The Student Teacher

WWhhaatt iiss ssttuuddeenntt tteeaacchhiinngg?? Student teaching is a period of guided and supervised teaching during which the university student takes increasing responsibility for a given group of learners over a period of consecutive weeks. Because of limitations of time, it cannot duplicate all of the experiences first year teachers have on the job; instead, it is a transitional experience aimed at developing initial teaching competence. The student teaching experience at the University of Alabama at Birmingham is designed to meet Alabama State Department of Education (2010) guidelines. A review of these guidelines indicates that the student teaching experiences must be designed to provide the student teacher with intensive and extensive experiences. The student teaching experience provides a valuable means for guiding the student teacher's development through many diverse activities. These activities should enable a student teacher to:

test his or her understanding of human growth and development;

judge his or her strengths and weaknesses in subject matter areas as well as in human relations (classroom control is largely dependent upon these);

recognize the scope and complexity of a regular classroom teacher's responsibilities including - evaluating the progress of each student; planning lessons; locating and using various modes of technology; keeping records; reporting to parents (cards, letters to parents, and/or conferences); developing and maintaining school community relationships; motivating students; continuing self-evaluation and professional development; and enabling each student teacher to further develop his/her philosophy of education

and understand its relationship to classroom methodology

WWhhaatt iiss rreeqquuiirreedd ffoorr tthhee ssttuuddeenntt tteeaacchhiinngg aapppplliiccaattiioonn?? Student teaching internship applications are due on the last day to drop/add a course in January – one semester prior to the fall internship, two semesters prior to the spring internship (e.g., applications for fall 2013 and spring 2014 are due on January 14, 2013). Applications must be signed and hand-delivered to EB 213, or signed and scanned/emailed to dhedge@uab.edu. Applications are available online at http://www.uab.edu/soestudentteaching/ or on the bulletin board outside of EB 213. The application requires that each student teaching candidate submit a typed autobiography and a photograph (Note: for interns seeking K-12 certification, two copies of the autobiography and photograph are required) – this is the first impression the school and cooperating teacher will have of the student teacher. It is essential, therefore, that the autobiography include pertinent information that is free of grammatical errors. The purpose of the autobiography is to summarize significant personal experiences to acquaint administrators, the cooperating teacher, and supervisor with background information and the intern’s desire to become an educator.

Should a student teaching candidate postpone his/her internship, the application will be moved to the next semester. If a candidate postpones more than once, a new student teaching application must be submitted by the due date.

WWhhaatt aarree tthhee eelliiggiibbiilliittyy rreeqquuiirreemmeennttss ttoo qquuaalliiffyy ffoorr ssttuuddeenntt tteeaacchhiinngg?? All student teachers must be found eligible to student teach by the Office of Student Services. After a student teaching candidate has applied for student teaching, the Office of Student Services conducts an eligibility check and each candidate is informed via UAB email about any outstanding eligibility requirements. Student teaching candidates are then given a deadline by which all requirements must be met – if eligibility requirements are not met by the deadline, candidates will not be permitted to begin their internship and will need to postpone their internship. Eligibility information can be found at: http://www.uab.edu/soestudentteaching/eligibility-requirements In general, in order to be eligible to student teach, every intern must meet the following criteria:

Formal admission to Teacher Education Program or Alternative Master’s Program

Minimum GPA of 2.5 (undergraduates) or 3.0 (graduate students)

Completion of all coursework prior to student teaching

Completion of all courses with a “C” or better

Passing score on all three portions of the Basic Skills Assessments of the APTTP

Passing score on the appropriate Praxis II Subject Assessment

Criminal history background check status shown as “cleared” on the ALSDE database Please note that the aforementioned are very general eligibility requirements – a more detailed list can be found at http://www.uab.edu/soestudentteaching/images/General_Student_Teaching_Requirements.pdf

