HANDBOOK FOR STUDENT TEACHERS

Transcription

1 HANDBOOK FOR STUDENT TEACHERS

2 TABLE OF CONTENTS 1. STUDENT TEACHING AT PRESENTATION COLLEGE: AN OVERVIEW Page Student Teaching Introduction Page Objectives for student teaching Page 2 2. STUDENT TEACHING: FROM APPLICATION TO EVALUATION Pages Criteria for Acceptance into Student Teaching Page Application Procedures for Student Teaching Page Possible Decisions by Teacher Education Committee Page Policies and Procedures for Placement of Student Teachers Page Schedule of Participation for Student Teaching (Also see 2.6) Page Evaluation: The Four Periods of the Student Teaching Experience and Appropriate Evaluation Procedures Page Student Teacher Deficiencies and Problems Page 5 3. GUIDELINES AND RESPONSIBILITIES OF STUDENT TEACHERS Page Student Teacher Responsibilities Page 6 4. LEGAL CONCERNS FOR TEACHER EDUCATION CANDIDATES Page Copyrights Page Corporal Punishment Page Rights to Due Process Page Confidentiality (FERPA), Illegal Activity, and Child Abuse (Neglect) Reports Page 7 5. PERSONAL LIABILITY AND THE SDEA-SP Page Personal Liability Page South Dakota Educational Association Student Program (SDEA-SP) Page 8 6. APPENDIX Page Professional Practices and Standard Commission: Chapter 24:08:03 Code of Professional Ethics Page 9 1

3 1. STUDENT TEACHING AT PRESENTATION COLLEGE: AN OVERVIEW 1.1 Student Teaching Introduction Student teaching is the most significant aspect of the prospective teacher s professional preparation. It offers the student the opportunity to integrate and apply the philosophy and theory of college study to the problems and challenges of a practical and realistic setting. The student preparing for this professional semester should begin to meet the academic and educational requirements necessary for the successful completion of the semester early in his or her college career. The student teaching experience at Presentation College consists of a full semester experience Secondary Education majors. It is recommended that no other courses be taken during this professional semester. It is highly recommended that student teachers refrain from holding part time jobs and reduce campus commitments during the semester since student teaching requires a great deal of time and energy. 1.2 Objectives for Student Teaching Teacher Education has the following major objectives for student teaching: 1. Each student teacher will demonstrate competence in the recognize standards of the state of South Dakota and as applicable to their education major. 2. Each student teacher will demonstrate the ability to collect, analyze, and report data on student learning outcomes and to evaluate/reflect on their emerging teaching practices (Impact on Student Learning assignment). 3. Each student teacher will demonstrate the ability to set, implement, and assess job targets to improve his or her own performance. 4. Each student teacher will demonstrate professional characteristics as defined in the handbook of the respective school in which he/she student teaches as well as the South Dakota Code of Ethics for Teachers. (see Appendix) 2. STUDENT TEACHING: FROM APPICATION TO EVALUATION 2.1 Criteria for Acceptance into Student Teaching Prior acceptance into a Teacher Education program. At least a 2.6 cumulative GPA; and 2.7 GPA in the Education and academic major. Positive recommendations from three faculty members indicating applicant is sufficiently prepared in his or her teaching area and has exhibited professional characteristics requisite to teaching as determined by the Teacher Education Department. Successful completion of education courses and methods courses for the major. Pass Content Praxis Exam Successfully display teaching dispositions Health certification form Background check for criminal conduct (school districts may deny acceptance of the student teacher). Also includes electronic (Facebook investigation) Evidence of personal liability coverage (see Section 8.4 and 8.5 Personal Liability and SDEA-SP membership). 2

