Student Teaching Handbook - Rider University 6/Student Handbook - Revised March 2009 students must...

/Student Handbook - Revised March 2009

School Of Education Veronika Winkler, Memorial (609) 895-5417 LouAnn Zerambo, Memorial 111D (609) 896-5175

Student Teaching Handbook Fall 2009 and Spring 2010


� DETERMINE WHETHER OR NOT YOU WILL NEED A CRIMINAL CLEARANCE

AND CHILD ABUSE CLEARANCE (usually required in PA)

� LOOK INTO OBTAINING A COUNTY SUBSTITUTE TEACHING LICENSE -* Now

required in Hamilton Twp. and a few other districts. We strongly recommend that you acquire

a substitute license. You can obtain information at the school district in which you are

interested.

See www.state.nj.us/education/ - click on NJ School Directory for a listing of all schools.

� START A FOLDER OR BINDER OF ALL CORRESPONDENCE

AND OTHER DOCUMENTS REGARDING YOUR STUDENT TEACHING Your first entries should be this checklist, your placement letter and the Student Teaching Handbook.

• Continue to keep all other materials you receive or collect from Rider and your school.

� READ HANDBOOK THOROUGHLY

• You are responsible for all information in the Handbook. Read it carefully and refer to it when you have questions.

� CONTACT YOUR COOPERATING TEACHER

•••• Set a date to meet to discuss the work you will do together.

� MEET WITH YOUR COOPERATING TEACHER

•••• Be prepared to share what you have done previously in classrooms.

• Ask what your students will be learning during your student teaching placement. Ask to see or, if possible, borrow copies of teachers’ guides, district curriculum guides or other relevant materials to study.

• Discuss possible themes for the unit you are required to prepare (see Handbook).

� STUDY THE CONTENT YOU WILL TEACH

• Read all teacher resource materials as well as all student materials (this includes all texts, supplementary materials and literature your students will read).

• Review all content you will teach and determine what content you need to study further.


Checklist of Activities (continued)

� HAVE A MANTOUX TB TEST DONE

• All schools require a recent (within 6 months) Mantoux B test of all staff. Mail one copy to your school with a cover letter telling who you are and when you will be student teaching and keep the original in your folder or binder.

� IF AT ALL POSSIBLE, ARRANGE TO OBSERVE AND/OR ASSIST YOUR

COOPERATING TEACHER WITH BEGINNING OF SCHOOL YEAR TASKS

• Even if you are assigned to do your student teaching in the spring, offer your help to your cooperating teacher in the days before the school year begins. If your cooperating teacher is willing, arrange to attend teachers’ meetings so you can begin to orient yourself to the school and district. Finally, if your campus schedule allows, arrange to observe during the first day of school so that you see how routines and expectations are established.

� ATTEND ORIENTATION ON CAMPUS

• Orientation to student teaching consists of workshops, seminars and information sessions that precede student teaching. You will also meet with your supervisor about the supervisory process. A detailed schedule will be sent just before the beginning of your student teaching semester.

� RETURN APPLICABLE SCHEDULE FORM (LOCATED IN FOLLOWING PAGES)

• When you know your schedule, please complete the approved form (this form is located in the Student Teaching Handbook) and return it to your supervisors. This form should include a map and tolls.

� KEEP A REFLECTION NOTEBOOK

� When you begin teaching make a habit of reflecting on one lesson each day. Using the reflection sheet in the appendices of the Student Teaching Handbook as a guide, write down your thoughts.

� DISCUSS THE PORTFOLIO WITH SEMINAR TEACHER

� Begin saving artifacts for your portfolio

� CREATE A BINDER TO CONTAIN COPIES OF ALL LESSON PLANS

� For cooperating teacher and field supervisor to read and review


Synopsis of the School of Education Conceptual Framework

Fostering The goal of the School of Education at Rider University is to foster continuous growth in our students by providing an environment in which it is safe to experiment, take risks, and make mistakes without sacrificing professional or academic rigor. Our goal is to foster this growth by faculty modeling of desirable behaviors; by providing a balance of classroom learning and supervised field experience; by providing opportunities for on-going independent and supported reflection on practice; and by encouraging novice and experienced educators to develop attitudes and behaviors that will support their professional growth.

Commitment Commitment is a value highly prized by the School of Education, serving as an essential cornerstone for our teaching and learning. Commitment is a set of connected attitudes, values, and beliefs that result in professional behaviors expected of dedicated educators. In teaching and practice the faculty models these professional behaviors and encourages and expects their development in our students and graduates.

Knowledge In the School of Education, we emphasize both content and pedagogical knowledge as we prepare our students. We design classroom and field experiences to help students learn this knowledge and apply it in practice. Students are expected to use their technological expertise as a tool in learning and to reference relevant standards when either planning for or reflecting on their own classroom work, as well as that with their own students or clients.

Reflection The School of Education defines reflection as the process of thinking clearly and deliberately to promote understanding and to actively foster the exercise of in depth thinking about professional practice. We believe that reflection, grounded in active experience, has value for developing educators, when practiced consistently and systematically through such activities as classroom observation, continuous self-assessment, and journal writing.

Professionalism Becoming an expert professional educator requires a career-long commitment to reflective experimentation and skill building. Novice and experienced educators enrolled in the School of Education are on a career-long path toward professionalism and are not viewed as totally developed and experienced professionals upon graduation. Our goal is to encourage students to become thoughtful, creative problem-solvers as they begin and refine the acquisition of craft and knowledge in their ongoing journey toward higher levels of professional success.

Mission Statement The School of Education prepares undergraduate and graduate students for professional careers in education, organizations, and agencies in the diverse American society. The School of Education fosters the intellectual, personal, and social development of each student for a changing world by creating and providing programs that embody the highest academic and professional standards. The School of Education develops students who are committed, knowledgeable, and reflective and who value service, ethical behavior and the improvement of one’s self and profession. The School of Education promotes a climate of scholarly inquiry, high expectations for achievement, and best professional practices, while establishing beneficial relationships with the public and exchanging relevant ideas and services that speak to emerging


TEACHER PREPARATION PROGRAMS

OVERVIEW OF TEACHER EDUCATION PROGRAMS Rider University provides teacher preparation programs for elementary certification (K-5), Early Childhood & Elementary Education dual licensure, and field certifications (K-12) in Bilingual Education, Business Education, English, English as a Second Language, Foreign Language, Math, Psychology (with appropriate field experience), Sciences, and Social Studies, an endorsement certification in Teacher of Students with Disabilities and Minor in Middle School. Initial certification can be obtained at Rider University at both the undergraduate and graduate levels. Teacher preparation programs at Rider University provide a curriculum that adheres to the standards for curriculum, assessment, and instruction set by:

♦ American Council on the Teaching of Foreign Language

♦ Council for Exceptional Children

♦ International Reading Association

♦ National Association for the Education of Young Children

♦ National Association for Foreign Language Teachers

♦ National Business Education Association

♦ National Council for the Social Studies

♦ National Council for the Teachers of English

♦ National Council of Teachers of Mathematics

♦ National Marketing Education Association

♦ National Science Teachers Association and the

♦ Teachers of English to Speakers of Other Languages All teacher preparation programs offered by Rider University are approved by the New Jersey State Department of Education using standards of the National Association of State Directors of Teacher Education and Certification (NASDTEC). In addition, teacher preparation programs are accredited by the National Council for the Accreditation of Teacher Education (NCATE). UNDERGRADUATE STUDENTS complete 30 semester hours of professional preparation courses, including student teaching, as well as a full second major in the liberal arts. In order to participate as a student teacher, all


students must enroll in the appropriate course (EDU 465 Student Teaching) during the normal course registration period!. Each professional education course is taught in conjunction with a 6 to 8 hour a week field experience in a public school under the guidance of an experienced teacher and the course instructor. Course content prepares students for conducting and understanding their work in the field and the field experience broadens and deepens the students’ understanding of the course content.