WWhhaatt aarree ccoouurrtteessyy ppllaacceemmeennttss?? A courtesy placement for UAB students is defined as a UAB student teacher who is enrolled in the appropriate internship and internship seminar course at UAB, but is placed and supervised by another NCATE accredited institution that is 50 miles or more from the UAB campus. Courtesy placements require that the UAB student teacher be solely responsible for making all of the placement and supervision arrangements with the host institution (i.e., to include any payments for supervision and accompanying mileage fees). A request for a courtesy placement is not automatic and departmental approval must be granted via appropriate forms (refer to link below). The host institution must also agree to UAB’s terms and conditions in order for a courtesy placement to be approved. A courtesy placement for Non-UAB students is defined as a student teacher who is enrolled in the appropriate internship course at his/her university, but is placed at a SACS accredited school by UAB and supervised by UAB (i.e., the Non-UAB student pays for UAB supervision prior to the internship and accompanying mileage fees throughout the semester). The Non-UAB student teacher understands that UAB reserves the right to cancel or negate a courtesy placement request for Non-UAB students at any time before or during the semester for which the placement request is made. In addition, a request for a courtesy placement is not automatic and departmental approval with the student’s respective program at UAB is required via appropriate forms and evidence (refer to link below). More specific information regarding courtesy placements for UAB and Non-UAB student teachers, including required forms and deadlines can be found at: http://www.uab.edu/soestudentteaching/placements

WWhhaatt iiss tthhee rreeqquuiirreedd lleennggtthh ooff ttiimmee ffoorr ssttuuddeenntt tteeaacchhiinngg??

The student teaching experience must be five full days per week in the schools for fifteen weeks, “bus duty to bus duty.” Any days or time missed must be made up at the end of the semester (Note: the student teacher is only permitted to make up a maximum and equivalent of five days). Student teachers who have not made up missed days or time by the end of the semester will receive a grade of “I”. Once the student teacher has made up all of the days or time he/she has missed, a grade change will be submitted; if any days or time missed are not made up immediately following the internship end date, the “I” will become an “F” after one semester has passed. The experiences of the student teacher will progress to the full responsibilities as the classroom teacher for at least twenty days, including at least ten consecutive days. Full days of instruction can begin counting toward the twenty day requirement once the UAB Supervisor and Cooperating Teacher make this determination. A full day of instruction is one in which the student teacher is responsible for all instruction, routines, and processes (i.e., all duties a certified teacher would fulfill with the exception of entering grades and absences, attending confidential meetings, and any other areas the school specifies).

WWhhaatt iiss tthhee ppoolliiccyy ffoorr ssttuuddeenntt tteeaacchheerr ppllaacceemmeenntt?? The Office of Clinical Experiences is responsible for coordinating all student teaching placements. The placements will be made within the UAB service area to ensure the quality of supervision by university faculty and supervisory personnel. Student teachers attempting to complete student teaching outside the UAB service area (i.e., outside a 50 mile radius from UAB to the placement site) must review the courtesy placement information in this Handbook and on the following webpage: http://www.uab.edu/soestudentteaching/placements A student teacher is not allowed to student teach at a site that he/she has a relative employed or a child/children attending. Secondary student teachers will not be placed at the high school they graduated from for a minimum of ten years after they have graduated (i.e., after a ten year grace period). In addition, a student teacher is not allowed to arrange or influence his/her placement. All placements are solely arranged by the Office of Clinical Experiences. In general, placements are based on state guidelines and school availability, and depend upon K-12 administrative selection. Therefore, no assurance can be made that placements will be in the desired grade level or preferred school location. Note: Only Alternative Master’s Program students can be hired as full-time teachers when completing their internship (i.e., as long as they teach within their field of certification every day for the entire 15 week internship). Undergraduate students are not permitted to complete their internship as hired, full-time teachers.

WWhhaatt ffaaccttoorrss aarree uusseedd ttoo ddeetteerrmmiinnee ppllaacceemmeenntt ssiitteess?? The Teacher Education Program at UAB has been designed to provide meaningful learning opportunities and a breadth of exposure to various teaching environments. A number of factors are involved in the selection of a placement site for a student teacher - these factors include:

Student Teacher Address Student teachers are clustered by zip code with a minimum of three-four interns per school (with the exception of when interns withdraw or are found ineligible after placements have been secured, resulting in less than three-four interns remaining at a

placement site). Placement sites are selected based on the reasonable convenience for all the interns in the cluster, availability of qualified teachers, availability of grade levels, and the willingness of the K-12 school administrators and staff to host interns.

Previous School-Based Experience To meet State Department of Education standards, the grade level placement for the internship should be based on prior grade level field experiences (e.g., if most field hours were completed within lower grades of a certification program, it is desirable that the internship placement be in an upper grade level).

Approved Schools The schools used for the placement of UAB students have been approved by the UAB School of Education and are all accredited by the Southern Association of Colleges and Schools (SACS). All schools are not used each term. Private and/or parochial schools are only used if interns are currently employed as full-time teachers, teaching solely within their field of certification at the school, and the school is SACS accredited. A student teacher will not be placed in a school where a relative is employed or that their children attend. Secondary student teachers will not be placed at the high school they graduated from for a minimum of ten years after they have graduated (i.e., after a ten year grace period).