4 2.2 Application Procedures for Student Teaching Complete the Teacher Education Department Application. Complete the disclosure for criminal conduct form. The items listed above are returned to the Director of Teacher Education by the specified date on the application materials (provided to students who are eligible for admission). Request recommendations from at least three Presentation faculty members: one from a faculty member in an/the academic subject area, one from an education faculty member, and one from a faculty member of the student s choice (one of the three should be the student s advisor). These recommendations are sent directly to the Director of Teacher Education. 2.3 Possible Decisions by Teacher Education Committee The Teacher Education Committee is a standing committee of Presentation College. Its members are the Teacher Education faculty and one member from each of the subject areas with a major approved for teacher education in South Dakota. One of the responsibilities of the Teacher Education Committee is to review the applications of students applying to student teach and act on them. Students are informed by letter of the following possible actions by the Teacher Education Committee: Application Approved If all criteria have been met, full admission status is granted. Application Approved with Conditions If all criteria have not been met but deficiencies can be eliminated prior to the commencement of the student teaching semester, applicants may be granted a conditional admission status and a tentative placement will be made. Application Accepted but Decision Delayed If numerous or critical criteria have not been met, the decision may be delayed until the end of the semester in which it was submitted. The Teacher Education Committee will reconvene prior to the commencement of the student teaching experience to make a decision for full admission or to reject the application. Application Rejected If numerous or critical criteria have not been met and it is not likely that the applicant can meet them prior to the commencement of the student teaching semester, the application may be rejected and the applicant cannot reapply until the next term. If an application is rejected twice, further applications will not be considered. Basis for rejection will be made known to the applicant. (Appeal can be made through the regular due process procedures of the College.) 2.4 Policy and Procedures for Placement of Student Teachers The Presentation Teacher Education Department takes seriously its responsibilities to supervise student teachers and provide the feedback necessary for them to grow as professionals. Such responsibility is born out in the bi-weekly visits to the schools and/or three-way conferences. The Field Placement Director collaborates with 6-12 school administrators to place students in the schools after application has been made by the student and approved by the Teacher Education Committee. Students are responsible for transportation to their placement site or may also choose to live in the local community. Although students may request placement sites, the Teacher Education Department strives to assure that each student teacher is placed in a setting that will allow a fair and objective evaluation of their developing skills and competencies. To that end, students are not placed in schools where they attended as a student or have been recently employed, or where they have family members who are currently attending or employed. Each student teacher is assigned to a cooperating teacher(s) who will work with him or her and to a college supervisor who observes and conferences on a regular basis. Secondary education student teachers are also observed by their content major advisor (biology, etc.). Soon after acceptance to student teach by the Teacher Education Committee, the Field Placement Director contacts the schools to arrange for a student teaching placement. The Director uses the information 3

5 the applicant supplied in making the request to the school. The final decision about accepting and placing student teachers is a collaborative effort between the college and 6-12 schools. The Field Placement Director contacts students to inform them of the placements as soon as they are confirmed and an orientation session is arranged for students and their cooperating teachers. If at any time prior to school starting in the fall there are changes that might affect the student teaching placement, the student must contact the Director of Teacher Education or Field Placement Director immediately, and the Director(s) will contact the appropriate school officials. Students should not contact an individual teacher or a school administrator about a student teaching placement unless/until they have been given permission. 2.5 Schedule of Participation for Student Teaching (Also see 2.6) The student teaching experience follows the daily schedules of their cooperating teachers until the end of the student teaching experience. During this semester-long student teaching experience, the responsibility for planning, implementing, and evaluating instruction should be gradually increased so that the student teacher starts with one class and assumes additional responsibility as he or she is ready for it. The student teacher should assume responsibility for as many classes as he or she can efficiently manage in a full day. Generally, the student teacher assumes a full teaching load for four weeks. This full time teaching should occur after the midterm conference. During the last two weeks of student teaching, the primary responsibility for classroom instruction should be turned back to the cooperating teacher in order to allow a smooth transition. The student teacher should use this time for closure activities. Observations of other teachers and subject areas are highly recommended. It is recommended that the cooperating teacher and student teacher act as a team, each taking the primary responsibility for planning and instructing at different times in the semester. Even when the student teacher has the primary teaching responsibility, it should be under the supervision and guidance of the cooperating teacher and with his or her support. Whether the student teacher is ever left entirely alone in the classroom depends on the administrative policy of the respective school systems. If permitted, periodic short absences gradually increased in length can give the student teacher a chance to take full responsibility for teaching. The student teacher may, under the guidance and at the discretion of the cooperating teacher and college supervisor, supervise study halls, library periods, and lunch hours, help pupils individually, and participate in any type of activity that will prepare him or her for a career in teaching. The practice of having student teachers serve as substitute teachers during their student teaching experience is strongly discouraged, and if in extraordinary circumstances, school administrators wish to have student teacher serve as substitutes, it must be approved in advance by the College Supervisor or the Director of Teacher Education. Under no circumstances should student teachers be asked to substitute teach in another classroom other than their cooperating teacher s. Student teachers are not allowed to accept payment for any substitute teaching assignments during the student teaching experience. 4