Field Experiences

• Foundation Courses: students work several hours a week as a teacher’s assistant, observing and helping conduct lessons and activities that the teacher has planned. A minimum of one full-class lesson is taught.

• Methods Courses: students continue to observe and assist, but also plan for and teach individuals, small groups, and full classes.

Foundation Teacher Assistant

Methods Teacher Assistant

Student Teacher

1. Observe 2. Help conduct lessons 3. Plan and teach one complete lesson ½ day per week

1. Observe 2. Assist, plan lessons, teach small groups, individuals, whole class 1 day per week

1. 12 week program 2. Student teacher gradually assumes full responsibility for classroom instruction management shared with the cooperating teacher. Rider supervisor provides ongoing support 3. Attend weekly seminar 4. Create Teaching Portfolio

GRADUATE STUDENTS have already completed at least a bachelor’s degree and, in most cases, have work experience. Graduate students complete 21 semester hours of professional preparation courses, including student teaching. In order to participate as a student teacher, all students must enroll in the appropriate course (GLTP 570 - Seminar & Internship in Student Teaching) during the normal course registration period.

Teacher preparation programs at Rider University are designed to prepare teachers who understand that:

• learning involves the active construction of knowledge as students pose questions, explore materials, and test ideas while engaging in meaningful tasks;

• that this learning may take place in cooperative learning groups as well as individual activities;

• that all curriculum content is interrelated and is often best learned in integrated or thematic units of study;

• and that curriculum and teaching must be responsive to the culture, class, gender and strengths, needs and interests of individual students.

PROFESSIONAL DEVELOPMENT AND CONTINUED ACADEMIC STUDY UNDERGRADUATE STUDENTS – Although many students are admitted to a major in Education as freshmen, they must meet the following criteria to be eligible for formal admission to professional education courses: a 2.75 cumulative average; demonstrated acceptable level of proficiency in the use of English (both oral and written) and mathematics. In order to continue with the normal sequence of education courses, students must achieve at least a grade of “C+” in all education courses. Confirmation as a teacher candidate is made by the end of the junior year through comprehensive assessment based on the achievement of an


acceptable level of teaching proficiency (C+ or better) demonstrated in junior field experiences, and the maintenance of a cumulative average of 2.75 or better. Students must have a cumulative GPA of at least 2.80 prior to commencing the semester in which student teaching is to be completed. GRADUATE STUDENTS – Students must maintain a minimum grade point average of 3.0 before enrolling in Student Teaching (GLTP 570 or GLTP 571). They are expected to demonstrate a commitment by attending all classes, completing assignments on time, writing in clear English prose and reflecting critically and constructively on educational experiences. Students are reviewed by faculty every semester for classroom performance and potential for success. THE STUDENT TEACHING EXPERIENCE Student teaching is an extended, guided field experience linked to an on-campus seminar. Like all course work preceding it, this seminar is designed to be responsive to the needs of developing professionals and to integrate school-based experience and thoughtful analysis of the student teaching experience. The student teaching experience takes place in one setting for a full semester. During this period, the cooperating teacher and student teacher forge a collaborative partnership simulating the rapport and support found in professional learning communities. This extended period allows for a gradual assumption of teaching responsibilities, permitting the student teacher to become successful with parts of the cooperating teacher’s responsibilities before sharing additional responsibilities. This extended time period also permits student teachers to get to know their students’ strengths, needs, and interests as well as school and community expectations so that they are able to respond appropriately in their planning and teaching. Finally, and most importantly, this extended experience allows each student teacher, cooperating teacher, and Rider supervisor to build the trust and familiarity necessary for all participants to work together. This cooperative effort is critical to the development of a reflective professional and is, therefore the centerpiece of the student teaching experience. Prior to the beginning of the student teachers work in the classroom, student teachers attend a mandatory on-campus orientation. Seminars and workshops are conducted by Rider University faculty and staff and representatives of state and community social service agencies. During the student teaching orientation, provisions of NJ statues (NJSA 18A:26-8), an examination in physiology and hygiene, including explanation in basic first aid, the impact of substance abuse on education, child abuse prevention and reporting, and multiculturalism will be administered. Most school districts in Pennsylvania and an increasing number in New Jersey are requesting that you have a Criminal Clearance check completed prior to their permitting your placement in their schools. In Pennsylvania, this may be done by completing the PA Criminal History Form and the PA Child Abuse Clearance Forms, copies of which we have in limited numbers in the Office of Field Placement. In New Jersey, contacting your local Police Department and making arrangements to be fingerprinted will best serve you. Having this on file will save you time when you secure a teaching job. A fee is usually charged for this service. One additional item for your attention: more and more school districts are asking that you become a certified

Substitute Teacher. * If you already hold a Substitute’s License, that’s great. You can become certified to substitute once you have competed sixty undergraduate credits and have gone through the necessary criminal clearance check. Contact your local school district, the County Office of Education, or the District Office where you will be Student Teaching for details. Although issued in New Jersey, one county, the substitute certificate is valid in all counties.


Student teachers will return to campus one afternoon a week for their on-campus seminar. These classes are mandatory and will not begin before 4:00 p.m. These seminars are designed to engage the student teachers in dialogue, shared reading and reflection on their teaching experience. *We strongly recommend that you acquire a substitute license. You can obtain the information from the

school district in which you would like to teach. STUDENT TEACHING PLACEMENT POLICIES AND PROCEDURES Rider University believes “Success” in Student Teaching occurs when the Student Teacher, Cooperating Teacher, Seminar Teacher and Supervisor work effectively together. Each has significant responsibilities to fulfill and each stand to gain in terms of professional and personal growth.

In order for all to benefit from this professional experience, we encourage all participants to engage in questioning, observing, talking, reading, writing, and reflecting together on the processes of teaching and learning to teach. We encourage cooperating teachers and student teachers to engage in co-planning, co-teaching, joint evaluation, and regular discussion about students, learning and teaching. We encourage cooperating teachers, student teachers, and Rider faculty to share ideas and materials to think and talk together about the teaching/learning processes.

Supervisor

Student Teacher

= Success

Seminar Leader

Cooperating Teacher


Following is a description of each participant’s role and responsibilities. Participants should read and be familiar with the roles and responsibilities each play. STUDENT TEACHER Student teaching is the major focus of Rider’s teacher education program. While it is demanding, it will also provide some of the most exciting experiences in the preparation for becoming a certified teacher. It is an opportunity to give practical application to the theory that has been discussed in college classes. In a relatively short apprenticeship, student teachers must understand all the responsibilities and begin to acquire the many skills of a full-time, experienced teacher. Successful student teachers share characteristics that can be grouped in four categories: professionalism, initiative, planning, and reflection. Professionalism – The student teacher, as a representative of the University and the teaching profession, is expected to maintain high standards for personal and professional behavior. Careful attention and strict adherence to all professional expectations are required.

• Arrival and Departure Times – The student teacher is expected to arrive and leave at the time specified for regular teachers. The same sign in, sign out procedures required for regular teachers in the school should be followed. The student teacher may be expected to arrive earlier or leave school later as needed to complete planning, grading, record keeping, and preparation of materials.

• Absences – The student teacher is expected to be present each day the school is in session. The only absences permitted are for student teacher’s illness, death in the family or permission from the Rider University Director of Field Placement. In the event the student teacher must be absent, he/she must notify the cooperating school by telephone prior to the opening of the school day. It is the responsibility of the student teacher to know the necessary procedures in effect concerning the reporting of absences. The student teacher is required to notify his/her Rider University supervisor to assure that unnecessary visits are not made.