Approved Cooperating Teachers The Alabama State Department of Education defines an approved cooperating teacher as one who:

holds a certificate and a master's degree in the student teacher’s field of specialization or has been designated as a master teacher

has at least three complete years of educational experience in the student teacher's field of specialization

is currently teaching classes in the student teacher's area(s) of specialization is teaching in an accredited school approved by the Southern Association of

Colleges and Schools(SACS) is a model for good professional practices

Approved Classrooms Per the Alabama State Department of Education, all student teachers are required to complete their internship in classrooms that are strictly within their field of certification. All student teachers (including hired Alternative Master’s Program student teachers) are expected to provide forthright and correct teaching schedules when requested by the UAB Supervisor and/or Director of Student Teaching. In an effort to ensure compliance with College Board policies and philosophy, student teachers are not permitted to be placed in Advanced Placement (AP) classrooms (unless they are AMP interns hired as full- time teachers within their field of certification) ; Pre-AP and Honors classrooms are acceptable placement classrooms.

Faculty Recommendations Selections of placement sites are also based on the recommendations of faculty members. These recommendations may specify a particular site and/or a particular cooperating teacher. The Office of Clinical Experiences cannot guarantee that these requests will be honored by the principal and/or school administration.

Multiple Certification For student teachers who are seeking certification in two or more distinct teaching fields, an additional internship shall be required (e.g., physical education and biology).

P-12 and K-12 Programs

The internship for P-12 and K-12 programs shall be divided between early childhood/elementary and middle/secondary grades.

WWhheenn iiss aa ppllaacceemmeenntt cchhaannggee rreeqquueesstt ccoonnssiiddeerreedd?? Student teachers with extenuating circumstances about their placement site must contact the Office of Clinical Experiences when the student teacher application is turned in or as soon as possible. The Office of Clinical Experiences must be notified before placements are secured for the semester – concerns received after placements have been secured may not be able to be resolved prior to the internship. Once the internship has begun, a placement will only be modified under extreme and extenuating circumstances, and on a case-by-case basis (i.e., based on documentation by the UAB Supervisor, cooperating teacher, and/or Director of Student Teaching). Additionally, after placements have been secured, address changes will not be used to make or adjust placements.

WWhhaatt iiss tthhee wwiitthhddrraawwaall,, ppoossttppoonneemmeenntt,, aanndd nnoonn--cceerrttiiffiiccaattiioonn ppoolliiccyy?? If the student teacher finds it necessary to postpone or withdraw from student teaching, the withdrawal policy outlined in the UAB Catalog and academic calendar must be followed. The cooperating teacher, UAB Supervisor, and Director of Student Teaching must be notified immediately. Additionally, the faculty advisor should be informed by the student teacher about the decision to postpone/withdraw. If at any time during the internship an undergraduate student teacher decides to pursue an individually designed major (i.e., an education degree only without certification), he/she must: notify the UAB Supervisor and Director of Student Teaching; meet with the Director of the Office of Student Services to determine eligibility requirements and seek approval for the non-certification/individually designed major; and withdraw from the student teaching internship course(s). Note: If the student teacher has missed UAB’s deadline to withdraw, he/she will need to follow UAB’s policy to submit an academic appeal to withdraw from the internship course(s). Per the UAB Graduate School, graduate students are not eligible to pursue individually designed majors, thus Alternative Master’s Program student teachers are not permitted to receive a degree without also being recommended for certification.

WWhhaatt iiss tthhee iinntteerrnnsshhiipp rreemmoovvaall ppoolliiccyy?? All student teachers represent the School of Education and are expected to comply with the rules, regulations, and expectations of the host institution or agency and the School of Education. The student teacher may be removed from the internship site at any time during the experience upon the request of the host institution or agency in which the student teacher is placed. The School of Education maintains the right to remove any student teacher not following UAB policies and procedures. If a student teacher is removed from an internship setting under such circumstances, a subsequent placement is not automatic. Decisions about subsequent placements for student teachers who have been removed from student teaching will be made by a review committee composed of: the School of Education’s Associate Dean, appropriate Program Coordinator/Director, Director of Student Teaching, UAB Supervisor, and faculty advisor (when possible). In addition, the student teacher will only be permitted to repeat the internship once, if the review committee determines that a second opportunity is warranted. If a student teacher is given a subsequent placement (i.e., based on the review committee’s decision after being pulled from the internship) the final grade will be no higher than a “B”.

