to learn and grow. Candidates will become adept at applying their acquired knowledge in the process of evaluating their own professional performance and decision-making with respect to its impact on students and/or clients, organizations, and the wider community Student Teaching Handbook Page 2

4 Dispositions The Council for the Accreditation of Educator Preparation (CAEP) defines dispositions as, Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development. In addition to the fundamental beliefs in fairness and the understanding that all students can learn, Canisius College SEHS will foster the following dispositions in its candidates: Enthusiastic Demonstrates initiative and commitment towards the educational pursuit. Just Appreciates value for human diversity and the ideal of fairness. Caring Demonstrates an attitude of empathy, tolerance and acceptance of others. Ethical Models behavior embodied in the mission of the School and College, and shows integrity in professional practice. Responsible Demonstrates personal and professional accountability for themselves and the profession. The SEHS graduate candidate will embody the SEHS dispositions with maturing expertise. With emphasis on the movement from theory to practice, our graduate programs teach candidates to embrace leadership roles that influence classrooms, schools, districts and communities. Student Teaching Handbook Page 3

5 The Student Teaching Experience Canisius College, School of Education, strives to prepare professional and socially committed educators who embrace a growth mindset, engage inquiry, problem solving, critical thinking and collaborative, professional discourse. We expect our teacher candidates to engage in contemplation in action, reflect on real world situations in support of ethical decision making and to become leaders in crafting mindful, creative solutions to the educational challenges present in our communities. Student teaching provides candidates with the opportunity and support to ask important questions about teaching and learning, come to know students by observing and interacting with them consistently over time, apply newly acquired knowledge, theories and strategies in a variety of educational contexts and design and adapt teaching practice with an understanding of the collective and individual needs of the student learners. Student teaching takes place in a wide variety of classroom settings in our partnership schools, including urban, suburban, private, public, Catholic and charter schools. Each teacher candidate completes a minimum of two student teaching placements, each in a different grade level according to the requirements of the specific teaching certificate for which he/she is preparing. Teacher candidates are assigned to teach in the discipline or subject areas for which they are seeking certification. Highly qualified mentor teachers in our partnership schools and college supervisors provide guidance and support for the teacher candidate throughout the student teaching semester. Student teaching is a pivotal time in the development of a teacher candidate as he/she transitions from the role of a college student into the role of a school professional. The student teaching semester requires a full commitment to the program as the candidate will be fully immersed in the daily work of a professional educator, engaged with mentors and supervisors in reflection, on the receiving end of constructive feedback, while completing rigorous certification exams. Student Teacher Support During the student teaching experience, the teacher candidate is guided by key individuals. Mentor Teacher: an experienced, qualified teacher who has committed to playing a central role in the professional preparation of a teacher candidate. College Supervisor: an experienced educator who serves as a liaison between the teacher candidate, the college and its school partners. This individual will offer experienced and objective perspectives on the overall classroom effectiveness of the teacher candidate and will be a primary mentor and advocate for the candidate across the two placement student teaching experience. Support Seminar Instructor: a full time faculty member who meets regularly with student teacher candidates to provide planning and instructional support for certification requirements. SEHS Program Coordinator: Questions on certification and licensure should be directed to Ms. Tiffany Fuzak at fuzakt@canisius.edu Office of Educational Partnerships: Dr. Nancy Wallace, Director Bagen 201A; (716) wallacen@canisius.edu Mrs. Linda Murray, Administrative Associate Bagen 201A; (716) murrayl@canisius.edu Student Teaching Handbook Page 4

