Handbook for student teachers
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Hunter College School of Education The City University of New York Q.U.E.S.T. and M.S. in Childhood Education (1-6) HANDBOOK FOR STUDENT TEACHERS TABLE OF CONTENTS Conceptual Framework…………………………………………………….. 3 Introductory Letter to Students……………………………………………. 5 Guidelines for Student Teachers…………………………………………. 6 Student Teaching Schedule……………………………………………….. 6 Student Teachers’ Responsibilities……………………………………….. 7 Recommended Experiences for Student Teachers………………………... 7 Student Teaching Protocol ……………………………………………….. 10 Student Teaching Time Record ………………………………………….. 14 EdIMS Guidelines ……………………………………............………….. 16 Student Teacher/Practicum Evaluation Completion Chart ……………….. 17 Hunter College School of Education Conceptual Framework Evidence–Based Practices The School of Education grounds its course content in the best field-based research and practice. Faculty review findings from their respective disciplines to provide our candidates with the strategies needed for effective instruction. Our candidates master the theory and practice of effective pedagogy in their subject areas, and acquire the tools for reflection on and improvement of their professional work. They achieve a solid foundation in the history, philosophy, psychology, sociology and methodology of education that enriches their teaching. Candidates gain expertise in analyzing and using assessment of student performance to guide their instruction and create optimal learning environments for students. Integrated Clinical Experiences The School of Education ensures that its candidates understand and experience the realities of school contexts. We establish strong connections with partnering schools in New York City and surrounding areas. We provide extensive fieldwork with supportive supervision in these schools. Our candidates engage in carefully sequenced and comprehensively assessed clinical experiences prior to their graduation. Educating a Diverse Student Population The School of Education provides its candidates with the critical skills and understanding necessary to be responsive to the multiple challenges of all learners: students with a wide range of backgrounds, cultures, abilities and prior knowledge. We teach candidates to create humane and ethical learning communities in their classrooms and schools. They gain the ability to collaborate successfully with parents, families, community members, school faculty and staff in order to provide this support. Use of Technology to Enhance Learning The School of Education prepares candidates with the practical and theoretical knowledge of effective and judicious uses of technology in a variety of school settings and for a broad spectrum of learners. Formative and summative assessments of our candidates’ technology competencies are a critical component of preparing them for tomorrow’s schools. We believe that appropriate uses of educational technology enhance learning, assessment and communication. Dear Q.U.E.S.T. / Childhood Education Student Teacher: You are about to begin one of the most important phases of your teacher preparation. Student teaching provides you with an opportunity to apply the theories and methods discussed in your courses to the challenge of teaching, while gaining experience with diverse student populations and learning about yourself as a teacher. This Handbook is intended to guide you toward a successful student teaching experience. Please be guided by the following instructions: Read the student teaching procedures and recommended experiences outlined in this Handbook carefully. On the first day of your student teaching assignment, please give a copy of the Cooperating Teacher Handbook to your cooperating teacher. Actively participate in the classroom. Show initiative and responsibility. Do keep in mind, however, that you are a visitor in the classroom and the cooperating teacher is the person in charge. Keep track of your classroom contact hours on the Time Record Sheet included in this Handbook. We are confident that you will keep in mind that you are a professional, a representative of Hunter College’s teacher education program, and a role model to your students. Please contact us during the semester if you have any questions or concerns. Best wishes for a successful student teaching experience. Sincerely, Ileana M. Infante Director of Childhood (Grades 1 – 6) Clinical Experiences Rm. 1001W, Phone: (212) 772-4667 E-mail: iinfante@hunter.cuny.edu
The journey to becoming an effective educator is developmental in scope and provides teacher candidates with a variety of field and student teaching experiences in diverse settings. Through these experiences teacher candidates acquire and refine the teaching skills needed to become future urban educators. The student teaching program at Hunter College strives for the highest quality. It provides the most intensive supervision, feedback and experiences to support the development of the strongest and most effective teachers. The teacher education program reflects close cooperation with partner schools and many Hunter teacher education graduates enter these schools as beginning teachers. Student Teaching Schedule For New York State Certification student teachers are responsible for completing one full semester of student teaching and 30 seminar hours. Q.U.E.S.T. and Childhood Education student teachers will report to school Monday –Friday. from 8:00 a.m. – 3:00 p.m.