Whenever possible, an “Assessment of Unsatisfactory Professional Dispositions” form must be completed by the cooperating teacher, UAB Supervisor, or Director of Student Teaching in the event a student teacher is not fulfilling his/her responsibilities. Three “Assessment of Unsatisfactory Professional Dispositions” forms are grounds for removal from the internship, dismissal from the program, or a lowered final student teaching grade. Refer to the “Assessment of Unsatisfactory Professional Dispositions” form in the Forms and Handouts section of the Student Teaching Website (http://www.uab.edu/soestudentteaching/) for proper use and protocol of this form. Once a student teacher is pulled from a placement site (including being asked to leave by the K-12 school site), all contact between the student teacher and school (including the cooperating teacher) must immediately cease. Any and all materials belonging to the placement school or cooperating teacher must be immediately returned via the Director of Student Teaching. Further or inappropriate contact by the student teacher and/or failure to return materials may result in an Assessment of Unsatisfactory Professional Dispositions form, a lowered final grade (if the review committee approves the intern to repeat the internship), and/or removal from the student teacher’s program at the School of Education.

WWhhaatt aaddddiittiioonnaall aapppplliiccaattiioonnss sshhoouulldd bbee ccoommpplleetteedd?? All student teachers must apply for degree and certification. Undergraduate degree application forms can be completed and submitted online at: https://sa.uab.edu/EnrollmentServices/AppForDegree/ Graduate application degrees should be completed at the following website and hand-delivered to the Office of Student Services in Room 100, Education Building (205-934-7530): http://main.uab.edu/Sites/gradschool/students/current/forms/#complete Refer to the UAB School of Education Certification Handbooks at the following Office of Student Services website for specific information and guidelines regarding certification: http://www.uab.edu/soestudentservices/certification-process

IIss rreeggiissttrraattiioonn rreeqquuiirreedd ffoorr ssttuuddeenntt tteeaacchhiinngg??

All student teachers are required to register for the number of hours of student teaching credit specified by their program(s). Some students must also register for an internship seminar course. Student teachers should refer to their program checklist and/or contact the Office of Student Services for specific program requirements and information about their checklist (http://www.uab.edu/soestudentservices/general-information/checklists). Regular procedures for registering must be followed.

WWhhaatt aarree tthhee gguuiiddeelliinneess ffoorr eetthhiiccaall bbeehhaavviioorr ffoorr aa ssttuuddeenntt tteeaacchheerr?? The Alabama Educator Code of Ethics is included in this section. Student Teachers are expected to abide by this Code. Additional ethical guidelines specific to the student teacher are provided below. Failure to abide by this Code or the guidelines below may result in a student teacher being removed from the internship or his/her program – refer to the removal policy on pages 5-6.

The student teacher should behave like a member of the school's community, while being mindful of his/her status as an intern. Lack of professional etiquette is grounds for removal – this includes, but is not limited to, inappropriate use of materials, ignoring cooperating

teacher or UAB directives, using a cell phone during teaching hours, sharing personal information, fraternizing and/or gossiping with faculty.

Information which the student teacher receives about students, families, faculty, or staff is to be kept confidential. Any information or suspicions related to abuse should be immediately reported to the cooperating teacher.

The student teacher should maintain the professional dignity necessary to gain the respect of the students.

The student teacher should be sympathetic and courteous towards all students.

The student teacher must be an example to students both mentally and ethically.

The student teacher should show enthusiasm concerning the learning process.

The student teacher should be interested in and ready to assist with the improvement of the class as if it were his/her own, as a means of displaying commitment to the profession.

Disciplinary measures used by the student teacher should conform to the instructions of the cooperating teacher.

The student teacher must realize that each student is an individual and must take into consideration individual abilities, interests, and capacities for learning.

The student teacher must be completely impartial in dealing with students and must constantly strive to be fair when judging students' actions.

The student teacher should refrain from imposing personal, religious or political views upon the students and should exhibit a broad-minded, tolerant attitude toward all individuals.

An “Assessment of Unsatisfactory Professional Dispositions” form (located in the Forms and Supplements section of this handbook) is required to be completed by the cooperating teacher, UAB Supervisor, or Director of Student Teaching in the event the student teacher is not fulfilling his/her responsibilities. Three disposition forms are grounds for dismissal from the internship or program (refer to the removal policy on pages 5-6).