6 Syllabus Course Description Two full-time student teaching placements in classrooms require the teacher candidate to become an instructional leader under the guidance and supervision of mentor teachers, a college supervisor and Canisius faculty. Prerequisites Undergraduate students: cumulative GPA of 2.5; Graduate students, cumulative GPA of 3.0. Candidates seeking certification in Adolescence Education must have a cumulative GPA of 2.5 in the content area they will teach. Completion of all required education classes with a grade of C or higher. Successful completion of all portfolio common assignments and passage of Transition Point II, which includes a successful pre-student teaching evaluation. Attendance Participation in student teaching requires a full commitment to the program, to the mentor teacher and most importantly, to the students. In the case of necessary absence, the teacher candidate is required to notify the mentor teacher and supervisor as early as possible, and before the school day begins. More than three absences during a seven week placement may result in an extended placement or a recommendation that the teacher candidate reapply for student teaching. Leaving school early or missing school for other work-related responsibilities or for vacations is prohibited. The school calendar of the partner school(s) is to be followed by the teacher candidate for the semester and the candidate is expected to adopt the designated school/work hours of that school. The candidate is expected to remain flexible and available to assist in appropriate after school or evening activities at the school and should limit commitments to outside employment during the student teaching experience. Academic Misconduct Please refer to the Canisius College Academic Catalog, undergraduate or graduate, for the policy related to academic misconduct. Code of Ethical Conduct Canisius College teacher candidates are expected to abide by the code of professional ethics. Please refer to the New York State Code of Ethical Standards, or the Ontario College of Teacher Ethical Standards. Accommodation for Students with Disabilities If a teacher candidate has any condition such as a physical or mental disability, is registered with The Griff Center Accessibility Support, and feels it will be difficult to carry out the work as outlined, appropriate arrangements will be made. Candidates are encouraged to work with The Griff Center staff and the Director of School and Community Partnerships prior to the student teaching semester if accommodations are known to be needed. Student Teaching Handbook Page 5

7 Description of Assignments Important Note: All forms required for the student teaching assignments are found on the Canisius College D2L site for the Office of Educational Partnerships. The site is accessed through the Canisius College portal directly or through D2L.canisius.edu The Student Teaching Documentation Binder is a portfolio completed during both student teaching placements and should be prepared for review during each observation visit from the college supervisor. Included in the documentation binder are your goals, evidence of informal and formal planning, including lesson reflections, and completed lesson observation forms. The Documentation Binder Checklist should be presented as the first page of the binder to serve as a guide for the candidate and the supervisor to monitor progress on responsibilities for each placement. There is a distinct checklist for placement one (1) and placement two (2). Placement One (1) I. Professional Goals Setting goals and reflecting on progress towards your professional goal(s) is an important part of selfdirected professional learning. For each placement, write at least two professional goals for your development and share these goals with your Canisius supervisor and your mentor teacher. These goals should be typed and included in your documentation binder. Examples of professional goals might be: Learn more about classroom management techniques used by my mentor teacher. Research students backgrounds and interests and develop appropriate relationships. Learn more about the content I am teaching to prepare high quality lessons. Talk to the special education teacher about students learning needs and specific accommodations. Seek ways to connect with families and the community in which my school is located. II. Evidence of Planning, Instruction and Assessment: 1. Informal planning, teaching and assessment must complement the curriculum in all content/skill areas throughout the placement. Lesson plans will be shared with the mentor teacher for feedback prior to instructional delivery. 2. edtpa. During placement one (1), teacher candidates will focus on completing an Educative Teacher Performance Assessment (edtpa). The edtpa involves a deep written analysis of school/classroom context, detailed planning, videotaped instruction and assessment of student learning with embedded reflection. Some programs may require additional tasks. Teacher candidates will be provided with a detailed handbook of program specific directions to follow. The Support Seminar Instructor (EDU 498/594) will provide specific, individualized support and guidance related to timelines and submission of the edtpa to Taskstream and/or Pearson. Submission of a completed edtpa to Taskstream is required to pass student teaching. Please note that there is a $300 fee associated with this course that covers your registration for the edtpa New York State Teacher Certification Exam. Instructors will distribute voucher codes to each student during the edtpa Seminar. Students will be prompted to enter this code during online registration for the edtpa. III. Evidence of Reflective Practice Teacher candidates are expected to reflect on the authentic experiences of the student teaching semester. There are two kinds of written reflections required of student teachers: 1. Post teaching reflections: After each lesson taught, the candidate will include a brief reflection on the lesson plan. It can be typed or hand written. Lesson plans, with completed reflections are to be kept in the Documentation Binder. The college supervisor will review reflections during each visit. Student Teaching Handbook Page 6