• Holidays and Special Events - The student teacher will follow the calendar of the school. This calendar may be different from the Rider University calendar. It is the responsibility of the student teacher to keep his/her college supervisor informed of the holidays and special events that affect his/her teaching schedule.

• Transportation – It is the responsibility of the student teacher to arrange reliable transportation to and from his or her school.

• Appropriate Dress – It is expected that the student teacher will be well groomed and dress appropriately. Standards vary from location to location. The student teacher will adhere to the dress and grooming standards prevailing in the school to which he or she is assigned.

• School Policies and Procedures – The student teacher must read and know the contents of the faculty and student handbooks. He/she is also responsible for learning safety and security procedures and expectations for student behavior.

• Extra-class Activities – Student teachers are expected to participate in extra-class and school wide activities.

Initiative – Successful student teachers are active contributors to the student teaching experience. They do not depend solely on others for direction, but draw on their own strengths and resources. They are “self-starters” who engage fully in the student teaching experience and who do so with energy and enthusiasm.

• Assisting Others – Successful student teachers look for every opportunity to contribute to the classroom, school and community. They are alert to ways to assist students, their cooperating teacher, and other faculty members. They offer their ideas, materials, time and help.

• Responsibility for One’s Own Professional Growth – Successful teachers take initiative in their own professional growth. They seek out resources and teaching ideas rather than wait for others to provide them. They identify weaknesses in their own teaching, and take steps to address them. They seek feedback about their performance.


• Assumption of Teaching Responsibilities – During the course of the semester, the student teacher is expected to gradually take on responsibility for teaching and the responsibilities required of the cooperating teacher. The student teacher should participate fully in determining (with the cooperating teacher and supervisor) how and when responsibilities will be assumed. Generally speaking the final four weeks should be spent teaching the entire day in whole, small or one to one instructional settings. The cooperating teacher remains in the classroom teaching students or observing the student teacher.

A plan followed by many student teachers, cooperating teachers, and supervisors is that the student teacher first assists the cooperating teacher and gradually assumes more teaching responsibilities until the student teacher becomes a full teaching partner with the cooperating teacher continuing to provide feedback. In most instances, such a transfer of responsibility occurs within the first weeks of the student teaching experience. In any case, it is the student teacher’s responsibility to participate fully in planning and assessing the progress of his or her assumption of teaching responsibilities. Student teachers are expected to do as much full-time teaching as the teaching assignment and their skill will permit. Lesson Planning – The student teacher is expected to prepare detailed lesson plans* for each and every class to be taught. It is the responsibility of the student teacher to submit the lesson plans to the cooperating teacher in advance of the time the plan is to be used. The School of Education places a great degree of emphasis on proper lesson planning and, therefore, expects the student teacher to follow all regulations set forth by the School of Education and by the cooperating school. In addition, the student teacher may be responsible for resources and daily plans for one full unit of instruction*. Lesson plans must be of sufficient detail to serve the student teacher’s need to anticipate and be prepared for even the most routine events in any activity. (see

appendices) Plans must also meet the cooperating teacher’s need for detailed knowledge of what his or her students will be doing under the student teacher’s supervision. They must provide the cooperating teacher with enough detail about the student teacher’s learning goals for the students and the manner in which he or she intends to address those goals to enable the cooperating teacher to coach, question, prompt, suggest refinements or revisions, and finally, give the student teacher approval to teach. Plans must meet the supervisor’s need to become quickly familiar with purposes and procedures of the activities he or she will observe and how those learning activities flow from and lead to past and future plans. Supervisors also require plans to provide enough detail to permit them to coach, support and facilitate reflection. Units of study or other long range planning assignments may be required by specific programs. 1. Secondary Education students will submit units of study to their seminar leader for summative evaluation. 2. Special Education minors will submit “student performance assignments” to their field supervisor by the end of the semester for evaluation. The student teacher is required to keep a folder containing the written lesson plans as a cumulative record of all lessons taught. This folder will be made available to the college supervisor during his/her visits to the school. Format for Written Plans –The basic lesson plan elements agreed upon by the School of Education must be addressed in every written lesson plan (see appendices). It should be kept in mind that a planning format that is appropriate at the beginning of the semester will probably need to be altered as the student becomes more skilled in managing routines, times and materials and grows in his or her ability to anticipate how an activity must unfold.


It is likely that the school district will require that the student teacher, like all teachers, submit weekly plans for review by an administrator. These may certainly take a different form from those described above and do not take the place of the more careful and thorough preparation necessary from student teachers to be successful. It is important to remember, however, that no matter what written planning format is agreed upon, the production of the planning documents should not take precedence over the primary purpose of planning – preparation and rehearsal for teaching. REFLECTION – Learning to teach involves more than just conducting the daily activities of a teacher. It requires thinking, talking, reading and writing about the work being done. The student teacher role, like the role of all teachers who continue to grow throughout their career, is two-fold. It involves being both a teacher of students and a student of one’s own teaching.

• Written Reflection – Successful student teachers document their thinking about their teaching carefully in written reflections in journals, on their plans, or other written forms. Some form of written reflection will be required by Rider supervisors and/or course instructors, but students often supplement this with other forms of personal writing that supports their need to examine their experience.

• Oral Reflection – It is important, to engage in reflection with colleagues. Student teachers gain in understanding and insight through thoughtful participation in discussions about teaching and learning with cooperating teachers, supervisors, and with classmates and instructors in class when they return to Rider one day a week.

• Portfolio – Student teaches are expected to create a portfolio demonstrating professional involvement and growth during student teacher. The portfolio combines student reflections and relevant artifacts to evidence professional growth based on the INTASC : Interstate New Teacher Assessment and Support Consortium: Principles of Model Standards for beginning Teacher Development

To summarize, it is the responsibility of the student teacher to: 1. Learn and adhere to all rules governing professional behavior of the teachers in the assigned school. 2. Be a “self-starter” who initiates rather than waits for direction. 3. Prepare thoughtfully and thoroughly for every teaching responsibility and to document that preparation in

a written form agreed upon with the cooperating teacher and supervisor. 4. Submit lesson plans to the cooperating teacher in advance to allow sufficient time for thoughtful reading

and discussion before the lesson is to be taught. 5. Obtain the cooperating teacher’s feedback and signature on all plans prior to teaching. 6. Organize all plans in a loose-leaf notebook as a cumulative record that is always available to the

cooperating teacher and Rider supervisor. 7. Engage regularly and thoughtfully in written and oral reflection. COOPERATING TEACHER

*Important forms for the surcharge of your responsibility as a cooperating teacher (Reimbursement Form and

W-9 Form) are located in the appendices, pps. 18-46. Please complete and return in the envelope provided.

Also, Midterm and Final Evaluations are available in the appendices.