Alabama Educator Code of Ethics Introduction The primary goal of every educator in the state of Alabama must, at all times, be to provide an environment in which all students can learn. In order to accomplish that goal, educators must value the worth and dignity of every person, must have a devotion to excellence in all matters, must actively support the pursuit of knowledge, and must fully participate in the nurturance of a democratic citizenry. To do so requires an adherence to a high ethical standard. The Alabama Educator Code of Ethics defines the professional behavior of educators in Alabama and serves a s a guide to ethical conduct. The code protects the health, safety, and general welfare of students and educators, outlines objective standards of conduct for professional educators, and clearly defines actions of an unethical mature for which disciplinary sanctions are justified. Code of Ethics Standards Standard 1: Professional Conduct An educator should demonstrate conduct that follows generally recognized professional standards. Ethical conduct includes, but is not limited, to the following:

Encouraging and supporting colleagues in the development and maintenance of high standards.

Respecting fellow educators and participating in the development of a professional and supportive teaching environment.

Engaging in a variety of individual and collaborative learning experiences essential to developing professionally in order to promote student learning.

Unethical conduct is any conduct that impairs the certificate holder’s ability to function in his or her employment position or a pattern of behavior that is detrimental to the health, welfare, discipline, or morals of students. Unethical conduct includes, but is not limited to the following:

Harassment of colleagues.

Misuse or mismanagement of tests or test materials.

Inappropriate language on school grounds.

Physical altercations.

Failure to provide appropriate supervision of students. Standard 2: Trustworthiness An educator should exemplify honesty and integrity in the course of professional practice. Ethical conduct includes, but is not limited to, the following:

Properly representing facts concerning an education matter in direct or indirect public expression.

Advocating for fair and equitable opportunities for all children.

Embodying for students the characteristics of intellectual honesty, diplomacy, tact, and fairness. Unethical conduct includes, but is not limited to, the following:

Falsifying, misrepresenting, omitting, or erroneously reporting professional qualifications, criminal record, or employment history when applying for employment or certification.

Falsifying, misrepresenting, omitting, or erroneously reporting information submitted to federal, state, and/or other governmental agencies.

Falsifying, misrepresenting, omitting, or erroneously reporting information regarding the evaluation of students and/or personnel.

Falsifying, misrepresenting, omitting, or erroneously reporting reason for absences or leaves.

Falsifying, misrepresenting, omitting, or erroneously reporting information submitted in the course of an official inquiry or investigation.

Standard 3: Unlawful Acts An educator should abide by federal, state, and local laws and statues.

Unethical conduct includes, but is not limited to, the commission or conviction of a felony or of any crime involving moral turpitude. As used herein, conviction includes a finding or verdict of guilty, or a plea of nolo contend ere, regardless of whether an appeal of the conviction has been sought or a situation where first offender treatment without adjudication of guilt pursuant to the charge was granted. Standard 4: Teacher/Student Relationship An educator should always maintain a professional relationship with all students, both in and outside the classroom. Ethical conduct includes, but in not limited to, the following:

Fulfilling the roles of trusted confidante, mentor, and advocate for students’ growth.

Nurturing the intellectual, physical, emotional, social, and civic potential of all students.

Providing an environment that does not needlessly expose students to unnecessary embarrassment or disparagement.

Creating, supporting, and maintaining a challenging learning environment for all students. Unethical conduct includes, but is not limited to, the following:

Committing any act of child abuse, including physical or verbal abuse.

Committing any act of cruelty to children or any act of child endangerment.

Committing or soliciting any unlawful sexual act.

Engaging in harassing behavior on the basis of race, gender, national origin, religion, or disability.

Soliciting, encouraging, or consummating an inappropriate written, verbal, or physical relationship with a student.

Furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a student to consume alcohol or illegal/unauthorized drugs.

Standard 5: Alcohol, Drug and Tobacco Use or Possession An educator should refrain from the use of alcohol and /or tobacco during the course of professional practice and should never use illegal or unauthorized drugs. Ethical conduct includes, but is not limited to, the following:

Factually representing the dangers of alcohol, tobacco and illegal drug use and abuse to students during the course of professional practice.

Unethical conduct includes, but is not limited to, the following:

Being under the influence of, possessing, using or consuming illegal or unauthorized drugs.

Being on school premises or at a school-related activity involving students while documented as being under the influence of, possessing, or consuming alcoholic beverages or using tobacco. A school-related activity includes, but is not limited to, any activity that is sponsored by a school or a school system or any activity designed to enhance the school curriculum such as club trips, etc., where students are involved.

