1. No category

______________________________________________________________________________
School of Education
______________________________________________________________________________
Student Teaching Manual
Initial Baccalaureate Program
and Initial Post Baccalaureate Program
NCATE
The Standard of Excellence
In Teacher Preparation
St. Thomas Aquinas College School of Education
125 Route 340 Sparkill, New York 10976-1050
P: 845.398.4158 F: 845.398.4209
www.stac.edu
(Revised July 2013)
School of Education
Student Teacher Manual
Chapter
Table of Contents
Page
I
Letter to Candidates
Requirements Worksheet for Undergraduates ………………..………..
Requirements Worksheet for MST students………………...………….
1
2
3
II
III
IV
The Teacher Education Program………………………………….……
• Policies and Procedures……………………………………….
• Learning Outcomes ……………………………………………
Professional Dispositions…………………………………………...…..
Roles and Responsibilities…………………………………..………….
• Student Teacher (7)
• Cooperating Teacher (8)
• College Supervisor (9)
• School Principal and/or Department Chairperson (9)
• Director of Clinical Experiences (9)
4
5
6
7
V
The Student Teaching Experience…………………………………..….
2nd Placement Considerations ………………………………………….
10
12
VI
Supervision and Evaluation of Student Teachers……………..………..
13
VII
Dismissal from Student Teaching and the Appeal Process…………….
14
VIII
IX.
New York State Certification Requirements
Certification Tests
15
16
Lesson Planning………………………………………………………..
Sample Lesson Plans/ STAC/Danielson Plan/ EdTPA Plan
Placement Evaluation ………………………………………………….
College Supervisor Evaluation ………………………………………...
Contract: Social Media, Final Observations, Waivers………………….
Sample Attendance Sheets………………………………………………
17
18
19-21
13
24
25
26
Appendix
St. Thomas Aquinas College Student Teaching Manual
School of Education
Educators are informed decision-makers
who create effective learning opportunities for all students.
Dear Teacher Candidate:
The mission of the School of Education at St. Thomas Aquinas College is to prepare educators that are informed
decision-makers who create effective learning opportunities for all students. The educators we prepare see the
potential in every learner and possess the knowledge, skills and dispositions that allow them to make informed
decisions that support the achievement of that potential. In carrying out our mission, we create a caring,
challenging environment for learning to support your development as an educator.
This manual contains information that will assist you in gaining the most benefit from your student teaching
experience. You will find information on your role and responsibilities as a student teacher and information about
performance standards for student teachers. This information should be helpful to you as you evaluate your
teaching performance and set professional goals for yourself.
The manual also contains information for the cooperating teachers and college supervisor that serve as your
mentors and as models of professional practice. They will provide the support you need in order to develop your
ability to create effective learning opportunities for all students.
We welcome you to the student teaching experience and look forward to working with you.
The Faculty of the School of Education
1
ST. THOMAS AQUINAS COLLEGE
School of Education
Undergraduate Worksheet for Admission to Student Teaching
Prior to student teaching all candidates must submit documentation for all requirements to the Office of Teacher
Education.
1.
2.
3.
4.
5.
6.
7.
8.
__4 hard copies of Resume (submitted at interview for student teaching)
__Updated TB Test
__Biographical Verification (online in PRC)
__Placement Request Worksheet
__Student Copy of Transcript (2)
__Minimum GPA 2.5 General Ed
__Minimum GPA 2.75 Teacher Ed
__Minimum GPA 2.5 Major/Concentration
Performance Competencies (These will be submitted by professors)
9. Microteaching Rubric
10. Microteaching Reflection Rubric
11. Work Sample rubric (Tutoring)
Knowledge Competence (NYS): NYS exam requirements: http://www.nystce.nesinc.com/index.asp
Applying for certification on or after May 1, 2014
12.
13.
14.
15.
__Teacher Performance Assessment (TPA)
__Educating All Students Test (EAST)
__Academic Literacy Skills Test (ALST)
__Content Specialty Tests (CSTs)
______________________________ ___________________________ _____________________
______________________________ ___________________________ _____________________
All NYS tests must be passed before NYS certification is issued.
Field Experience
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
__Professional Development (5)
__Field Experience Hours: 100
__Including 15 in Special Education
__Field Experience 100 + 50 Special Ed (for special education certification)
__Documented Diverse Hours (30)
__Classroom Teacher Evaluation
__Field Experience Survey
__Reference Form Liberal Arts Faculty
__Reference Form Teacher Ed Faculty
__Fingerprint Clearance: http://www.highered.nysed.gov/tsei/ospra/
__Register with NYS: TEACH: http://www.highered.nysed.gov/tcert/teach/
__________________________________________________________________________________________
St. Thomas Aquinas College Student Teaching Manual
2
ST. THOMAS AQUINAS COLLEGE
School of Education
MST Worksheet for Admission to Student Teaching
Prior to student teaching all candidates must submit documentation for all requirements to the Graduate Office of
Teacher Education. Requirements will be reviewed at the final interview with the Director of Clinical Experience.
General Requirements
1.
2.
3.
4.
5.
6.
_____Matriculation
_____4 hard copies of Resume (submitted at interview for student teaching)
_____Updated TB Test
_____Biographical Verification (online in PRC)
_____Placement Request Worksheet
_____Student Copy of Transcript (2)
Performance Competencies (These will be submitted by professors)
7. Microteaching Rubric
8. Microteaching Reflection Rubric
9. Work Sample rubric (Tutoring)
Knowledge Competence (NYS): NYS exam requirements: http://www.nystce.nesinc.com/index.asp; For those
candidates applying for certification on or after May 1, 2014
10.
11.
12.
13.
_____Teacher Performance Assessment (TPA)
_____Educating All Students Test (EAST)
_____Academic Literacy Skills Test (ALST)
_____Content Specialty Tests (CSTs)
a.
________________________
b.
________________________
c.
________________________
d.
________________________
All NYS tests must be passed before NYS certification is issued.
Field Experience
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
__Professional Development (3)
__Field Experience Hours: 100
__Including 15 in Special Education
__Field Experience 100 + 50 Special Ed (for special education certification)
__Documented Diverse Hours (30)
__Classroom Teacher Evaluation Form 4: gray or blue
__Field Experience Survey: Form 5: purple
__Reference Form Teacher Ed Faculty: Form 7: beige
__Fingerprint Clearance: http://www.highered.nysed.gov/tsei/ospra/
__Register with NYS: TEACH: http://www.highered.nysed.gov/tcert/teach/selfreg.html
St. Thomas Aquinas College Student Teaching Manual
3
Chapter I
Student Teaching: General Policies & Procedures
The Student Teaching Manual contains policies and procedures that apply to candidates seeking initial teacher
certification at the baccalaureate or post-baccalaureate levels in one of the following areas:
 Childhood Education Grades 1-6
 Childhood Education and Special Education Grades 1-6
 Adolescence Education Grades 7-12: Art, Biology, English, Mathematics, Natural Sciences/Biology, Natural
Sciences/Chemistry, Social Studies, or Spanish
Placement, Supervision, and Evaluation of Performance
Candidates in the initial teacher education programs complete a 16 week supervised student teaching experience.
Candidates are assigned two placements, each for eight weeks. Placements are at two developmental levels (e.g., lower