6 2.6 Evaluation: The 4 Periods of the Student Teaching Experience and Appropriate Evaluation Procedures Period A (approximately 1 week): Attendance at weekly seminars required Activity during Period A: The first week of student teaching should be spent in observation and in minor but limited assistance to the teacher Evaluation of Period A: During this week a 3 way conference should be held with the student introducing the cooperating teacher and the Presentation supervisor to each other. No formal evaluation is done at this time. Period B (approximately 6 weeks): Attendance at weekly seminars required Activity during Period B: From the start of the second week through midterm, the student should start teaching and gradually increase their student contact time, but not to full time Evaluation of Period B: a. During this period, the student will be visited twice by the Presentation supervisor and given a short evaluation form. These visits are a time for the student and the cooperating teacher to make contact with the supervisor if they need to do so. (Although they may contact the observer at any time.) b. During this period, the student will be given a weekly informal evaluation and conference by the cooperating teacher. A short report of these weekly informal evaluations and conferences will be given to the student and to the Presentation supervisor. c. A 3-way (student, cooperating teacher, and supervisor) will be given at midterm. This is a more formal evaluation and conference. All 3 will use the same form the student using it for self-evaluation. Period C (approximately 6 weeks): Attendance at weekly seminars required Activity during Period C: The student should increase his/her teaching time to full time by the end of 2 weeks following the midterm conference. This may be reduced if the student or the cooperating teacher feels that it would be best to do so. For 4 weeks the student should be at approximately full time teaching. The student and the cooperating teacher may occasionally team teach if they feel that is the best way to cover a topic Evaluation of Period C: The evaluation of this approximately 6 weeks period will be identical to period B (the 3-way evaluation given at the end will be the final evaluation. Academic major advisor will visit during this time. Period D (approximately 2 weeks): Attendance at weekly seminars required Activity during Period D: The next 2 weeks should be spent slowly reducing the time that the student teacher teaches and increasing the time that the cooperating teacher teaches Evaluation of Period D: At the end of the 2 weeks a final non-evaluative conference with the Presentation supervisor will be held. This is a post teaching conference for feedback and any final comments that the participants wish to make. (While this is a non-evaluative conference, important information from the cooperating teacher can be used in evaluating the student teacher.) This conference will be considered the final day for the student teacher at his host school and he or she will receive a pass/fail grade on his student teaching within one week. 5

7 2.7 Student Teacher Deficiencies and Problems If, at any time, a student teacher fails to fulfill his or her responsibilities in the school, the cooperating teacher should immediately inform the college supervisor who will meet with the cooperating teacher and student teacher. In some circumstances, the Director of Teacher Education also attends these meetings. If the deficiency is not corrected as a result of the meeting(s), the student is subject to withdrawal from student teaching. That may also result in the loss of tuition, financial aid, and the credits involved. Student teachers are subject to the same rules of conduct that apply to the teachers with whom they work. This includes the South Dakota Code of Ethics for Teachers. (See appendix B). The schools retain the right to dismiss a student acting in an unprofessional manner. 3. GUIDELINES AND RESPONSIBILITIES OF STUDENT TEACHERS Presentation College is responsible for selecting student teachers who are credible prospects for the teaching profession, working through proper channels of authority in the school system in placing and supervising student teachers, and maintaining all contact with the school systems and cooperating teachers in a professional manner. The student needs to be aware of his responsibilities. 3.1 Student Teacher Responsibilities It is the responsibility of the STUDENT TEACHER to: review this handbook and attend all orientation meetings prior to student teaching, make student teaching the first priority during the semester, inform the college supervisor or the Director of Teacher Education before student teaching begins of any occurrence which will affect the student teaching placement (do not personally contact school administrators or cooperating teachers), follow the daily schedule of the cooperating teacher to whom he/she is assigned, be prompt and regular in attendance, inform both the college supervisor and the cooperating teacher (and building principal if required by the school) in advance of any unavoidable absences or tardiness, dress properly (follow the example of the school s staff) and be carefully groomed, become familiar with all aspects of classroom procedures and school policies, including the overall operation of the school, student services, and extracurricular activities, become familiar with the background of the students in such matters as ability, performance, and background and carefully respect this information as confidential, prepare unit and daily lesson plans for approval by the cooperating teacher at least a day in advance of their use (sample lesson plan formats will be provided, but the specific formats need not be used as long as whichever format chosen includes objectives, a general outline of procedures, assessment procedures, and self-evaluation sections), attend weekly seminars as scheduled confer daily with the cooperating teacher on the content of the subject being taught and the materials and methods to be used, follow the guidance of the cooperating teacher as well as assume initiative, correct written work carefully and evaluate pupil progress, participate in professional organizations, co-curricular programs, and community activities as much as possible, introduce college supervisors to school personnel on first visits and arrange those visits with the cooperating teacher, provide college supervisors with a weekly calendar, job targets, and lesson plans, meet with college supervisors as soon as possible after each visit to discuss the observation, take an active part in the discussion of job targets, strengths, and weaknesses, 6