A crucial role in Rider University’s student teaching program is played by the cooperating teacher. Cooperating teachers act as mentors, models, coaches, and evaluators. By serving in this capacity the in-service teacher is sharing in the professional responsibility of preparing new teachers for the schools. Mentoring - As a mentor, the cooperating teacher inducts the newcomer into the profession. From the first contact between the cooperating teacher and student teacher, it is the cooperating teacher’s responsibility to help the student teacher establish him or herself as a professional in the classroom, school and community. Attention


to how the student teacher will be introduced to students, colleagues, and parents, provision of a comfortable work space, copies of teacher’s guides, texts and handbooks, room to store personal belongings and other accessories of a valued member of the teaching staff contribute to helping the student teacher and others perceive him or her as a “real” teacher. All student teachers are to be treated in a professional manner. Inviting the student teacher to attend building level and district level meetings, participate in committee work, extra-curricular activities and events in the school and community all help the student teacher’s induction into the profession. Mentoring also involves sharing the wisdom of years spent navigating school, district and union politics. It includes sharing teaching resources as well as sharing professional reading. Modeling - As a model, a cooperating teacher demonstrates teaching methods, management strategies, assessment techniques, relationship and culture building in the classroom, efficient conduct of routines, time management, transitions, record keeping methods and more. Equally important, the cooperating teacher models “thinking like a teacher” – sharing how an experienced teacher manages the numerous decisions that make up a teaching day. This is accomplished when the cooperating teacher spends time “thinking with” the student teacher about what will occur and what has occurred in the classroom. It is through this kind of dialogue that cooperating teachers help student teachers learn not just strategies and methods, but the professional decision-making skills that prepare them to respond professionally to the countless other situations they will encounter in the future. Coaching - As a coach, the cooperating teacher is expected to help the student teacher prepare for upcoming teaching responsibilities by thinking with the student teacher about his/her plans. Written lesson plans must be received well in advance to allow time for thoughtful review and discussion. Plans should be signed by the cooperating teacher to indicate that they have been reviewed and discussed before the cooperating teacher gives approval to teach. While the student teacher is teaching, the cooperating teacher should observe closely, note aspects of the student teacher’s performance that need refinement and areas in which the student teacher excels. The cooperating teacher and student teacher should think together about what has transpired. Together they should identify strengths and successes and areas that they will work on in the next class or next lesson. As a coach, the cooperating teacher determines, with the student teacher and Rider supervisor, a plan for the student teacher’s assumption of teaching responsibilities. This plan should reflect the cooperating teacher’s assessment of the student teacher’s developing skills and the particular needs of his or her students. Regular and consistent communication between the student teacher and the cooperating teacher is required for good coaching to take place. The student teacher and the cooperating teacher should schedule a regular time each day for discussion. Evaluating - The cooperating teacher plays an important role in the assessment of the student teacher’s growth throughout the semester. Assessment should be shared regularly with the student teacher either verbally or in written notes. The aim is two-fold: assessment should both lead to improvement in the student teacher’s performance and develop in the student teacher the ability and disposition to engage in thoughtful self-evaluation. Assessment should take the form of thinking together about what transpired, comparing perceptions of what worked, what did not and why. It should involve deciding together on the skills and knowledge the student teacher is acquiring as well as the areas which need improvement.


Assessment of the student teacher progress should be shared regularly with the Rider supervisor as well. The cooperating teacher should speak with the supervisor at some time during each observation visit. When appropriate, the cooperating teacher, student teacher, and supervisor may meet together. It may also be necessary for the cooperating teacher to speak with the supervisor between visits. Twice during the semester – once at midterm and again at the end of the semester – the cooperating teacher is required to submit a written assessment of the student teacher’s work. It is expected that the cooperating teacher will share these assessments with the student teacher. Copies of these forms are included in the back of this handbook. Midterm reports should be returned by the sixth week of the semester and final reports should be mailed the last day of student teaching. The cooperating teacher’s perspectives are part of the assessment process and a timely report is imperative. To summarize, effective cooperating teachers are those who: 1. Engage in their own professional growth through professional reading and participation in workshops,

conferences or study groups. 2. Reflect on their own teaching and can easily articulate their thinking about their teaching. 3. Review, discuss and sign their student teacher’s plans. 4. Provide regular written and oral assessments to their student teachers. 5. Confer regularly with the Rider Supervisor Honorarium Policy for Cooperating Teachers 1. A cooperating teacher will have the option of receiving a fixed honorarium of $250.00 or a non-transferable

tuition remission credit of $600.00. The tuition credit must be used within one calendar year from the end of the semester in which you serve as a cooperating teacher.

2. Where a student teacher has more than one cooperating teacher, the $250.00 will be divided among teachers.

Please note: A Reimbursement Form and a W-9 form must be on file for each participant. For your convenience, copies of the forms are in the back of this Handbook. If $600.00 tuition remission is the chosen option, a Tuition Remission form must be on file as well. Tuition Remission forms can be mailed to you upon request. Kindly phone (609) 896-5175. RIDER SUPERVISOR The Rider supervisor is the link between the University and the school. He/she is cooperatively involved in orientation, supervision, evaluation and overall concern for the program. Several supervisors are full-time faculty members of the School of Education and teach one or more of the education courses and related field experiences that precede student teaching. All have elementary and/or secondary classroom teaching experience. All others are retired professionals with supervisory experience. Each student teacher is assigned a primary supervisor who is responsible for guiding the student teacher through the School of Education’s requirements for the field experience. All student teachers are visited a minimum of six times – about every two weeks. If a back-up supervisor is assigned, five visits will be made by the primary and one by the back-up. In all instances, student teachers may be visited more frequently if necessary. It is recommended that all parties exchange phone numbers and e-mail addresses or plan other ways to be in contact, if necessary, between visits.


During Rider’s orientation program, the supervisor will conduct meetings with assigned student teachers to discuss general expectations, visitation plans, means of evaluation, professional ethics and conduct, procedures for contacting the supervisor and any other pertinent information. The role of the Rider supervisor compliments that of the cooperating teacher. The Rider supervisor acts as coach, a link with the student teacher’s earlier preparation, a catalyst and participant in reflection, an evaluator and a source of assistance to the cooperating teacher. COACHING- As a coach, the Rider supervisor provides assistance and feedback to the student teacher as he/she plans and teaches. The supervisor, along with the student teacher and cooperating teacher, will decided on appropriate planning formats. Periodically (usually at every visit), the supervisor will review the student teacher’s notebook of accumulated plans to check for the coherent development of curriculum for the students as well as progress in the student teacher’s ability to plan. The student teacher’s progress in preparing and teaching the required unit will also be noted. Observation visits provide the opportunity for both coaching and ongoing assessment of the student teacher’s progress. In order to maximize the development of the student teacher as a reflective decision-maker and self-evaluator, pre-observation discussions by phone or in person should precede the observation. When possible post-observation meetings should be arranged the same day as the supervisor’s visit to the school. A written report summarizing the observation and related conferences and evaluations should be prepared by the Rider supervisor and submitted to the student teacher, cooperating teacher and Director of Field Placement within two days following the visit. Copies of this form are available in the back of this handbook. FACILITATING REFLECTION - The Rider supervisor acts as a catalyst and participant in the student teacher’s reflection on his or her work. Posing questions to think about with the student teacher, modeling the critical thinking of an experienced teacher as he or she confronts teaching decisions, and encouraging the student teacher to articulate his or her thinking are among the many ways supervisors facilitate reflection. EVALUATING – The Rider supervisor is responsible for ongoing assessment of the student teacher’s progress. The supervisor should confer regularly with the student teacher and the cooperating teacher about the student teacher’s performance. The supervisor is responsible for determining the student teacher’s grade in conjunction with the seminar leader that takes into consideration evaluations from the cooperating teacher. SUPPORTING THE COOPERATING TEACHER – The Rider supervisor is available to assist the cooperating teacher in any way necessary in his/her work with the student teacher. Assistance often takes the form of clarifying the University requirements, sharing information and materials that describe the student teacher’s prior course work, deliberating about the student teacher’s progress, and collaborating on strategies to support the student teacher’s growth. CONCERNING PROBLEMS – Immediately upon discerning that a problem exists concerning student teaching, please contact the Director of Field Placement, at (609) 895-5417. To summarize, the Rider Supervisors: 1. Provide a professional link between the university and the school setting. 2. Troubleshoot problems or concerns that may occur during the student teaching period. 3. Review student teacher’s lesson plans. 4. Evaluate the student teacher’s performance six times.