grades, and upper grades). Candidates are placed with cooperating teachers whose credential matches the credential for
which the candidate is preparing. The student population in the student teaching placements must match the specific field
and level of the certification for which the candidate is being prepared. Candidates are assigned a college supervisor.
Supervisors are certified teachers whose credential matches the credential for which the candidate is preparing.
Successful completion of the student teaching experience requires an acceptable evaluation by the candidate’s college
supervisor and acceptable evaluations by the candidate’s cooperating teachers.
Attendance and Record Keeping
Student teachers are expected to uphold the same attendance and punctuality requirements as their cooperating teachers.
They will report to their assigned schools everyday, for the full school day and for the full college semester; the day will
begin at minimum 20 minutes before the school buses arrive and end not earlier than 20 minutes after the last bus
leaves. Candidates should follow the school district’s daily schedule and calendar. No absences will be allowed except for
illness and death in the immediate family. In case of absence, student teachers must notify the school according to its
policy and must notify the cooperating teacher, college supervisor, and Director of Clinical Experience. Each absence
must be documented, complete with reason for absence. Absences may require the extension of the student teaching
placement beyond the end of the college semester. Student teachers are expected to maintain the same types of records as
the cooperating teacher. This includes attendance, grades, and other types of clerical materials. All recorded information is
kept in strict confidence.
Policy Statements
Athletics
Student athletes who wish to participate in student teaching are required to be at the assigned school for the entire day,
every day of the 16-week in-school experience. They may not be excused from school or leave early due to an athletic
event.
If a College sponsored team travels for a week of official training, the student teacher may travel with the team for that
week. In such a case, the student teaching placement that is interrupted by travel will be extended for an additional week.
The remaining placement will be 8 weeks.
Union Activities
Student teachers are advised to remain at home if a strike or job action in their field school is called. In the event of such
job action, student teachers are to notify the Director of Clinical Experience. Student teachers are not to become involved
in union action. They are not to cross picket lines and are to refrain from participating in job actions of any sort.
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St. Thomas Aquinas College Student Teaching Manual
4
Chapter II: The Teacher Education Program
Our Vision
In collaboration with the broader St. Thomas Aquinas College community and the professional community in schools
surrounding our college, the teacher education program seeks to prepare educators who are able to meet the challenges of
teaching in the twenty-first century. It is the vision of the teacher education program to prepare knowledgeable, caring
educators who are dedicated to their students’ intellectual growth and overall well being. Our vision is captured in our
goal to prepare educators who are informed decision-makers and who create effective learning opportunities for all
students.
Our Mission
The Mission of the St. Thomas Aquinas Teacher Education Program is to foster the development of learners that are able
to contribute to and live successfully in our democratic society and diverse world community. We accomplish this mission
by preparing knowledgeable, caring educators that have a passion for learning and can develop that passion in their
students. These educators possess a level of content area knowledge and skills that allows them to continue to learn and
apply their knowledge in their vocation. They effectively promote learning through a socially mediated process that
supports the learner's personal construction of knowledge. They are effective communicators and collaborators and can
create supportive, inclusive environments for learning. They are thoughtful educators who critically reflect on practice.
They are committed to lifelong learning in order to help all students achieve to their fullest potential.
Learning Outcomes
1. Student Centered Environment
• An understanding of human development and of the diverse individual and contextual factors that
influence motivation and learning, and the ability to differentiate instruction to promote student learning.
• An understanding of classroom organization and management, and the ability to design and maintain safe
and mutually respectful learning environments that support student motivation, social interaction and
learning.
2. Knowledge Centered Environment
• An understanding of the disciplines and their specific pedagogy, and the ability to organize and express
knowledge in multiple ways to promote mastery of content.
• An understanding of learning as a socially-mediated, constructive process, and the ability to use evidencebased instructional methods and emerging technologies to support learning, problem-solving, and critical
thinking.
3. The Use of Assessment to Support Learning
• An understanding of assessment as an ongoing process involving multiple sources of information and
varied assessment techniques, and the ability to design/select assessments to monitor and evaluate student
progress.
•
An understanding of how assessment informs instruction, and the ability to use assessment data to adjust
instruction to support student learning.
4. Professional Practices
• An understanding of the importance of effective interpersonal relationships and ethical practice, and the
ability to collaborate with students, parents, colleagues, and the community to promote students’ learning
and well being.
•
An understanding of the use of self-evaluation and reflection as tools for professional growth, and the
ability to use the resources within the school and broader professional community as supports for growth
as a teacher and leader
5
Professional Dispositions: Entry Level
All teacher education candidates should be knowledgeable about and exhibit these
professional dispositions.
As you follow your career path in the School of Education,
your professors will evaluate you on these dispositions.
Failure to exhibit these dispositions may result in dismissal from the School of Education
Reflect upon these dispositions prior to writing next week’s essay. How well does your academic and personal
behavior reflect these dispositions?
1. I demonstrate high expectations for myself and student learning.
2. I exhibit respect for the beliefs of others; I respect cultural differences and diversity.
3. I exhibit compassion, fairness and patience.
4. I display a passion and enthusiasm for teaching/learning.
5. I demonstrate appropriate self-confidence.
6. I respond constructively to professional feedback and make appropriate changes
7. I exhibit responsibility and independence in implementing activities requested by the classroom
teacher
8. I utilize self-reflection effectively for self-improvement.
9. I prepare appropriately for classes and am punctual for meetings.
10. I use an appropriate tone of voice and nonverbal expressions
11. I communicate effectively both orally and in writing.
12. I project a positive self-image and relate well to others
13. I demonstrate a professional demeanor in dress, maturity, hygiene, use of electronic devices, texting, etc.
14. I demonstrate high ethical standards.
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St. Thomas Aquinas College Student Teaching Manual
6
Chapter IV:
Roles and Responsibilities
Student Teachers
Student teachers are candidates for certification who have satisfied the requirements for admission to student teaching.
Specifically they:
1. Demonstrate through their teaching, competence in the performance standards of the teacher education program
and the professional society that informs their specific certification area.
2. Confer and collaborate with cooperating teacher on a daily basis to review performance and to plan instructional
and other classroom activities.
3. Develop written long and short- term instructional plans under the direct supervision of the cooperating teacher.
4. Plan, implement, and evaluate instruction on a daily basis.
5. Maintain a daily lesson plan binder, complete with activities and actual plans.
6. Maintain a weekly attendance chart which is signed each Friday by the cooperating teacher.
7. Communicate and confer with college supervisor on a regular basis.
8. Attend all school activities, including grade or department meetings, faculty meetings, professional development
workshops and programs, and parent/teacher conferences. Participation is encouraged with permission of
cooperating teacher, principal or department chairperson, and college supervisor.
9. E-mail lesson plans to college supervisor 24 hours prior to the lesson.
10. Engage in on-going reflection for self -evaluation and professional growth
11. Engage in professional development by identifying a specific professional goal and by developing and
implementing a plan to achieve that goal.
12. Prepare a portfolio that contains artifacts selected in consultation with the professionals who have guided them
through the student teaching experience.
13. Attend Action Research or Reflective Practice on Thursday afternoons, time to be determined.
14. Be present in school a minimum of 20 minutes prior to the bus arrival and 20 minutes after the last bus.
15. Avoid outside employment that may interfere with student teaching. If the cooperating teacher, college
supervisor, principal, or DCE sees that employment interferes with student teaching, student teaching will be
terminated.
16. Uphold all rules and regulations that govern student teaching, confidentiality, social media, and conduct. Failure
to do so will result in the termination of student teaching.
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St. Thomas Aquinas College Student Teaching Manual
7
Chapter IV:
Roles and Responsibilities of Classroom Teachers
Cooperating Teachers
Cooperating teachers are classroom teachers who mentor student teachers. They are certified teachers whose credentials
match the credentials for which the candidate is preparing. Specifically they:
1. Welcome and accept student teacher as a professional.
2. Introduce student teacher to students and informs them of the student teacher’s teaching responsibilities.
3. Assist student teacher in writing a letter of introduction to parents that will be sent home during the first week of
the placement.
4. Orient student teacher to classroom rules and procedures, including emergency procedures.
5. Guide student teacher in planning, providing instruction, and evaluating instruction to meet the needs of all
students, including students with linguistic and cultural differences, and students who have special learning needs.
6. Collaborate with student teacher on a regular basis to:
7. Share information, knowledge and expertise.
8. Provide constructive feedback with specific suggestions for improving teaching effectiveness.
9. Assist the student teacher in using self-reflection to support professional growth.
10. Model effective teaching methods and strategies.
11. Support student teacher in assuming full responsibilities of the teaching role.
12. Check and approve the student teacher’s daily, weekly and unit plans.
13. Confer with college supervisor to review progress/concerns.
14. Include student teacher in all class and school activities.
15. Offer suggestions for student teacher’s resume and professional portfolio.
16. Complete a summative written evaluation of the student teacher at the end of the placement.
_________________________________________________________________________________________
St. Thomas Aquinas College Student Teaching Manual
8
Chapter IV:
Roles and Responsibilities of College Personnel and School Administrators
College Supervisors
College supervisors are professional teachers who meet, observe and evaluate student teachers a minimum of six times.
Specifically they:
1.
2.
3.
4.
5.
6.
7.
8.
Meet student teachers at the Student Teacher Orientation and discuss roles, responsibilities and expectations.
Arrange schedules for observations.
Observe instruction and confer with student teacher, providing both verbal and written feedback about the lesson.
Communicate with student teacher on a regular basis between observations to monitor progress and support
professional growth.
Communicate regularly with the cooperating teacher and as necessary with school administrators to monitor
progress of student teacher.
Communicate with the Director of Clinical Experiences to report on the progress of student teacher.
Complete a formative and summative evaluation of the student teacher at the prescribed times.
Attend periodic meetings of supervisors.
School Principal and/or Department Chairperson
The school principal or department chair selects and assigns student teachers to exemplary cooperating teachers, models
of professional practice, who will serve as mentors to student teachers.
Specifically they:
1.
2.
3.
4.
5.
6.
Welcome and orient student teachers to the school environment (personnel, policies, and building).
Monitor student teaching performance, including observations whenever possible.
Communicate with the student teacher re progress/concerns.
Communicate with the cooperating teacher and college supervisor re progress/concerns.
Arrange for student teachers to observe in other classrooms.
Arrange for student teachers to participate in professional development workshops and programs in the school or
school district.
7. Include student teachers in parent involvement activities.
Director of Clinical Experiences
The Director of Clinical Experiences coordinates student teaching experiences for candidates in the Teacher Education
Program. Specifically, the director:
1.
2.
3.
4.
5.
6.
Reviews applications for admission to student teaching to verify that candidates have met the requirements.
Arranges school placements.
Conducts a pre-student teaching orientation with candidates and supervisors to review roles and responsibilities.
Serves as a liaison between the college and schools/school districts.
Receives and reviews evaluations of student teachers from cooperating teachers and college supervisors.
Arranges a mock screening interview forum for student teachers (with school administrators) to experience the
hiring process.
7. Reviews candidates’ records to verify that candidates have met the requirements for completion of student
teaching.
_________________________________________________________________________________________
St. Thomas Aquinas College Student Teaching Manual
9
Chapter V: The Student Teaching Experience
Student teaching is a gradual introduction to teaching through a progression of experiences from observation, to
participation, to teaching. During these experiences, cooperating teachers serve as mentors and models of
professional practice for candidates. Through collaboration with cooperating teachers, candidates receive the support
they need in order to create learning environments that are student-centered, knowledge-centered, and communitycentered and in which assessment is used to support learning.
Prior to the First Day of Student Teaching
Prior to the first day of student teaching, candidates undertake several preliminary tasks. The candidate should:






Attend the student teaching orientation at the college.
Contact the building principal and cooperating teacher as a means of introduction.
Review the Student Teaching Manual.
Meet with the college supervisor.
Make any necessary arrangements to eliminate obstacles to their full participation in student teaching (e.g.,
employment schedules, family responsibilities, etc.).
Obtain the Video Release Forms from their first school district
Week 1 Observation
At the start of the student teaching experience, observation provides an opportunity for the candidate to become known to
the students as another teacher in the classroom. The candidate should:
 Become familiar with the policies and schedule of the school.
 Learn the names of the students.
 Give to and collect from all students the Video Release forms for EdTPA
 Learn the classroom schedule and routines.
 Develop an awareness of the style of the cooperating teacher.
 Examine instructional materials, library and technological resources.
 Talk with the cooperating teacher about lessons and units for which s/he will be responsible.
 Meet parents as opportunities arise.
 Arrange an initial visit by the college supervisor and a follow-up conference.
Weeks 2-3 Participation in Instruction
By the end of the first week, the candidate begins to take a more active role in the classroom. Participation in
instructional activities provides opportunities for the candidate to assist individuals or groups of students in various
formats. During the beginning weeks of the experience, the candidate should:


Develop an ease of interaction by working with the cooperating teacher, the students and teaching assistants
in small group instruction.
Engage in initial teaching experiences with groups of children and adolescents.
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St. Thomas Aquinas College Student Teaching Manual
10
Weeks 3-8 Teaching
Please note the distinctions among expectations according to certification types and levels of student teaching experiences…
As the placement continues, the candidate should gradually assume additional responsibility for planning and for
instruction and other school related activities.
By the 8th week, candidates for childhood certification should be able to assume full responsibility for planning and
instructing, and for the management of all classroom activities. This can be accomplished by teaching additional
subjects/groups each week.
By the 8th week, candidates for adolescence certification whose first placement is in the Middle School should be able
to assume full responsibility for planning and instructing, and for the management of all classroom activities. This can
be accomplished by teaching one additional class each week.
Candidates for adolescence certification whose one placement (7-12) covers the entire semester should assume
increasing responsibility for planning, instructing and managing all classroom activities on a regular basis. This can be
accomplished by teaching an additional class (including AP sections) every week or second week. It is not unusual
that these candidates would assume full teaching responsibilities by the 12th to the 14th week of the experience. In
other words, the candidate should take on the responsibilities of a classroom teacher.
The candidate should:


Arrange a third visit by the college supervisor and a follow-up conference.
Arrange for an observation by and follow-up conference with the principal or department chairperson.
Collaboration
The most successful student teaching experiences are the result of collaboration between the candidate and the
cooperating teacher. Through collaboration, the candidate learns to interact with peers and supervisors for the purpose of
professional growth. Collaboration fosters the development of:

Self-awareness
- to accept responsibility.
- to reflect on one’s own teaching performance – strengths and weaknesses.
- to adjust one’s teaching practice so that student learning is enhanced.

Communication skills
- to listen to the ideas and viewpoints of others.
- to exchange ideas.
- to discuss concerns and to seek clarification.
_________________________________________________________________________________________
St. Thomas Aquinas College Student Teaching Manual
11
Chapter V. continued
Considerations about Second Placement
Prior to the First Day of the SECOND placement for Student Teaching, candidates should undertake several
preliminary tasks:

Contact the building principal and cooperating teacher as a means of introduction.

Review the Student Teaching Manual.

Make any necessary arrangements to eliminate obstacles to their full participation in student teaching (e.g.,
employment schedules, family responsibilities, etc.).

Give to and collect from all students the Video Release forms for EdTPA
Week 1 Observation and Participation in Instruction
Because the student teacher has already had experience in a classroom, he or she should, by the end of the first week,
begin to take an active role in the classroom. Participation in instructional activities provides opportunities for the
candidate to assist individuals or groups of students in various formats. During the beginning week of the experience,
the candidate should:

Become familiar with the policies and schedule of the school.

Learn the names of the students.

Learn the classroom schedule and routines.

Develop an awareness of the style of the cooperating teacher.

Examine instructional materials, library and technological resources.

Talk with the cooperating teacher about lessons and units for which s/he will be responsible.

Meet parents as opportunities arise.