8 2. Reflection papers: The candidate will write two reflective papers, one due each month. The college supervisor will be responsible for evaluating the reflections and will provide instructions for how papers are to be submitted (dropbox or ) and specific due dates. The assignment description, specific reflection prompts and the grading rubric is posted on the Canisius College Office of Educational Partnerships D2L site D2L.canisius.edu While reflective writing is often personal and insightful, candidates will be held to a professional standard of writing for this assignment. Each reflection paper should be approximately four typed pages in length. The substance, structure and timeliness will be considered in the score, which will be reflected in your final student teaching evaluation. IV. Evaluations and Performance (Completed in each placement) Lesson Observations The mentor teacher and the college supervisor each complete two (2) formal observations of the teacher candidate. The mentor teacher/supervisor should have the lesson plan two days in advance of the scheduled lesson. Teacher candidates are to include all completed lesson observation forms in the Documentation Binder. Recommended elements of the observation include: A pre-observation conference to discuss the lesson plan and other details pertaining to the lesson. An observation of the actual lesson from initiation to closure. A post-observation discussion following the lesson Interim and Final Evaluations All evaluation forms are available for preview on the Canisius College D2L site for the Office of Educational Partnerships. Teacher candidates should review these documents at the beginning of the semester to fully understand evaluation criteria. The mentor teacher completes Interim, Final and Specialty Professional Association (SPA) evaluations during each seven week placement. These evaluations are entered into the on-line system and should be reviewed with the candidate in each placement. A Final Evaluation is completed by the Canisius supervisor and is used as a basis for determining a pass/fail grade for the candidate for each placement. Placement Two (2) I. Professional Goals Setting goals and reflecting on progress towards your professional goal(s) is an important part of self-directed professional learning. Revisit and reflect on goals from placement one (1) and craft specific goals for placement two (2). Share these goals with your supervisor and second placement mentor teacher, and include them in your documentation binder. II. Evidence of Planning, Instruction and Assesment: 1. Informal planning, teaching and assessment must compliment the curriculum in all content/skill areas throughout the placement. Lesson plans will be shared with the mentor teacher for feedback prior to instructional delivery. 2. Learning Segment In consultation with the mentor teacher, the teacher candidate will develop an original learning segment with three lessons which complements the curriculum and addresses student needs. The Learning Segment Outline and Rubric are located on the Canisius College D2L site of the Office of Educational Partnerships D2L.canisius.edu. ** Note: Physical Education/Health candidates: There is a distinct Learning Segment Outline/Rubric for PE/Health candidates. Student Teaching Handbook Page 7

9 III. Evidence of Reflective Practice Teacher candidates are expected to reflect on the authentic experiences of the student teaching semester. There are two kinds of written reflections required of student teachers: 1. Post teaching reflections: This type of reflection focuses on a particular teaching event to stimulate critical thinking about the planning and delivery of each lesson and student learning outcomes. After each lesson taught, the candidate will include a brief reflection on the lesson plan. It can be typed or hand written. Candidates are encouraged to share these reflections with the mentor teacher. The lesson plans, with completed reflections are to be kept in the student teacher Documentation Binder. The college supervisor will review reflections during each visit. 2. Reflection papers: The candidate will write two reflective papers, one due each month. The college supervisor will be responsible for evaluating the reflections and will provide instructions for how papers are to be submitted (dropbox or ) and specific due dates. The assignment description, specific reflection prompts and the grading rubric is posted on the Office of Educational Partnerships D2L site D2L.canisius.edu. While reflective writing is often personal and insightful, candidates will be held to a professional standard of writing for this assignment. Each reflection paper should be approximately four typed pages in length. The substance, structure and timeliness will be considered in the score, which will be reflected in your final student teaching evaluation. * Change Agent Assignment This assignment is to be conducted in the second student teaching placement but is assigned and graded by the Student Teaching Support Seminar instructor (EDU 498/594). IV. Evaluations and Performance (completed in each placement) Lesson Observations The mentor teacher and the college supervisor each complete two (2) formal observations of the teacher candidate. The mentor teacher/supervisor should receive the lesson plan two days in advance of the scheduled lesson. Teacher candidates are to include all completed lesson observation forms in the Documentation Binder. Recommended elements of the observation include: A pre-observation conference to discuss the lesson plan and other details pertaining to the lesson. An observation of the actual lesson from initiation to closure. A post-observation discussion following the lesson. Interim and Final Evaluations All evaluation forms are available for preview on the D2L site for the Office of Educational Partnerships. Teacher candidates should review with these evaluations at the beginning of the semester. The mentor teacher completes Interim, Final and Specialty Professional Association (SPA) evaluations during each seven week placement. These evaluations are entered into the on-line system and should be reviewed with the candidate for each placement. The Final Evaluation for each placement is completed by the Canisius supervisor and is used as a basis for determining a pass/fail grade for the candidate for each placement. Student Teaching Handbook Page 8