5. Offer the student teacher timely feedback following each observation and follow up with a written description of the lesson including appropriate feedback referencing INTASC Standards (see appendices) 6. Confer with the cooperating teacher. TRAVEL EXPENSES

Travel expense forms can be obtained in the Field Placement Office, Memorial 116 or 111D. For your convenience, we will gladly mail the forms to you. Kindly call (609) 896-5175. Transportation – For the use of personal automobile in supervising student teachers, the University will reimburse the supervisor at the mileage rate authorized by the Internal Revenue Service. Other Expenses – Upon presentation of receipts, the University will also reimburse supervisor for toll charges and lunch expenses during the course of a day of student teacher supervision. Insurance – The supervisor should check with his/her insurance agent concerning his/her insurance for business use of a private car. SEMINAR LEADER Seminar Leader - Student teaching seminar will meet weekly. The role of the seminar leader is to support the student teacher throughout the 13 week student teaching semester. This will be accomplished through addressing issues that emerge during the student teaching semester. Seminar leaders will work together with the cooperating and supervising teachers to ensure a successful experience for all student teachers. To summarize, the Rider Seminar Leaders 1. Plan classroom activities to address common teaching issues. 2. Consult with Rider Supervisors and Cooperative teacher when students are experience difficulties during internship. 3. Evaluate student performance in Seminar Class. TERMINATION OF STUDENT TEACHING � Termination by Cooperating School – At any time before or during the student teaching, assignment, the

school district can direct the University to remove a student from his/her assignment. For example, in an interview prior to the assignment, the district may determine that the student teacher would not make a positive contribution to the educational system in the district; or during the assignment, school authorities may feel the student teacher is not living up to the responsibilities they expect. In either case, or for instances not specified, Rider University will comply with the district request. In several situations, the New Jersey Commissioner of Education has ruled that pre-service teaching is a privilege extended by local school districts to colleges and their students.

� Termination by Rider University – Student teaching assignments may also be terminated by the authority of the University. The School of Education, through the approved program concept of teacher certification, is entrusted with the responsibility to recommend for certification only those individuals who can show that they possess the competencies necessary for becoming a successful teacher. Pursuant to this obligation, college supervisors must make assessments concerning a student teacher’s competence in the field through evaluative visits. If, during the student teaching period, it is the professional judgement of the college supervisor that the student teacher does not demonstrate the appropriate knowledge, skills and professional attitudes for becoming a successful teacher, the person may be removed from the assignment. In addition,


failure to comply with any University regulation concerning student teaching as stated in this Handbook may be cause for termination of the assignment.

� Termination by Student Teacher – Students may terminate student teaching for reasons of serious illness or other extenuating circumstances. The withdrawal process is outlined the Rider University Academic Catalog and The Source. If a person withdraws from student teaching and wishes to reapply in another semester, he/she will be responsible for notifying the Director of Field Placement and for any financial obligations. Student teaching fees are applied to cooperating teacher’s honoraria and are not refundable.

TERMINATION PROCEDURES TO FOLLOW In the event that immediate termination is requested by the school district or if the University has determined that continuation of the student teaching for even a short period would be harmful to the student, school district or University, student teachers will immediately be removed from the assignment with a follow-up meeting as soon as possible. In the event that it appears that the University may have cause to remove a student teacher, the matter shall first be discussed with the student. Present at this discussion should be the Director of Field Placement, University Supervisor, appropriate Chairperson and any other person designated by the Director of Field Placement. The reason(s) and the factual information which has led to consideration of termination shall be made known to the student and he or she shall have an opportunity to respond. Following the discussion, a decision shall be made by the School of Education personnel that takes into consideration the following options:

1. The student teacher will be provided with specific performance standards and either be permitted to return to the same school or be reassigned to another.

2. The student teacher may initiate a withdrawal from Student Teaching with an agreement to reapply in another semester. (Student must Following University’s procedures for withdrawal).

3. Student may transfer to another School within the University. 4. Student may receive an “F” grade and appeal through the University grade appeal process. 5. In addition, each case will be considered on individual circumstances.

The student may appeal any decision to the Associate Dean of the College of Liberal Arts, Education and Science. Any student who receives an “F” in Student Teaching shall have his or her case referred to the Committee on Professional Development in Teacher Education which shall determine whether or not the student shall be dismissed from the School of Education. STRIKES, JOB ACTIONS, AND PROTESTS If the school at which the student teacher is assigned is experiencing any strike, job action, protests or other abnormal situations, the student teacher should not participate, but should contact the Director of Field Placement for advice and guidance. SCHOOL LAWS GOVERNING STUDENT TEACHING Student teachers are covered under New Jersey School Law as if they were regular teachers. Therefore the following items apply:

TEACHER AUTHORITY – The law states that a teacher or other person in authority over students has the power to hold every student accountable for disorderly conduct in school. The same rule applies to students when they are on the playground during school hours, on field trips, and on the way to and from school.


STUDENT PUNISHMENT – Use of corporal punishment as a means of discipline is strictly prohibited. TEACHER CRIMINAL COMPLAINT ACTION – The teacher, acting within the scope of his or her job, may use an amount of force that is reasonable and necessary to: quell a disturbance; obtain possession of weapons or other dangerous objects; self defense; and protection of persons or property. New Jersey State Law Title 18A:16-1 – Indemnity of officers and employees in certain criminal actions. Should any criminal action be instituted against any such person for any such act or omission and should such proceeding be dismissed or result in a final disposition in favor of such person, the board of education shall reimburse him for the cost of defending such proceeding, including reasonable counsel feels and expenses of the original hearing or trial and all appeals. TEACHER LAW SUITS New Jersey State Law Title 18A: 16-6 – Indemnity of officers and employees against civil actions. Whenever any civil action has been or shall be brought against any person holding any office, position or employment under the jurisdiction of any board of education, including any student teacher or person assigned to other professional pre-teaching field experience, for any act or omission arising out of and in the course of the performance of the duties of such office, position, employment or student teaching or other assignment to professional field experience, the board shall defray all costs of defending such action, including reasonable counsel fees and expenses, together with cost of appeal, if any, and shall save harmless and protect such person from any financial loss resulting therefrom; and said board may arrange for and maintain appropriate insurance to cover all such damages, losses and expenses. ADDITIONAL INFORMATION FOR STUDENT TEACHERS, COOPERATING TEACHERS AND SUPERVISORS

• Portfolios are to be turned in at the end of the semester to the seminar leader for summative evaluation.

• On the first visit, college supervisors need to discuss with the cooperating teachers that the student teacher is required to be at Rider University by 4:00 p.m. on a designated day. Necessary arrangements need to be made so that the student teacher can get to Rider on time.

• Student teachers are required to videotape and critique a lesson and submit it in partial fulfillment of the requirements for the seminar course. The cooperating teacher may be of assistance in helping the student teacher locate the necessary equipment.


COMMENT FORM

This student handbook is a work in progress. Please make any comments you feel necessary and return this form to:

Rider University Office of Field Placement - Memorial 116 or 111D

2083 Lawrenceville Road Lawrenceville, NJ 08648

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________


APPENDICES -Lesson Planning -Basic Lesson Plan Format -Planning for Instruction -Self Reflection Techniques -Schedules -Elementary Ed Schedule -Secondary Ed Schedule -Student Teacher Assessment Documents -Cooperating Teacher’s Student Teacher Evaluation – Midterm -Cooperating Teacher’s Student Teacher Evaluation – Final -INTASC Interstate New Teacher Assessment and Support Consortium -Preobservation Information -Intasc Standards – Student Teaching Classroom Observation -Student Teaching Observation -Rider University Student Teacher Assessment Form -Levels of Performance -Final Student Teacher Assessment -Student Teacher Observation/Evaluation Documentation Form -Professional Organization List -Professional Organizations -Cooperating Teacher Wage Forms -W-9 Request for Taxpayer -Reimbursement Form for Cooperating Teachers


LESSON PLANNING


Office of Field Placement/Certification

Basic Lesson Plan Format

Student Teacher:_________________________________________Date:________________________________ Subject/Topic/Activity:_______________________________________________________________________ School:_____________________________________________Period/Time:____________________________ 1. Standards: __________________________________________________________________________ 2. Objectives:___________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Materials:____________________________________________________________________________ 4. Procedures:___________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. Assessment __________________________________________________________________________ _______________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________ 6. Self Reflection and Evaluation of Lesson __________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Comments on Lesson by Cooperating Teacher:____________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Signature of Student Teacher_________________________________Date:___________ Signature of Cooperating Teacher____________________________ Date: __________


PLANNING FOR INSTRUCTION

Before The Lesson Ask Yourself

1. What are the most important concepts or skills to be learned? 2. What kind of learning is your goal (memorization, application)? 3. Are there difficult words or concepts that need extra explanation? 4. How will you help students make connections to previous learning?