Arrange an initial visit by the college supervisor and a follow-up conference.

Develop an ease of interaction by working with the cooperating teacher, the students and teaching assistants
in small group instruction.

Engage in initial teaching experiences with groups of children and adolescents.
As the placement continues, the candidate should gradually assume additional responsibility for planning and for
instruction and other school related activities.
_________________________________________________________________________________________
St. Thomas Aquinas College Student Teaching Manual
12
Chapter VI
Supervision and Evaluation of Student Teachers
Candidates’ performance is monitored over the course of the student teaching experience to support the candidate in
achieving the performance standards of the teacher education program (see Chapter III).
Observations and Conferences
Cooperating teachers observe student teachers on a daily basis and provide formative evaluations of candidate
performance during collaborative conferences. At the completion of the student teaching placement, the cooperating
teachers complete summative evaluations of the candidates’ performance.
During the student teaching experience, college supervisors conduct a minimum of six formal observations of candidates.
Supervisors meet with candidates after each observation to provide formative evaluations of the candidate’s performance.
The supervisor prepares a written summary of the observation and the post observation conference and gives it to the
candidate and the cooperating teacher. Conferences between the supervisor, the cooperating teacher and the candidate are
scheduled regularly near the time of observations and are intended to support the development of the candidate’s use of
reflection and self-evaluation for professional growth.
At the completion of student teaching, the college supervisor and the cooperating teachers evaluate the performance of
their student teachers (see Appendix). At the same time, candidates evaluate their own student teaching experience and
that of their supervisors (see Appendix).
Early Intervention Letter
During the course of the semester and prior to the time when cooperating teachers evaluate the student teacher, the
Director of Clinical Experience will send an Early Intervention Letter to the cooperating teacher. In part this letter states:
In order to ensure that our student teachers are meeting the standards set by the college and New York State, I
ask that you contact me immediately, if a problem arises that you, the student teacher, and/or the college
supervisor cannot solve. Should you need me to intervene about planning, attendance, punctuality, or attitude, I’d
be happy to do so. Simply call or e-mail me at the college as soon as you think it necessary. If all is going well,
simply complete the Student Teacher Performance Evaluation checklist online by the seventh week of this
placement. Once the evaluation is complete, the School of Education will send you a tuition reduction voucher
for your work with the student teacher. Vouchers will be sent to your school address.
Completion of the Student Teaching Experience
Successful completion of student teaching experience requires:


Completion of the Reflective Teacher Project (baccalaureate program) or the Action Research Project (postbaccalaureate program)
Summative evaluations by the college supervisor and the cooperating teachers indicating that the candidate
has met the performance standards identified in Chapter III.
Unsuccessful student teaching may result in withdrawal or dismissal from the program.
_________________________________________________________________________________________
St. Thomas Aquinas College Student Teaching Manual
13
Chapter VII
Procedure for Withdrawing or Dismissal from Student Teaching
and the Appeal Process
When a major problem occurs during the practicum, the cooperating teacher, college supervisor, and student teacher
should meet to develop a plan of action that might include:
•
•
•
the identification of the specific concerns of all participants
the development of appropriate strategies and evaluation criteria to address those concerns, and
the setting of a realistic time line for review of the action plan.
If the specific concerns of all parties are not addressed satisfactorily during the designated time period, the college
supervisor should notify Director of Clinical Experience, to determine the advisability of:
•
•
•
developing a second action plan, using the guidelines outlined in the previous section;
recommending termination of the placement; or
recommending withdrawing from the teacher education program.
If the recommendation is to terminate the student teaching placement, the Director of Clinical Experience, college
supervisor, and student teacher will meet with the Chairperson of the School of Education to finalize the recommendation
and determine the student's next steps.
If the recommendation is to withdraw the student teacher from the teacher education program for the purposes of
retraining the candidate, the Chairperson of the School of Education will notify the student and other appropriate
personnel in writing. This notification will provide information on available campus resources and the procedures for
appeal.
If the placement situation requires immediate action because the safety of one or more participants is in question or
because the interests of one or more participants are in jeopardy, any of the involved parties may request that the student
teacher not participate in classroom activities.
The Appeal Process:
If a candidate wishes to appeal his/her dismissal from student teaching, a written request must be submitted to the
Chairperson of the School of Education within five (5) days of the dismissal.
The written request should contain the following information:
1. The candidate’s name, address, phone number, student ID#, and social security number.
2. The school’s name, address, telephone number, principal’s name, cooperating teacher’s name(s), grade/subject
level, student teaching dates and college supervisor’s name.
3. Reasons for the request of appeal
4. Copies of any information and/or supporting documents to support the student teacher’s request for appeal
Once a committee of the Division Chairperson, Director of Clinical Experience, College Supervisor, and Student Adviser
reviews the written appeal, the candidate will be called in for a formal hearing. in which the appeal will be either upheld
or dismissed.
amended from the procedure outlined at http://www.colorado.edu/ http://www.coe.uh.edu/ http://www.cortland.edu/
_________________________________________________________________________________________
St. Thomas Aquinas College Student Teaching Manual
14
Chapter VIII
New York State Certification Requirements
Prior to student teaching all candidates are required to take the several New York State Teacher Certification
Examinations as outlined below. Yearly information regarding the test schedule may be accessed directly online at
www.nystce.nesinc.com.
Before candidates can petition for New York State teacher certification, they must provide evidence that all NYS
required tests have been passed.
Office of Teaching Initiatives
Certification
Update on New Exams for Initial Certification of Teachers and School Building Leaders. We anticipate that candidates applying
for certification on or after May 1st, 2014 will be required to take certain new exams. At the February 2012 meeting, the New York
State Board of Regents approved a change to the implementation schedule for the new testing requirements for the initial certification
of teachers and school building leaders. Read the policy memo here. The following non-regulatory guidance is based on the Board’s
direction and is subject to change when regulations are adopted later this year.
Current Exams
New Exams
Assessment of Teaching Skills – Written
Teacher
Teacher Performance Assessment (Portfolio)
Educating All Students Test
(ATS-W)
Liberal Arts And Science Test (LAST)
Academic Literacy Skills Test
Content Specialty Tests (CST)
Revised Content Specialty Tests
Anticipated requirements for qualified candidates who apply for a certificate on or before April 30, 2014 and qualified
candidates who apply via the Individual Evaluation pathway prior to September 1, 2013
•
All candidates for the Initial or Transitional B teaching certificate may take the current Content Specialty Test in their field.
Candidates who do not pass the current CST prior to implementation of the new CST will have to pass the new CST. (See
“When will the new exams be available,” below.)
•
Candidates who apply for their first Initial certificate on or before April 30, 2014 and who will have completed all of their
requirements by April 30, 2014 will be required to pass the Liberal Arts and Sciences Test (LAST) and Assessment of
Teaching Skills-Written (ATS-W). Candidates who do not complete all requirements (including passing both the LAST and
the ATS-W) by April 30, 2014 will be required to pass the new Teacher Performance Assessment, Educating All Students
test, and Academic Literacy Skills Test.
•
Candidates who apply for the initial school building leader (SBL) certificate on or before April 30, 2014 and who will have
completed all of their requirements by April 30, 2014 will be required to pass the current SBL exam. Candidates who do not
complete all requirements (including passing the current SBL exam) by April 30, 2014 will be required to pass the new SBL
exam and the Educating All Students Test.
Page 15
•
Candidates who will have completed all of the requirements for the Transitional B certificate by April 30, 2014
will be required to pass the LAST and CST by that date and will be required to pass the ATS-W prior to obtaining
the Initial certificate. Candidates who do not complete all requirements for the Transitional B certificate by April
30, 2014 will be required to pass the new Teacher Performance Assessment, Educating All Students test, and
Academic Literacy Skills Test.
What is going to be covered on the new exams?
To enable program administrators and faculty to adjust their curricula and prepare their candidates to pass the new exams,
the Department will post test frameworks that outline in detail the material that each test will cover, as well as the
performance standards for each test. During the spring 2012 semester, we plan to post preliminary frameworks and
scoring rubrics for the Teacher Performance Assessment, the Academic Literacy Skills test, the Educating All Students
test, and the new School Building Leader exam at http://www.nystce.nesinc.com/. The framework for each new CST will
be published well before the first administration date.
Teacher Performance Assessment (Portfolio)
Educating All Students Test
Academic Literacy Skills Test
Revised Content Specialty Tests
The School of Education cannot take responsibility for changes mandated by New York State’s Department of Education.
Additional information regarding the new exams and other NYSED initiatives in educator preparation and certification
can be found at http://www.highered.nysed.gov/resources.html
_________________________________________________________________________________________
St. Thomas Aquinas College Student Teaching Manual
page 16
______________________________________________________________________________
School of Education
______________________________________________________________________________
Educators are informed decision-makers
who create effective learning opportunities for all students.
Appendix
During the student teaching experience candidates are expected to follow the St. Thomas Aquinas College lesson plan and