8 submit all prescribed reports, evaluations, assignments on time to the cooperating teacher and college supervisor, complete written self-evaluation at mid-term and at the end of the semester, provide copies for the cooperating teacher and college supervisor, and follow all rules and regulations concerning behavior and responsibilities outlined in this handbook and the handbook and polices of the cooperating school and the SD Code of Ethics for Teachers (Appendix C). If a student teacher has more than three absences during the student teaching experience, he/she must meet with the College Supervisor and/or the Director of Teacher Education to discuss alternatives for making up the missed days beyond the three allowed and/or extending the experience to compensate for the absences. Unexcused and/or excessive absences may result in dismissal from the student teaching experience and/or the education program. 4. LEGAL CONCERNS FOR TEACHER EDUCATION CANDIDATES 4.1 Copyrights The use of copyrighted materials in the classroom is covered by a fair use doctrine. Basically, teachers can copy parts of books, etc. for their own study. They can make multiple copies for class use if the piece is brief, its use is spontaneous/one time only, and each copy includes a notice of copyright. Copying is prohibited when it is used to substitute for classroom collections, if the original is meant to be consumable (workbook pages, standardized tests, etc.), or if copying is mandated by a higher authority. Teachers in speech, drama, and music must be very careful not to infringe on copyright laws. Student teachers are responsible for following school district rules/guidelines on the use of school copy machines, paper, etc. 4.2 Corporal Punishment Use of corporal punishment is contrary to the philosophy of Presentation College and its Teacher Education program. Students may at times observe its use in the schools. Most schools have a policy on the use of corporal punishment in their handbooks. It is one of the biggest sources of lawsuits against teachers. The following statues govern the use of corporal punishment in S.D. schools; similar statues exist in other states. SDCL Disciplinary authority over students on school premises. Superintendents, principals, supervisors, and teachers have disciplinary authority over all students while the students are in school or participating in or attending school sponsored activities whether on or off school premises. Superintendents and principals may also discipline students for aggressive or violent behavior that disrupts school or that affects a health or safety factor of the school or its programs. SDCL Physical force authorized when reasonable and necessary Attendance at school functions away from premises Authority of bus drivers. Superintendents, principals, supervisors, and teachers and their aids and assistants, have the authority to use the physical force that is reasonable and necessary for supervisory control over students. Like authority over students is given any person delegated to supervise children who have been authorized to attend a school function away from their school premises and to school bus drivers while students are riding, boarding, or leaving the buses. 4.3 Rights to Due Process Neither teachers nor students lose their constitutional rights when they enter the school. However, when the rights of the individual are in conflict with the good of the majority, the courts apply a balancing test. If the student or teacher can show that his or her constitutional rights have been infringed, the school must show that there is some compelling reason for its action. Usually the school must show that some disruption has been the result of the student or teacher action. 7

9 Whenever a governmental body (like a school) deprives a citizen of a substantial right, it must follow the due process of the law. Since a public education is guaranteed to all, schools must follow due process procedures when seeking to deprive a student of that right via suspension or expulsion. Due process involves informing the student of the violation(s) that have occurred and giving him or her a chance to respond. Each school should have a written policy covering the due process procedures. 4.4 Confidentiality (FERPA), Illegal Activity, and Child Abuse (Neglect) Reports FERPA. Access to student records is restricted by the Family Education and Privacy Rights Acts of Parents and students of legal age are guaranteed access to the records the school keeps on them. The school and its teachers cannot give out the information to those who do not have a clearly defined right to the information (teachers, accrediting agencies, etc.) without the written consent of the parents and students. ILLEGAL ACTIVITY. On the other hand, if a teacher has information about anything illegal, he/she must report it to the proper law enforcement agencies even if the information was given in confidence. Failure to do so may result in court action against the teacher. It is best to be honest with your students about your obligations as a teacher that may prevent you from keeping certain kinds of information confidential. CHILD ABUSE and NEGLECT. As per SDCL below, teachers must report suspected cases of child abuse to the proper authorities (check with your cooperating teacher and principal). SDCL 26-8A-7. Child abuse or neglect reports by school personnel Failure as misdemeanor Written policy required. Any person who has contact with a child through the performance of services in any public or private school, whether accredited or unaccredited, as a teacher, school nurse, school counselor, school official or administrator, or any person providing services pursuant to shall notify the school principal or superintendent or designee of suspected abuse or neglect. The school principal or superintendent shall report the information in accordance with the provision of 26-8A-8. Any person who knowingly and intentionally fails to make a required report is guilty of a Class I misdemeanor. Each school district shall have a written policy on reporting of child abuse and neglect. 5. PERSONAL LIABILITY AND THE SDEA-SP 5.1 Personal Liability Student teachers are responsible for the children under their supervision. Since the cooperating teacher is legally in charge of the class (es), he/she is also liable even if he/she is not actually present when student teachers are teaching. Since teachers are trained to work with children, the courts generally hold them to a greater degree responsible for their welfare. If a child is injured and a suit is brought against a student teacher, the courts will likely find against the student teacher if: he/she were responsible for the individual injured, he/she did not fulfill their obligation to the individual, if the injury was a result of a student teacher s action or lack of action (misfeasance, a normal lawful act performed in an unlawful way; malfeasance, which is wrong doing; or nonfeasance, which is doing nothing when something should have been done), or if the injury resulted in monetary loss. The standard of care expected of student teachers depends somewhat on the age of the child (more responsibility is expected for a younger child). Liability for student teachers is also reduced if the injury was unavoidable, participation in an activity was voluntary and involved assumed risk (going out for contact sports), or the child himself or herself was partially responsible for the injury. It is best to prevent the likelihood of accidents by giving careful directions when using equipment or working outside the classroom. Prior to student teaching, students MUST have personal liability insurance through SDEA-SP (see Section 5.5)) or provide proof of some other source. 8