5. What activities will you plan to create interest in the lesson? 6. What materials will be needed? Will students need to learn how to use them? 7. What procedures will students need to know to complete the activities? 8. How much time will you allocate for the lesson? For different parts of the lesson? 9. If activities require students to work together, how will groups be formed? How will you

encourage productive work in groups? 10. What examples and questioning strategies will you use? Prepare a list of examples for

explanations and list higher order questions. 11. How will you tell during and after the lesson what students understand? 12. What presentation alternatives are there if students have trouble with concepts? Peer

explanation, media, etc.? 13. Are there extra or special help students? 14. How will you make sure that all students participate 15. How will you adjust the lesson if time is too short to long? 16. What kind of product, if any, will you expect from students at the end of the lesson? 17. What will students do when they finish? 18. How will you evaluate students’ work and give them feedback? 19. How will the concepts you present be used by students in future lessons?


Reflection Notebook SELF-REFLECTION TECHNIQUES

�� Think about each lesson you taught today.

�� Choose one lesson to respond to the following questions:

Date: ____________________________________________ What was your objective for the lesson? What do you think were the most effective parts of the lesson? What did the students actually learn when the lesson was completed? Did any students have difficulty understanding the lesson? Why do you think they had difficulty? Did any students have difficulty paying attention during the lesson? Did any students begin to get disinterested or disruptive? Why do you think they were disruptive? What would you change about the lesson? Why? How will this reflection impact future planning?


SCHEDULES



Elementary Education Schedule

*Complete form when schedule is known and return to your supervisor

____________________________________ e-mail address ____________________________________ cell phone number

__________________________________________________ ( )____________________________ Student Teacher Student’s Phone Number _________________________________________________ ( )_____________________________ Cooperating School Phone Number __________________________________________________________________________________________ School Address City State Zip __________________________________________________________________________________________ Principal Cooperating Teacher Grade List holidays, exam days, professional workshops, etc.:_____________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ (notify your supervisor as soon as you are aware of any additional days you will not be teaching) Approximate schedule followed in class - indicate special teacher.

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Directions and Map On the reverse side draw a map from Rider University to your school. Indicate number of miles one way and approximate driving time____________. Tolls $_________.


Return this form to your supervisor


Secondary Education Schedule

*Complete form when schedule is known and return to your supervisor

____________________________________ e-mail address ____________________________________ cell phone number

__________________________________________________ ( )____________________________ Student Teacher Student’s Phone Number _________________________________________________ ( )_____________________________ Cooperating School Phone Number __________________________________________________________________________________________ School Address City State Zip __________________________________________________________________________________________ Principal Department Chairperson __________________________________________________________________________________________ Cooperating Teacher Grade/Subject List holidays, exam days, professional workshops, etc.:_____________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ (notify your supervisor as soon as you are aware of any additional days you will not be teaching) Period Day/Time Subject Room Cooperating Teacher

Directions and Map On the reverse side draw a map from Rider University to your school. Indicate number of miles one way and approximate driving time____________. Tolls $_________.

Return this form to your supervisor.


STUDENT TEACHER

ASSESSMENT DOCUMENTS


INTASC: Interstate New Teacher Assessment and Support Consortium (Principles of Model Standards for Beginning Teacher Licensing and Development)

� The Professional Educator. . .

1. Understands Content: The professional educator understands the central concepts, tools of inquiry and the structures of the discipline(s) and can create learning experiences that make these aspects of the subject matter meaningful for students. For example, you take initiative to locate and teach information beyond the traditional text; you try to keep abreast of new ideas in the field; you incorporate interdisciplinary strategies on a regular basis; you strategically introduce resources and experiences that challenge the learner’s beliefs and assumptions; you select content to encourage diverse perspectives, and thereby create an environment where critical thinking is a habit.

2. Understands Development. The professional educator understands how children learn and develop and can

provide learning opportunities that support their intellectual, social and personal development. For example, you have knowledge of the developmental characteristics of your students, and you plan activities that are age-appropriate. You also make every effort to assess and activate students’ prior knowledge. You give students opportunities to make connections between new topics and their life experiences.

3. Understands Difference: The professional educator understands how students differ in their approaches to

learn and creates instructional opportunities that are adapted for diverse learners. For example, you make every effort to learn about each individual student and his/her learning style, strengths, interests, and needs. You use a variety of “diagnostic” tools to learn about students so that you are able to provide instruction that is responsive to students’ needs. (You design individualized instruction understanding that “one size doesn’t fit all.”) For this reason, you provide opportunities for student choice in activities and assignments. Finally, you actively seek out resources within the school, the community, or professional organizations and you use these resources for the benefit of varied learners.

4. Designs Instructional Strategies: The professional educator understands and uses a variety of instructional

strategies to encourage students’ development of critical thinking, problem solving, and performance skills. For example, you seek out and use resources from professional organizations or through community speakers, courses, and commercial materials. You use these resources when planning and make every effort to fully integrate them into a comprehensive curriculum. You also do your best to foster “active learning” (e.g., facilitate inquiry whereby students are engaged in questioning concepts, developing learning strategies, seeking resources, collaborating, and problem solving). You also capitalize on “modeling” –demonstrating & “thinking out loud” to show students how to perform a given strategy of skill.

5. Manages and Motivates: The professional educator uses an understanding of individual and group

motivation and behavior to create a learning environment that encourages positive social interaction in the classroom. For example, your transitions from one lesson/activity to another are seamless with students assuming some of the responsibility for efficient operation. You handle TIME and MATERIALS smoothly and efficiently without closing student attention or interest. Your directions and procedures are clear to students. It’s obvious that you’ve anticipated any possible misunderstandings by planning ahead and then carefully monitoring. Your pacing of the lesson is smooth, timely, and appropriate –allowing for reflection and closure. You create a positive classroom climate of openness, mutual respect, and support. Your standards for conduct for various situations are made clear to students.

6. Communicates: The professional educator uses knowledge of effective verbal, nonverbal, and media

communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. For example, your oral and written language is correct and expressive with well-chosen vocabulary that enriches the lesson. You know how to ask questions and to stimulate discussions in different ways for


particular purposes. You promote risk-taking, divergent thinking, and curiosity through classroom discussions, conferences, small-group work, etc. You create opportunities whereby students assume considerable responsibility for the success of discussions. You ensure that all voices are heard in discussions. Finally, you take initiative to integrate new technology into the curriculum as a tool for thinking, learning and communicating.

7. Plans and Integrates: The professional educator plans instruction based upon knowledge of the students, the

subject matter, the community, and curriculum goals. For example, you plan learning activities that follow a well-organized progression and that address school/district curriculum objectives. Your planning is clearly well thought out; you consider short-and long-term goals, as well as students’ needs and performances. You connect current topics to past/future units of study. Your plans are consistently ready in time and often prepared well in advance. Finally, you are flexible and willing to make adjustments to plans to meet student need, interest, and motivation.