(or later for school’s with an extended-day school schedule). Please note schedules may vary from school to school. If the school’s principal or the cooperating teacher requests for you to arrive earlier than 8:00 a.m. then it is expected for you to honor and respect their wishes. The weekly seminar will be held at Hunter College or in some situations where specified. Childhood Education student teachers will have two placements, one in grades 1 – 3 and the second placement in grades 4 – 6, or vice versa. The field placements may be in two different schools. Attendance and participation by all student teachers is required at their assigned school through the last day of the semester. Contact Hours Time Record Form—Student teachers must keep track of their contact hours on the Time Record Form provided in this Handbook. They must submit it to their supervisor at the end of the semester who will then forward it to the Director of Childhood Clinical Experiences. Some schools have time cards, if so it is your responsibility to punch in and out every day. At the end of the semester, these are to be handed in with your Time Record Form. EdIMS System— Two weeks before the end of the semester student teachers must log their projected completed student teaching days (including the last day in the field) into the EdIMS system, www.hunter.cuny.edu/edims, and complete the evaluation forms (refer to EdIMS instructions on page 14 and the completion chart on page 15 for more information). If you have any difficulties logging on or entering new information such as: schools or new cooperating teacher(s), please e-mail edims@hunter.cuny.edu. Expect a response within 24 hours. Student Teachers’ Responsibilities Hunter College’s collaborating schools usually provide an orientation to the school building, school policies and curriculum, and to the classroom where the student teachers will be assigned. After a few days of observing, the cooperating teachers should increase the student teachers’ responsibilities slowly and incrementally. Student teachers should discuss with their cooperating teachers what the expectations are for their classroom assignments from the Hunter College. The aim should be for the cooperating teacher to gain a clear understanding of student teachers’ teaching responsibilities, including the number of classes and subject matter to be taught. Generally, student teachers should aim to work with individual children, small and large groups, and should have an opportunity to teach in all curriculum areas. By the end of the student teaching experience, student teachers should be allowed to teach full classes for an extended period of time. The student teachers should plan, implement and evaluate a variety of pedagogical and curricular activities. They should have the opportunity to discuss and plan classroom lessons and activities with their cooperating teachers on a regular basis, use data driven assessment to develop lesson plans and make suggestions. Additional policies and recommended experiences for the student teaching experience are included in this Handbook. Student teachers should ask permission to visit other teachers’ classrooms, attend school professional development workshops, faculty meetings, parent teacher conferences, and outside activities. It is important that student teachers have the opportunity to attend all meetings as it is part of the regular practices of a classroom teacher. Recommended Experiences for Student Teachers Classroom Activities Arrange to meet with the cooperating teacher at a convenient time, when pupils are not in the classroom. Student teachers should initiate participation in all classroom activities, in coordination with the cooperating teacher, and should take on increased responsibility as the semester progresses. Student teachers, under the supervision of their cooperating teachers, should: Keep informed of long-term curriculum plans and how they align with the Common Core Standards Know each day the plan and assignment of given pupils, so that they can assume the role of teacher at any time. Plan specific lessons of various types within the context of the current block of study, and submit them for critical discussion to the cooperating teacher and/or college supervisor. Conduct on going assessments in literacy and mathematics to inform instruction with the guidance from the cooperating teacher. Teach or coteach selected lessons or conduct open classroom activities based on careful planning with the cooperating teacher. (Minimum of one lesson or activity per day after the initial period of observation/participation.) Participate in classroom routines such as checking work and preparing attendance reports. Participate in instruction by assisting individual pupils, helping to administer quizzes, supervising work periods, tutoring and individualized mini lessons, etc. Participate in locating and setting up materials for class use such as: special library materials, bulletin boards, learning centers, and other audio-visual and computer materials. Work with a number of pupils on a short-term basis to teach specific skills or supervise special projects. Assist in planning and/or supervising field trips or special events. Guided Observation Student teachers should: Observe from a variety of vantage points rather than only from the back of the class. Observe different types of instruction in all major curriculum areas. Discuss with the cooperating teacher the class session observed, and seek opportunities to discuss observations with the college supervisor. Come to conferences with the cooperating teacher and/or college supervisor prepared to ask questions, test ideas, and receive advice, suggestions, and assistance. Arrange to observe several successful teachers other than the cooperating teacher, with the permission of the cooperating teacher, the teacher to be observed, and/or school administrator. After teaching and receiving suggestions for improvement, observe the cooperating teacher’s demonstration of recommended procedures and apply these procedures in your own teaching. Planning and Instruction As they assume increasing responsibility, student teachers should: Analyze their own teaching in conferences with the cooperating teacher and the college supervisor; consider suggestions for improvement and set new goals accordingly. Teach two or more pre-planned consecutive lessons daily, and teach a sequence of lessons or open-classroom activities. Plan units or comparable blocks of work, or as much of them as are feasible, within the time schedule of the student teaching experience. Teach units or blocks of pre-planned work, or as much of them as is feasible, within the time schedule of the student teaching experience. Teach entire mornings from time to time, gradually moving toward an entire week of teaching near the end of the term. Additional Suggestions for Enhancing the Student Teaching Experience The more you participate in the life of the school, the more you will learn and the more attractive you will become to employers. Visit classrooms or vary