10 Role of the Teacher Candidate General Information While it is expected that the teacher candidate will be involved in classroom activities from the beginning of the placement, the depth of that involvement will follow a progression from orientation to increasing levels of engagement, followed by a period of closure. The teacher candidate and mentor teacher should develop a plan using the following three phases as a general guide. Time spent in each phase will vary based on the prior knowledge and experience of the teacher candidate, the particular requirements of the placement and the professional judgment of the mentor teacher. Phases of the Student Teaching Experience Phase 1: Orientation and Observation This phase is a dedicated time for orientation to the school building, classroom, building personnel and students. It includes time for the student teacher to observe the mentor teacher deliver instruction, manage the classroom and conduct other school-based activities. The purpose of this phase is for the candidate to observe a master teacher in action and to get acclimated to the classroom and to the school. It is important for the teacher candidate to establish a schedule for regular communication with the mentor teacher to share his/her notices and wonders in conversation. During this phase, the teacher candidate should: Observe and inquire about the classroom routine. How does the class begin and end? How are assignments given? How is time managed? What types of assessments are used? Become familiar with the expectations for teachers in regard to such things as dress code, signing in and out of the building, making and receiving phone calls and using . Get to know the students and learn names. Are there noticeable differences in ability levels, interests, culture? Learn housekeeping routines. How is attendance taken and recorded? How are announcements and interruptions handled? How are papers collected and distributed? Learn safety procedures for disaster drills and other emergencies. Become familiar with any supervisory responsibilities such as lunchroom, hall, recess, and bus duty. Get involved with extracurricular activities, if appropriate. Observe different aspects of maintaining and fostering effective classroom dynamics. Become familiar with school personnel administrators, support staff, school nurse, guidance counselors, special area teachers, consultant teachers, custodians, etc. Become familiar with the school building and location of important areas, such as the cafeteria, library/media center, staff restroom, teacher work areas, special subject rooms, etc. Learn to use the technology and other available teaching resources in the classroom. Phase 2: Active Participation and Instruction In this phase the teacher candidate is engaged in planning and instruction, and it will encompass most of the student teaching experience. The teacher candidate is expected to spend time assisting with instruction for some or all periods of the day. This also includes time spent in non-classroom duties such as the planning periods, grade level/team meetings, faculty meetings, and other professional responsibilities. The goal of this phase is to help the student teacher experience the demands of full time teaching and to develop the confidence and skills needed to become a successful educator. Mentor teachers should gradually increase the responsibilities of candidates in performing routine duties, working with individual students and small groups. This phase is an ideal time to collaboratively plan and establish co-teaching strategies. The mentor teacher will determine how much solo teaching time is appropriate for the student teacher. In some classrooms, the teacher candidate will have several weeks of lead teaching in which he/she assumes most of the responsibility for planning curriculum, implementing instruction and assessing student learning. In other classrooms, the mentor teacher and teacher candidate will share the classroom duties as co-teachers throughout the experience. The mentor teacher will determine what is most appropriate to ensure quality instruction and continuity for the K-12 students. Student Teaching Handbook Page 9

11 Phase 3: Transition and Reflection This is a period of time for transferring the instructional responsibilities back to the mentor teacher.. It can be beneficial for the teacher candidate to observe teachers in other classrooms and in various grade levels. Toward the close of the placement, there should be dedicated time arranged to discuss the final evaluation in a triad meeting between the mentor teacher, the college supervisor and the teacher candidate. Teacher Candidate Responsibilities Become familiar with the contents of the Student Teaching Handbook. Adhere to the policies and procedures of the partnership school where assigned. Always notify school, mentor teacher and college supervisor, in advance of any absence. Display behavior that is prompt, courteous and dependable. Keep the same hours/schedule designated for other school faculty. Maintain professionalism with respect to confidential information about students, families and in relationships with colleagues. Maintain a neat, clean and appropriate appearance. Cover tattoos and remove piercings that do not conform to policies set by the school/district leadership. Develop and share lesson plans with the mentor teacher well in advance of the day lessons will be taught. Incorporate your mentor teacher s suggestions into future planning and teaching. Strive to teach effectively and creatively, with dedication and enthusiasm. Bring to the teaching experience knowledge in the areas of content area(s), human growth and development, and teaching strategies and a growth mindset. Confer regularly with the mentor teacher regarding professional progress, and problems/concerns that may arise concerning matters of discipline and rapport with students. Record strengths, weaknesses, and refinements voiced by the mentor teacher for lessons taught in the reflection component of the lesson plan. Develop and share lesson plans with the Canisius supervisor prior to the scheduled observation and arrange for a pre-conference to discuss the plan and other details pertaining to the lesson. This discussion can take place at the school site or over the phone/ one of two days beforehand. Respond to feedback on your planning, teaching, and interactions with students with grace and a growth mindset. Demonstrate your ability to grow as a professional. Participate in school related activities expected of the mentor teacher; home room activities; study halls; non-teaching duties; faculty meetings; team planning; open houses; after school activities; parent conferences; and staff development days. Student Teaching Handbook Page 10