10 5.2 South Dakota Education Association-Student Program (SDEA-SP) There is a chapter of the SDEA-SP at Presentation College and all education majors are encourage to join (juniors and seniors are required to join or demonstrate proof of other personal liability coverage). It is especially important for student teachers to belong to this type of organization in order to have professional affiliation and be eligible for insurance to cover liability in the classroom. Students are also encouraged to hold student memberships in their subject area, professional organizations, e.g., National Council of Teachers of English, Reading Council. 6. APPENDIX 6.1 Professional Practices and Standards Commission: Chapter 24:08:03 Code of Professional Ethics 24:08:03:01 Obligations to Students. In fulfilling their obligations to the students, educators should act as follows: 1. Not without just cause restrain students from independent action in their pursuit of learning; 2. Not without just cause deny to the students access to varying points of view in the classroom; 3. Not deliberately suppress or distort subject matter for which they bear responsibility; 4. Make reasonable effort to maintain discipline and order in the classroom and the school system to protect the students from the conditions harmful to learning, health, and safety; 5. Conduct professional business in such a way that they do not expose the students to unnecessary embarrassment or disparagement; 6. Accord just and equitable treatment to every student, regardless of race, color, creed, sex, sexual preference, age, marital status, handicapping condition, national origin, or ethnic background; 7. Not exploit a professional relationship with a student for personal gain or advantage; 8. Keep in confidence information that has been obtained in the course of professional service, unless disclosure serves professional purposes or is required by law; 9. Maintain professional relationships with students in a manner which is free of vindictiveness and recrimination. 24:08:03:02 Obligations to the public. In fulfilling their obligations to the public, educators shall act as follows: 1. Take precautions to distinguish between their personal views and those of the local school district or governing board; 2. Not knowingly distort or misrepresent the facts concerning educational matters in direct and indirect public expressions; 3. Not interfere with a colleague s exercise of political and citizenship rights and responsibilities; 4. Not exploit the local school district or governing board for private gain; 5. Not exploit the local school district or governing board to promote political candidates or partisan political activities; 6. Accept no gratuities, gifts, or favors that might impair professional judgment, nor offer any favor, service, or thing of value to obtain special advantage; 7. Not engage in activities that would lead to a felony conviction; 8. Not commit any act of moral turpitude or gross immorality. 9

11 24:08:03:03 Obligations to the profession. In fulfilling their obligations to the profession, educators shall act as follows: 1. Accord just and equitable treatment to all members of the profession in the exercise of their professional rights and responsibilities; 2. Maintain confidentiality of professional information acquired about colleagues in the course of employment, unless disclosure serves professional purposes; 3. Discuss professional matters concerning colleagues in a professional manner; 4. Accept a position or responsibility only on the basis of the professional preparation and legal qualifications; 5. Adhere to the terms of a contract or appointment unless the contract has been altered without the consent of the affected parties, except as provided by law, legally terminated, or legally voided; 6. Use sound professional judgment in delegation professional responsibilities to others; 7. Not interfere with the free participation of colleagues in the affairs of their associations; 8. Not use coercive or threatening means in order to influence professional decisions of colleagues; 9. Not knowingly misrepresent their professional qualifications; 10. Not knowingly distort evaluations of colleagues; 11. Not criticize a colleague before students except as unavoidably related to an administrative or judicial proceeding. 10