8. Evaluates: The professional educator understands and uses formal and informal assessment strategies to

evaluate and ensure the continuous intellectual, social and physical development of the learners. For example, you gather data on student progress in multiple ways: observations, portfolios, performance-tasks, teacher-made tests, student-self assessments, etc. You involve students in the assessment process to foster an awareness of their own strengths and needs and to help them set learning goals. Students might set criteria for a task, help create a rubric, etc. Moreover, you deliberately use assessment to guide instruction.

9. Reflects on Practice: The professional educator is a reflective practitioner who continually evaluates the

effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. For example, you are able to critically analyze a lesson and offer alternative actions. You seek and act on constructive criticism. You interact with colleagues to discuss pedagogy, to share materials, resources, and ideas. You take initiative to participate in professional dialogues and to use these collegial exchanges to foster your ongoing development as a teacher.

10. Participates in the Professional Community: The professional educator fosters relationships with school

colleagues, parents, and agencies in the larger community to support students’ learning and well being. For example, you volunteer for activities outside of your own classroom; you create new avenues for communicating and connecting with families (e.g.; newsletter).


MIDTERM (Due 6 weeks after semester starts.)

RIDER UNIVERSITY School of Education

Office of Field Placement Memorial 116 or 111D Director, Veronika Winkler

Cooperating Teacher’s Student Teacher Evaluation

Student Teacher___________________________Cooperating Teacher__________________ School___________________________________Subject/Grade_______________________ NOTE: You should evaluate the student teacher in comparison to other beginning teachers and indicate strengths as well as areas that need improvement. Your ratings serve as formative evaluation of the student teacher at the midterm point of the experience and a summative evaluation at the conclusion of the student teaching experience. After completing this evaluation plan a conference with the student teacher to go over the ratings. Thank you.

Superior Good Average Fair N/A Superior = Exceeds expectations

Good = Meets expectations

Average = Needs improvement

Fair = Performing at an unacceptable level

N/A = Not applicable

Personal Qualities

Uses a clear, easily understood voice

Physical appearance and grooming is appropriate to teaching Situation

Attendance is regular and punctual

Exhibits resourcefulness

Professional Attributes

Demonstrates command of English

Oral

Written

Shows care and concern for students

Completes duties and responsibilities in a timely and competent manner

Shows interest in and commitment to teaching

Is cooperative/gets along with students, teachers, parents and administration

Participates in total school program

Receives and uses suggestions well


Superior Good Average Fair N/A

Planning/Preparation

Plans and prepares lessons and activities carefully

Submits lesson plans to cooperating teacher in a timely fashion

Follows through with written plan when teaching the lesson and modifies only when necessary

Classroom Management/Procedures

States objectives clearly

Introduces key ideas/vocabulary

Motivates students

Gives clear instructions

Uses appropriate pacing

Uses questions well

Selects appropriate teaching strategies and methods

Selects and uses materials appropriately

Promotes student participation

Evaluates/monitors student progress

Uses review and summary

Gives thoughtful, relevant assignments

Handles routine processes efficiently

Effective classroom management

Corrects behavior problems

Assesses for learning difficulties

Individualizes instruction/learning

Demonstrates mastery of subject matter

Maintains a neat, orderly classroom

Comments/Suggestions (attach additional sheets if needed) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________ ________________________________ Date Signature Due at the end of the sixth week of student teaching


FINAL (Due at the conclusion of the student teaching experience.)

RIDER UNIVERSITY School of Education

Office of Field Placement Memorial 116 or 111D Director, Veronika Winkler

Cooperating Teacher’s Student Teacher Evaluation

Student Teacher___________________________Cooperating Teacher__________________ School___________________________________Subject/Grade_______________________ NOTE: You should evaluate the student teacher in comparison to other beginning teachers and indicate strengths as well as areas that need improvement. Your ratings serve as formative evaluation of the student teacher at the midterm point of the experience and a summative evaluation at the conclusion of the student teaching experience. After completing this evaluation plan a conference with the student teacher to go over the ratings. Thank you.

Superior Good Average Fair N/A Superior = Exceeds expectations

Good = Meets expectations

Average = Needs improvement

Fair = Performing at an unacceptable level

N/A = Not applicable

Personal Qualities

Uses a clear, easily understood voice

Physical appearance and grooming is appropriate to teaching Situation

Attendance is regular and punctual

Exhibits resourcefulness

Professional Attributes

Demonstrates command of English

Oral

Written

Shows care and concern for students

Completes duties and responsibilities in a timely and competent manner

Shows interest in and commitment to teaching

Is cooperative/gets along with students, teachers, parents and administration

Participates in total school program

Receives and uses suggestions well


Superior Good Average Fair N/A

Planning/Preparation

Plans and prepares lessons and activities carefully

Submits lesson plans to cooperating teacher in a timely fashion

Follows through with written plan when teaching the lesson and modifies only when necessary

Classroom Management/Procedures

States objectives clearly

Introduces key ideas/vocabulary

Motivates students

Gives clear instructions

Uses appropriate pacing

Uses questions well

Selects appropriate teaching strategies and methods

Selects and uses materials appropriately

Promotes student participation

Evaluates/monitors student progress

Uses review and summary

Gives thoughtful, relevant assignments

Handles routine processes efficiently

Effective classroom management

Corrects behavior problems

Diagnoses learning difficulties

Individualizes instruction/learning

Demonstrates mastery of subject matter

Maintains a neat, orderly classroom

Comments/Suggestions (attach additional sheets if needed) ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________ ________________________________ Date Signature Due at the conclusion of the student teaching experience


School of Education

Student Teacher Observation/Evaluation Documentation Form To be completed by Rider Supervisor Rider Supervisor Name: _________________________________________________ Student Teacher Name:_ __________________________________________________

Cooperating Teacher Name: Semester: School: School District: Observation Date/ Conference OBSERVATION # 1______________________ Conference________________ OBSERVATION # 2______________________ Conference________________ OBSERVATION # 3______________________ Conference________________ OBSERVATION # 4______________________ Conference________________ OBSERVATION # 5______________________ Conference________________ OBSERVATION # 6______________________ Conference________________ By signing this form, I acknowledge having discussed the contents of my observation reports with my supervisor and have received written copies of the observations for the dates listed above. Signatures: Rider Supervisor _________________________________________________________ Date:___________________ Rider Student Teacher ______________________________________________________ Date:___________________


PREOBSERVATION INFORMATION

STUDENT TEACHER________________________ DATE/TIME____________________________

SCHOOL__________________________________ GRADE/ROOM_________________________ Please return this form prior to the scheduled observation.

This information gathered on this form will assist me with the analysis of instructional decisions.

1. What do you want the students to learn from this lesson?

2. What activities have you planned to facilitate this learning?

3. How will you determine whether the learning has taken place during this lesson?

4. Is there anything in particular I need to know about this class?

5. What specific feedback would you like from the observation?


Office of Field Placement and Certification

Memorial 102, 111D 2083 Lawrenceville Rd.

Lawrenceville, NJ 08648

INTASC Standards 1. Understands Content 6. Communicates 2. Understands Development 7. Plans and Integrates 3. Understands Difference 8. Evaluates 4. Designs Instructional Strategies 9. Reflects on Practice 5. Manages and Motivates 10. Participates in the Professional Community

Student Teaching Classroom Observation OBSERVATION #1 #2 #3 #4 #5 #6 (Circle #) Student _____________________________________________ Date _____________________ School ______________________________________________ Grade/Subject Area_________ Comments: Comments should reference INTASC standards.