your schedule only with the consent and approval of the cooperating teacher and/or school administrator. Learn about the neighborhoods and/or communities in which your students live and in which the school operates. This knowledge will assist you in working with students and parents. Evaluation The supervisor will conduct two formal observations of the student teacher in each placement (one at the beginning and one at the end of the semester), for a total of four observations. Evaluation of the student teacher is a collaborative process involving the college supervisor, cooperating teacher, and student teacher. For your review, included in this handbook is the rubric used for the observations. At least three days prior to each formal observation, the student teacher must submit a lesson plan for the lesson to be taught during the observation. The plan will be evaluated using the Student Teaching Observation Rubric distributed at orientation. Lesson plans must address each of the elements in this rubric, including how the student teacher will adapt the lesson to students of different abilities and needs (this includes English Language Learners, special education students, students designated as "gifted," and any other relevant groups in your classroom). You must also consider how you can use technology to enhance learning in the lesson, drawing on your work with the Technology Competencies. Student Teaching Protocol Punctuality and Attendance Student teachers are required to arrive at the school punctually and stay at the school for the required time. Student teachers must follow the school calendar and remain for the full academic day. Students should arrive at the school no later than 8:00 a.m., and are strongly encouraged to arrive earlier to prepare for the school day. In case of an unavoidable absence or lateness, the school as well as the college supervisor must be notified within 24 hours. It is strongly suggested for student teachers to exchange home phone numbers with their cooperating teachers to notify them in a timely manner of any absence or lateness. During your student teaching experience you are expected to be on site every school day. In the event of a documented medical problem that causes you to have up to two absences over the course of the semester, you must make up these days. If you exceed two absences, you will receive a grade of INCOMPLETE and will have to repeat one or both of your placements during the next semester. Dress and Appearance Student teachers are in a professional setting and should dress accordingly. They should wear clothes that are professional looking, yet comfortable. Their attire and grooming should not be distracting to the students and should differentiate them as professionals. NO jeans, please! Professional Demeanor Student teachers should maintain a respectful attitude toward their teachers and their students. If they disagree with their cooperating teachers’ methods, they should reserve their comments until they can discuss their concerns with their Hunter College supervisor. Discussion of students, personnel, and school business should be conducted only in a private and professional manner. Chain of Command for Student Complaints All complaints about teacher placement sites and cooperating teachers and/or school administrators must be brought to the attention of the Hunter College supervisor first. If necessary, the supervisor will then refer the matter to the Director of Childhood Clinical Experiences and, together, they will determine whether the complaint warrants further referral and/or a change of placement site. Observations by Field Supervisor Field Observations are a critical part of each student’s preparation to be a teacher. The student teaching/practicum student observations are Hunter’s final opportunity to observe the student in the field before making the decision to recommend the student for certification as a teacher. Because of their importance, they represent 60% of the grade in the student teaching/practicum seminar. Field Supervisors observe graduate childhood student teachers four times over the course of the semester at regular intervals. Practicum students (who are working as teacher assistants or as teachers of record) are observed twice a semester, at the beginning and the end. Each observation consists of a 40-45 minute lesson. The supervisor then meets with the student for 40-45 minutes to discuss the lesson and provide feedback. Finally, the supervisor completes the School of Education Observation Rubric and writes a one to two page narrative essentially summarizing the discussion with the student and does not include additional information that was not discussed with the student. This narrative must be typed. The field supervisor gives the rubric and narrative to the student within a week of the observation. A copy also goes to the seminar professor. A copy of the rubric has been included in this handbook. APPENDICES School of Education (Abridged Listing of Personnel)
Name: School: HUNTER COLLEGE SCHOOL OF EDUCATION Time Sheet Course Number: Class (grade/type):
COOPERATING TEACHER:
COOPERATING TEACHER:
COOPERATING TEACHER:
COOPERATING TEACHER:
COOPERATING TEACHER:
COOPERATING TEACHER:
COOPERATING TEACHER: Total Days for Practicum/Student Teaching: Signature of Teacher Education Candidate: Signature of Cooperating Teacher/Administrator: Date: Date: EdIMS Instructions for Students All students in student teaching/practicum and credited fieldwork of 50 hours or more are required to report their hours/days electronically, affirming that they have completed the “field” requirement for each such course – i.e., Field Experience / Fieldwork / Clinical Teaching HOURS or Practicum / Student Teaching DAYS This information must be logged-in to EdIMS two weeks before the end of the semester. Then, before grades are submitted, each course instructor confirms this information electronically. A course instructor may register “incomplete” if the student has not submitted accurate information on time.
Click HELP for additional information If you do not find an answer to your question, contact edims@hunter.cuny.edu LOG-OFF, when you are finished STUDENT TEACHER/PRACTICUM EVALUATION COMPLETION CHART
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