12 Role of the Mentor Teacher Criteria for Mentor Teachers Certification in current teaching field that matches the candidate s area of intended certification. Tenure in New York State, or if working in a school that does not grant tenure, three years of successful full-time teaching experience. Principal/administrator approval and recommendation. Effectively utilizes appropriate professional standards in planning and instruction, adapts curriculum, differentiates instruction and/or focuses on IEP goals and objectives as appropriate for students in the educational placement. Commitment to mentoring a Canisius College student teacher candidate. General Information A mentor teacher serves as a mentor, role model and instructor to the student teacher candidate. Mentor teachers can expect teacher candidates to arrive for student teaching committed to the responsibilities described in this Handbook. A Mentor Teacher Manual and folder containing additional forms will be provided at the beginning of the placement. Additional forms and resources are available to mentor teachers by logging on to Office of Educational Partnerships D2L site: D2L.canisius.edu Regular observations of teacher candidate performance and informal conferencing are critical to the development of teaching skills. Constructive feedback and guidance should be offered regularly as part of the experience. The mentor teacher is expected to complete a Lesson Observation Form for a minimum of two formal observed lessons. Evaluations provide the teacher candidate with specific, written feedback related to knowledge, skills, dispositions, service, and professionalism. An Interim, Final Evaluation, and a Specialized Professional Association (SPA) evaluation are to be completed and submitted to an on-line system by the mentor teacher Student teacher candidates receive additional mentoring and support from a college-appointed supervisor. The supervisor will contact the mentor teacher to establish a time for an initial meeting to review expectations, set tentative observation dates and address any questions. Supervisors make a minimum of two additional visits to the classroom to conduct lesson observations, and complete a final evaluation of the teacher candidate in each placement. Triad meetings are recommended when possible. The college supervisor is the first point of contact for the mentor teacher for questions or concerns during the placement. A Supervisor Feedback Survey is included in the online format to allow mentor teachers to provide feedback related to the supervisor s communication and support. Mentor teachers hosting a teacher candidate for a seven week placement are compensated with a $1,000 fully-transferrable, graduate tuition waiver. Nancy Wallace, Director Linda Murray, Administrative Associate (716) wallacen@ca nisius.edu (716) murrayl@canisius. edu Student Teaching Handbook Page 11