Conference After Observation: Yes _____ No _____ Student Teacher Lesson Plan Binder was reviewed Yes _____ No _____ Student Teacher was asked to submit a Reflection of lesson observed Yes _____ No _____ Student Teacher: _____________________________________________ Date:_______________________ Supervisor: __________________________________________________ Date: ______________________





Student Teaching Observation

Name ________________________________________ Date __________________________________________ Classroom Management and Environment: INTASC Standard 5,6 Planning and Preparation of Subject Matter: INTASC Standard 1,7 Teaching Strategies and Techniques: INTASC Standard 2,3,4 Professionalism: INTASC Standard 9,10 Indicators of Pupil Involvement and Growth: INTASC Standard 2, 8





Rider University Student Teacher Assessment Form

To be completed by Rider Supervisor

Student Teacher Name _______________________________ Semester ____________ School ___________________________ School District _________________________ Grade Level/Subject(s) ______________________________ Field Supervisor ___________________________________ Levels of Student Teacher Performance Distinguished The student teacher has demonstrated an exemplary ability to create a community of learners that has students highly motivated and engaged and assuming considerable responsibility for their own learning. The student teacher has the potential to be an outstanding first-year

teacher.

Proficient The student teacher clearly understands the concepts underlying the component and implements it well. This implementation is consistent and effective. He/She demonstrates the likelihood of becoming an excellent

teacher with more experience and mentoring.

Basic The student teacher appears to understand the concepts underlying the component and attempts to implement its elements. Implementation is intermittent and/or not entirely successful. Additional reading, observation, and experience (particularly supported by a mentor) may enable the teacher to become proficient in the area. The student teacher

will need significant guidance and ongoing skill development in order to

be successful in the classroom.

Unsatisfactory The student teacher does not appear to understand the concepts underlying the component. Work on the fundamental practices associated with the elements is required to enable growth in this area. Teacher certification

will not be granted at this level.

The INTASC (Interstate New Teacher Assessment and Support Consortium Standards) Competency Level Attained

1. Understands Content _________________________


2. Understands Development _________________________

3. Understands Difference

_________________________

4. Designs Instructional Strategies _________________________ 5. Manages and Motivates

_________________________

6. Communicates

_________________________

7. Plans and Integrates

_________________________

8. Evaluates

_________________________

9. Reflects on Practice

_________________________

10. Participates in the Professional Community

_________________________

11. Develops Thinking and Problem-Solving Skills The student teacher is able to design and

implement lessons that foster the growth of

students’ critical thinking and problem-solving

abilities.

(Note: This is not one of the INTASC

Standards).

_________________________

Signature of Supervisor_____________________________ Date____________________________________________


Levels of Performance

Distinguished The student teacher has demonstrated an exemplary ability to create a community of learners that has students highly motivated and engaged and assuming considerable-responsibility for their own learning.

The student teacher has the potential to be an outstanding first-year teacher.

Proficient The student teacher clearly understands the concepts underlying the component and implements it well. This implementation is consistent and effective. He/she demonstrates the likelihood of becoming an excellent teacher with more experience and mentoring.

Basic The student teacher appears to understand the concepts underlying the component and attempts to implement its elements. Implementation is intermittent and/or not entirely successful. Additional reading, observation, and experience (particularly supported by a mentor) may enable the teacher to become proficient in this area. The student teacher will need significant guidance and ongoing skill development to be successful in the classroom.

Unsatisfactory The student teacher does not appear to understand the concepts underlying the component. Work on the fundamental practices associated with the element is required to enable growth in this area. Teacher certification will not be granted at this level. Important Notes on Performance Levels:

• Most student teachers will perform at the Basic and Proficient levels. However, outstanding student teachers may perform at the Distinguished level in one or more of the INTASC standards.

• The Distinguished level should be reserved for performance that is above and beyond basic requirements.

• Students at the Unsatisfactory level in any area should receive intensive modeling and assistance until they achieve a Basic level of competence.

Levels of Performance are, with permission adapted from: Danielson, Charlotte (1996), Enhancing Professional Practice, A Framework for Teaching. Alexandria, Virginia: Association for Supervision and Curriculum Development.


Final Student Teacher Assessment –

Based on Rider University School of Education Conceptual Framework

Student Teacher Name __________________________Date: ____________________________ School _______________________________________School District ____________________ Grade Level/Subject Area ________________________________________________________ Completed by:__________________________________________________________________ Seminar Leader _________________________________________________________________ OR Field Supervisor ____________________________________________________

Please assess the performance of this student teacher by completing the form below based on the major areas within the School of Education’s Conceptual Framework. Rate each of the performance areas on a scale of 1 to 4, 4 being the highest/distinguished, and submit completed form to Veronika Winkler, Director of Field Placement.*

Performance Assessment 4 3 2 1

Distinguished Potential to be an outstanding first-year teacher

Proficient With experience, likely to become an excellent teacher

Basic Needs significant improvement to be successful in the classroom

Unsatisfactory

Student teacher seemed COMMITTED.

Student teacher seemed KNOWLEDGEABLE about content & pedagogy.

Student teacher seemed REFLECTIVE.

Student teacher seemed PROFESSIONAL.

*Please return the form to the Field Supervisor who will deliver it to Rider University.


PROFESSIONAL ORGANIZATION

LIST

/Student Handbook – Revised – June 2009

PROFESSIONAL ORGANIZATIONS Here are some suggested web sites of professional organizations you could join that would give you a journal as part of their membership. These ALL have student memberships at reduced prices. www.reading.org International Reading Association www.ncte.org National Council of Teachers of English www.writingproject.org National Writing Project

Other disciplines and organizations include: www.naeyc.org National Association of Educators of Young Children www.nctm.org National Council of Teachers of Mathematics www.nsta.org National Science Teachers Association www.ncss.org National Council for the Social Studies www.njea.org New Jersey Education Association www.pdkintl.org/kappan/kappan.htm Phi Delta Kappan, a good general education publication www.ascd.org Association for Supervision and Curriculum Development www.cec.sped.org Council for Exceptional Children www.sparknotes.com Cheat site for papers and information your students will be using!


COOPERATING TEACHER

WAGE FORMS


SCHOOL OF EDUCATION OFFICE OF FIELD PLACEMENT

Memorial 116 or 111 D, 2083 Lawrenceville Road Lawrenceville, New Jersey 08648

(609) 896-5175

REIMBURSEMENT FORM FOR COOPERATING TEACHER(S) (Must be completed by each Cooperating teacher. Please send with W-9 form) Semester _________ 2______

Student Teacher _______________________________________________________________ Cooperating Teacher(s) __________________________________________________________ School: _______________________________________________________________________ Address: ______________________________________________________________________ ______________________________________________________________________________ Indicate your choice of reimbursement. If there is more than one cooperating teacher, you must reach a consensus decision concerning the two available options. (These are the only options).

_____1. $250* Honorarium –or $125.00 for each of two cooperating teachers. A W-9 form for each Cooperating Teacher must be on file. The check(s) should be made payable to:

_________________________________________________________________________ NAME SOCIAL SECURITY # _________________________________________________________________________ NAME SOCIAL SECURITY # � Check if there are two or three assigned

cooperating teachers and only one will be accepting payment. Signature of teacher(s) waving right to payment is also required.

��

I (we) waive my (our) right to the honorarium. Please pay the above named teacher $250.00.

______________________ _________________________ (signature of teacher(s) waiving right to payment)

_____ 2 A non-transferable tuition remission of $600.00** at Rider University which must be used

within one calendar year from the end of this semester. The cooperating teacher named below will be the recipient of the $600.00 tuition remission.

Name_________________________________________________________________ Social Security # _____________________________________.

IMPORTANT: In order for the $600.00 to be credited towards your account, please contact LouAnn Zerambo, (609) 896-5175, to complete a tuition remission form when you register for the course.

Please Note: In order to get the Honorarium or Tuition Remission, a W-9 Form MUST be completed. *For a Condensed Practicum Student (6-weeks of student teaching) the honorarium is $125.00. **For a Condensed Practicum Student (6-wks of student teaching) the tuition remission at Rider is $300.00

Student Teaching Handbook - Rider University 6/Student Handbook - Revised March 2009 students must...

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