will be required to complete several surveys. A sample lesson plan, Placement Survey, and College Supervisor Evaluation
Form follow. Actual forms may be obtained in the ERC or during the Reflective Teacher or Action Research Seminars.
19
Lesson Planning
22
Placement Survey
24
Evaluating the College Supervisor
________________________________________________
During student teaching all candidates will be evaluated by their college supervisor and cooperating teacher(s). Sample
evaluation forms follow. Be sure to review the contents of the proper form with your cooperating teacher(s), college
supervisor, and professor.
___________________________________________________________________
St. Thomas Aquinas College Student Teaching Manual
Appendix
17
PLAN FOR SUCCESS
The School of Education will distribute Lesson Plan Binders during the student teacher orientation in August or January.
Replacement binders will cost $15. Bring your binder to each seminar class.
1. Student Teacher Attendance Chart
2. STAC calendar
3. All contact information: CT, Supervisor, ICE
Lesson Plan Binder vs. Teacher Planbook.
The STAC Lesson Plan Binder differs from a Teacher Planbook. In order to be effective, you must plan extensively.
Whereas a veteran teacher may be able to use bullets to generate a lesson, you must use an extensive lesson plan.
Keep an accurate record of your plans in this binder. These plans will be reviewed during seminar.
4. The placement-at-a-glance
5. Tabs for each specific class you observe and then will teach:
Childhood 1-6 by topic: ELA, Math, Science, Social Studies
Seating Chart(s)
Initial Observations
Long Range Lesson Plans: by the week, unit, or month. Where are you going?
Daily Lesson Plans
Formal Lesson Plans
Reflections
Special Education by assignment
Seating Chart(s)
Initial Observations
Long Range Lesson Plans: by the week, unit, or month. Where are you going?
Daily Lesson Plans
Formal Lesson Plans
Reflections
Secondary 7-12: Math, English, Science, SS, Foreign Language (by period)
Seating Charts
Initial Observations
Long Range Lesson Plans: by the week, unit, or month. Where are you going?
Daily Lesson Plans
Formal Lesson Plans
Reflections
6. Filler Activities: These are emergency handouts/lesson plans for classes that may end early, especially if you
are being observed.
Appendix 18
SAMPLE LESSON PLAN FORMAT: STAC
Lesson Plans
Student teachers must write daily lesson plans and are encouraged to use the lesson plan format required by their
assigned schools. If the assigned school does not require a specific format, the lesson plan format on the following page
should be used.
Subject Area(s) _____________________________________________Grade_____________
Goals and Objectives
What do I want students to learn and understand during the lesson? (Knowledge or Outcomes)
What do I want students be able to do as a result of the lesson? (Performance outcomes)
Assessment of learning
Over time, how will the students demonstrate what they have learned?
For this lesson, how well have students met the learning objectives?
What alternative assessment strategies will I use for students with special needs?
Materials and Supplies
What materials and supplies will I need in order to achieve my goals and objectives by creating a multi-sensory
experience that involves all students in the learning process.
Set Induction
How will I help students to make personal connections to the material to be learned?
How will I connect new ideas and information to students’ prior learning and background?
How might I incorporate KWL charts/Venn Diagrams/Concept webs, etc.
Methodology
How will I organize the instruction? Will I use Interactive lecture, cooperative groups, reciprocal teaching?
Learning Activities
How will the students be involved?
What techniques and Guiding Questions will I use in discussion/reading/writing/drawing/simulations, dramatic
enactments, etc.
Accommodating special learning needs
Once I identify those students with special learning needs, how will I accommodate their instruction?
Closure
How will I bring closure to the lesson by guiding students to summarize key concepts and reflect on their learning?
Learning Extensions
What will students do to extend their knowledge and understanding; to involve their parents and community?
Teacher Reflection: What can I do to improve the lesson once it is taught?
_________________________________________________________________________________________
St. Thomas Aquinas College Student Teaching Manual
19
Model for Charlotte Danielson Lesson Plan
Language Arts Lesson Plan
Teacher:
Start Date: Sept. 5
End Date: Sept. 8
UNIT ESSENTIAL QUESTION:
STATE STANDARDS ADDRESSED:
COMMON CORE STANDARDS ADDRESSED:
ACADEMIC LANGUAGE AND VOCABULARY:
LEARNING GOALS: The students will be able to
SPECIFIC QUESTIONS FOR THE LESSON:
DAILY ACTIVITIES:
ADAPTATIONS NEEDED:
http://englishemporium.wordpress.com/2013/04/16/digital-lesson-plan-templates-siop-charlotte-danielson-common-core-lesson-plantemplates/
20
EDTPA Lesson Plan
LESSON ___ of ___
Grade:
Number of Students:
Preliminary Information
Date:
Course/Subject:
Goals (or themes) of this Unit
Where in the unit does this lesson occur if it is
part of a larger unit?
Beginning of the unit
Middle of the unit
End of the unit
Period/Time:
Estimated Duration:
Structure(s) or grouping for the lesson (Check
any that apply)
Whole group
Small group
One-to-one
Other (specify)
Daily Lesson Plan
I.
Planning to Teach
What is the Big Idea/Concept/Central Focus of this lesson?
Rationale/Context
Why this lesson at this time; how does it connect to previous or succeeding lessons?
Prior Knowledge and Conceptions
What knowledge, skills and/or academic language must students already know to be successful with this
lesson?
Standards
List the Common Core Standards that are most relevant to your objectives
Student Learning Objective(s) SLO
Identify 1 or 2 measureable and observable SLOs for students;
State how you will communicate these SLOs to students.
Academic Language Demands
Identify academic language; particular words/phrases that are essential to understanding the content of
this lesson
How will you develop this vocabulary?
21
II. Instructing and Engaging Students in Learning
Launch/Hook/Set Induction
How will you get the lesson started?
What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?
Resources and Materials
What materials will you use: text, problems, technology, manipulatives, multi -sensory materials, lab
materials, graphic organizers, etc.
Detailing the Lesson Plan
What specific higher level questions will you ask;
How will you promote question generation/discussion;
How will you address the academic language demands
Differentiation
How will you provide successful access to the key concepts by all of the students including Advanced,
English Language Learners, Special Needs
Closure
How will you bring closure to the lesson?
Extension/Homework
How will you ensure that your students will be able to connect today’s lessons with future learning?
III. Assessing: Knowing what your students have learned
Evidence and Assessment of Student Learning
How will you know whether students are making progress toward your SLOs?
How will you assess the extent to which they have met your SLOs?
What alternative assessment strategies will you use for students with special needs?
How will you know if your students can use the new academic language from this lesson
Optional What Ifs Be proactive:
Consider what might not go as planned with the lesson; what will you do about it?
What will you do for students who do not meet your SLOs?
22
School of Education
Evaluating the Student Teaching Placement
Dear Student Teacher: Please complete this Student Teaching Placement Survey based on your assignment. Please return the
completed survey to your instructor during the Reflective Teacher Seminar or Action Research. Use reverse side for comments.
Candidate’s Last Name: _______________________________________ First Name ____________________________
Placement Information:  First Placement
 Second Placement
School: ________________________________________________ Principal: ________________________
Address: _________________________________________________________________________________
Cooperating Teacher: ____________________________________ Grade Level: ______________________
The student teaching placement (3) exceeded my expectations / (2) met my expectations / (1) did not meet my expectations
Student Centered: A belief that all students can learn and the ability to see the potential in every student. Characteristic is
reflected in the support you received as you developed your ability to:
1. 3 2 1 Adjust instruction to meet students’ individual needs
2. 3 2 1 Use classroom management strategies to develop students’ intrinsic motivation to learn.
Knowledge-Centered Environments: A love and enthusiasm for learning. Characteristic is reflected in the support you received as
you developed your ability to:
3. 3 2 1 Understand the curriculum, the concepts and skills for the academic subjects taught at a particular grade level
4. 3 2 1 Use teaching strategies and instructional resources (e.g., print, manipulative, and/or technological resources) to
develop students’ critical thinking skills.
Community-Centered Environments: Characteristic: An appreciation of the importance of individual responsibility and
independence and of the contributions of individuals from diverse backgrounds to the learning community. This characteristic is
reflected in the support you received as you developed your ability to:
5. 3 2 1 Use methods and resources that were respectful of individual differences among students and
6. 3 2 1 Use respectful, pleasant communication techniques with students and with other members of the school community.
Assessment to Support Learning: Characteristic: A commitment to life-long learning. This characteristic is reflected in the
support you received as you developed your ability to:
7. 3 2 1 Use assessment strategies to monitor student progress towards and mastery of learning objectives and
8. 3 2 1 Use student assessment results for self-evaluation and professional growth
Final Evaluation of Placement
9. 3 2 1 The student teaching placement (3) exceeded my expectations / (2) met my expectations / (1) needed improvement
Signature of the candidate: ___________________________________________________________ Date: ___________
St Thomas Aquinas College School of Education
23
School of Education
Evaluating the College Supervisor
Dear Candidate for Certification:
Please complete this evaluation based on your interactions with your college supervisor during your student teaching
placements.
The completed evaluation should be returned to the instructor during the Reflective Teacher Seminar or Action Research
Seminar.
Please use this scale:
3 (exceeded my expectations) 2 (met my expectations) 1 (did not meet my expectations)
The college supervisor:
1. 3 2 1 Was knowledgeable of current research and strategies in teaching and learning
2. 3 2 1 Was knowledgeable of ways to personalize instruction in response to the diverse backgrounds
of students, including students with disabilities
3. 3 2 1 Suggested ways to adjust my plans based on student responses and other contingencies
4. 3 2 1 Suggested ways to modify teaching strategies and behavior in relation to ensure student
success
5. 3 2 1 When necessary, helped me to identify and design instruction appropriate to students' stages of
development, learning styles, strengths, and needs.
6. 3 2 1 Arranged for observations in advance of and during student teaching.
7. 3 2 1 Conferred with me after each observation and provided feedback and assistance that supported
my professional growth
8. 3 2 1 Provided suggestions and/or assistance in my use of teaching methods and instructional
resources (e.g., print, manipulative, and/or technological resources) to support learning
9. 3 2 1 Provided suggestions to improve my classroom management skills
10. 3 2 1 Kept the lines of communication open (e.g., was available for consultation) electronically and
in person.
Comments: Please use the reverse side of this evaluation to comment on any or all of the following:
Please describe any weaknesses of supervision experience.
Please describe any strengths of the supervision experience.
In what ways can St. Thomas Aquinas College improve the supervision of student teachers?
Name of the College Supervisor: ___________________________________________________
Print Your name: ___________________ Signature________________ Date:
St. Thomas Aquinas College School of Education 24
_______________
Last Name ____________________________
School of Education Conduct, Social Media, Final Observations: A Contract for Student Teachers
As student teachers you are reminded to exhibit only the most professional of dispositions in your different phases of clinical practice.
The following guidelines, although broad in nature, adhere to a universal code of conduct. During your first orientation to the School
of Education, you signed your “Intent to Comply” with all College and School mandates. A copy of this is in your permanent folder.
As a reminder, all candidates in the School of Education may not post or share any pictures, work, or sensitive information about the
K-12 students with whom they work, or the district public and/or parochial schools with which they are in contact. Any posts must
comply with School of Education and district confidentiality policies.
No candidate in the School of Education may use social media sites to socialize with students or minors in any way that violates the
St. Thomas Aquinas College or school district code of conduct.
•
Specifically, the School of Education mandates that candidates use good judgment about content and respect privacy laws;
•
that candidates not include confidential information about the College, its staff, or its students;
•
that candidates not post any content that is illegal or injurious or a violation of intellectual property rights or privacy laws;
•
that candidates not knowingly provide misleading or false information;
•
that candidates hold the College and/or School of Education harmless for any claims resulting from the any posted content. As
amended: http://articles.dailypress.com/2012-05-02/news/dp-nws-hampton-board-0503-20120501_1_social-media-policy
STATEMENT OF INTENT TO Comply
My signature below indicates that I agree to comply with the policies, mandates, and requirements of the teacher education program at
St. Thomas Aquinas College. In signing this I also agree to uphold academic honesty and to act in the manner of a professional during
my clinical experience. I understand that my inability to exhibit the dispositions of a professional; to meet the requirements of the
program, the district in which I am student teaching, or the college will result in my dismissal from the School of Education, St.
Thomas Aquinas College, or both.
________________________________________________________
Signature
Date ___________________
WAIVER
Your final evaluations become the property of the School of Education. Please complete this Waiver in order to view your evaluations
after your graduate. A copy of this waiver will be sent to your cooperating teachers, supervisor.
I waive / do not waive my right to see my final evaluations.
________________________________________________________
Signature
Date ___________________
____________________________________________________________________________________
25
Student Teacher
Attendance Policy
Student Teacher Name
Cooperating Teacher 1 Name
Cooperating Teacher 2 Name
Student Teacher Signature
CT 1 Signature
CT 2 Signature
Date Read
Date Read
Date Read
Note to Student Teachers
Attendance and Punctuality are important facets to your student teaching experience. During your 2 placements,
you will record your own attendance and punctuality and will ask your cooperating teachers to verify your records
during your third and fifth week of each placement.
In order to complete the attendance chart, simply write E for Excused; U for Unexcused; T for Tardy on any day
that you are absent or late.
Remember:
•
•
•
You must report EACH absence, whether excused or unexcused, to me and your supervisor.
Two Tardies = One Absence
Two or more absences may result in your repeating or extending your assignment.
Your day begins 20 minutes before the buses arrive and ends no earlier than 20 minutes after
dismissal.
Please place this form in the front of your Lesson Plan Binder.
Your Seminar Instructor will verify your attendance 4 times during student teaching.
Finally: When you have reviewed this attendance policy with your Cooperating Teacher, please have her/him sign
this side.
26
Original Attendance Sheets will be distributed during orientation
Name of Student
cell #
Name of Cooperating Teacher 1
CT Signature and DATE
Name of Cooperating Teacher 2
CT Signature and DATE
Seminar Instructor Verification
Seminar Verification
Attendance Totals
Tardy
Unexcused
Excused
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
JULY
Total
NOTE: The actual attendance sheets will be distributed during the orientation session.
27