13 Mentor Teacher Responsibilities Become familiar with the content of the Student Teaching Handbook and the Mentor Teacher Manual and Folder provided by Canisius College at the beginning of the semester. Assist the teacher candidate in becoming acquainted with the school. Introduce them to the students, teachers and administrative staff. Orient them to the building. Familiarize them with procedures. Provide the teacher candidate with necessary class/school information and materials, including, but not limited to: curriculum materials, instructional supplies, teaching aides and other available equipment or technology, class lists, schedule of class times, teaching schedule, expectations of arrival and departure times, school calendar, rules for student behavior, and student handbook (if available). If possible, provide the teacher candidate with his/her own work area and a space for personal items. Involve the student teacher in grade/department/school meetings. Include them in the preparation and discussion of daily and long term planning, including assessment and record keeping techniques. Meet with the Canisius College supervisor and teacher candidate during the initial site visit for clarification on expectations of the experience. Check in with the supervisor during each visit. Set aside time for a consistent weekly conference whereby the teacher candidate s strengths and challenges can be discussed informally. Feedback should be as specific and objective as possible. Together with the teacher candidate, formulate a plan for increased instructional responsibilities. Assist the teacher candidate in the selection of an appropriate central focus for the edtpa Learning Segment (placement 1), or Learning Segment topic (placement 2). Review and provide feedback to written lesson plans prepared by the teacher candidate. Make a minimum of two focused, formal teaching observations of the teacher candidate teaching a lesson using the Lesson Observation Form provided to you in the Mentor Teacher Folder (also available on D2L site). Each observation should be accompanied by a pre-conference in which you review the Formal Lesson Plan with the teacher candidate. During the observations, record feedback using the Lesson Observation Template. The observation should be followed by either a formal or informal conference. The teacher candidate will include copies of these written observations in the Documentation Binder for the Canisius College supervisor to review during site visits. Complete an Interim Evaluation of the teacher candidate using your secure log-in and the Canisius College on-line system, Specific due dates will be provided in the Mentor Teacher folder provided to you at the beginning of the placement. Complete the online Final Evaluation and Specialty Professional Association (SPA) Evaluation. Complete the online Supervisor Feedback Survey. Record teacher candidate absences and times when the candidate arrives late to school or leaves early on the Professional Responsibility Documentation Form provided in the Mentor Teacher Folder. The Final Evaluation form includes a field to enter tardy/absence information. Completing a Candidate Concerns Report is an option available at any point during the placement. Contact the Director of Field Experiences and/or supervisor if there are significant concerns. Student Teaching Handbook Page 12

14 Role of the College Supervisor The college supervisor serves in the broad capacities of mentor, role model, guide, liaison and lead learner. The supervisor develops a relationship with the teacher candidate and the mentor teacher, conducts teaching observations and offers experienced perspectives on overall classroom effectiveness, planning, instruction, assessment, classroom management and building relationships. They provide formative feedback, offer support and suggestions and engage the teacher candidate in professional reflection. Supervisors provide final evaluative recommendations at the end of each placement. College Supervisor Responsibilities Attend opening seminar to meet with assigned teacher candidates to review requirements, mid semester seminar between placements and a final meeting at the end of the semester. Determine due dates and mode of delivery for reflection essays. Contact the mentor teacher during the first week of placement to set up a triad meeting between supervisor, mentor teacher and teacher candidate to discuss expectations for placement, (including expectations for completing the online evaluation forms), to set up a tentative observation schedule and to address any questions. Share contact information and be readily available to support the mentor teacher throughout placement. Complete a minimum of two visits per placement to observe the teacher candidate, using the Lesson Observation Form. Feedback on the lesson should be as specific and descriptive as possible. Confer with the teacher candidate and mentor teacher at each visit to evaluate progress. The teacher candidate will keep copies of the lesson observation forms in Documentation Binder. Review the Documentation Binder at each placement to monitor progress: goal setting, planning assessments, reflections on lessons previously taught and feedback from observed lessons by the mentor teacher. Refer to the Documentation Checklist for each placement. Review the Interim Evaluation Form completed by the mentor teacher. Contact the Director of School Partnerships if there are scores below 3 indicated or comments that may warrant a concern. Completing a Candidate Concerns Report is an option available at any point during the placement. Reflection essays: Rubric is available and final scores are to be documented on the Supervisor Final Evaluation for each placement. Note: two reflection essays are due each placement. In the last week of the placement, check to make sure that both a Final Evaluation and a Specialty Professional Association (SPA) Evaluation have been posted by the mentor teacher. You may send out a reminder. Complete a Final Evaluation Form, incorporating feedback from the mentor teacher for each teacher candidate, for each placement Complete a Mentor Teacher Feedback Survey. If possible, schedule a triad meeting between supervisor, candidate and mentor teacher at the end of each placement to review the final evaluation and provide feedback to the candidate. At the close of each semester, post a pass/fail grade for each teacher candidate. This website is located at PLEASE NOTE 1: This is a different task from entering scores on the Student Teaching Final Evaluation. NOTE 2: If a teacher candidate has not submitted the edtpa to Taskstream he/she will not pass student teaching. Supervisors will be notified through the Office of Educational Partnerships if that is the situation with assigned student teachers. Student Teaching Handbook Page 13

15 NOTES Student Teaching Handbook Page 14