Standard 6: Public Funds and Property An educator entrusted with public funds and property should honor that trust with a high level of honesty, accuracy, and responsibility. Ethical Conduct includes, but is not limited to, the following:

Maximizing the positive effect of school funds through judicious use of said funds.

Modeling for students and colleagues the responsible use of public property. Unethical conduct includes, but is not limited to, the following:

Misusing public or school-related funds.

Failing to account for funds collected from students or parents.

Submitting fraudulent requests for reimbursement of expenses or for pay.

Co-mingling public or school-related funds with personal funds or checking accounts.

Using school property without the approval of the local board of education/governing body.

Standard 7: Remunerative Conduct An educator should maintain integrity with students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation. Ethical conduct includes, but in not limited to, the following:

Insuring that institutional privileges are not used for personal gain.

Insuring that school policies or procedures are not impacted by gifts or gratuities from any person or organization.

Unethical conduct includes, but is not limited to, the following:

Soliciting students or parents of students to purchase equipment, supplies, or services from the educator or to participate in activities that financially benefit the educator unless approved by the local governing body.

Accepting gifts from vendors or potential vendors for personal use or gain where there appears to be a conflict of interest.

Tutoring students assigned to the educator for remuneration unless approved by the local board of education.

Standard 8: Maintenance of Confidentiality An educator should comply with state and federal laws and local school board policies relating to confidentiality of student and personal records, standardized test material, and other information covered by confidentiality agreements. Ethical conduct includes, but is not limited to, the following:

Keeping in confidence information about student that has been obtained in the course of professional service unless disclosure serves professional purposes or is required by law.

Maintaining diligently the security of standardized test supplies and resources. Unethical conduct includes, but is not limited to, the following:

Sharing confidential information concerning student academic and disciplinary records, health and medical information, family status/income, and assessment/testing results unless disclosure is required or permitted by law.

Violating confidentiality agreements related to standardized testing including copying or teaching identified test items, publishing or distributing test items or answers, discussing test items, and violating local school system or state directions for the use of tests or test items.

Violating other confidentiality agreements required by state or local policy. Standard 9: Abandonment of Contract An educator should fulfill all of the terms and obligations detailed in the contract with the local board of education or educational agency for the duration of the contract. Unethical conduct includes, but is not limited to, the following:

Abandoning the contract for professional services without prior release from the contract by the employer.

Refusing to perform services required by the contract. Reporting Educators are required to report a breach of one or more of the Standards in the Alabama Educator Code of Ethics as soon as possible, but no later than sixty (60) days from the date the educator became aware of the alleged breach, unless the law or local procedures require reporting sooner. Educators should be aware of their local school board policies and procedures and/or chain of command for reporting unethical conduct. Complaints filed with the local or state school boards or with the State Department of Education Teacher Certification Section, must be filed in writing and must include the original signature of the complainant. Alabama Administrative Code 290-3-2-05

(1)-5-c Each Superintendent shall submit to the State Superintendent of Education within ten calendar days of the decision, the name and social security number of each employee holding an Alabama certificate or license who is terminated, or non-renewed, resigns, or is placed on administrative leave for cause, and shall indicate the reason for such action. Disciplinary Action Disciplinary action shall be defined as the issuance of a reprimand or warning, or the suspension, revocation, or denial of certificates. “Certificate” refers to any teaching, service, or leadership certificate issued by the authority of the Alabama State Department of Education. Alabama Administrative Code 290—3-2-05

(1) Authority of the State Superintendent of Education (a) The Superintendent shall have the authority under

Existing legal standards to: 1. Revoke any certificate held by a person who has been

proven guilty of immoral conduct or unbecoming or indecent behavior in Alabama or any other state or nation in accordance with Ala. Code 16-23-5 (1975)

2. Refuse to issue a certificate to an applicant whose Certificate has been subject to adverse action by another State until after the adverse action has been resolved by that state.

3. Suspend or revoke an individual’s certificate issued by the Superintendent when a certificate or license issued by another State is subject to adverse action.

4. Refuse to issue, suspend, or recall a certificate for just cause. Any of the following grounds shall also be considered cause for disciplinary action:

Unethical conduct as outlined in the Alabama Educator Code of Ethics, Standards 1-9.

Order from a court of competent jurisdiction.

Violation of any other laws or rules applicable to the profession.

Any other good and sufficient cause. An individual whose certificate has been revoked, denied, or suspended may not be employed as an educator, paraprofessional, aide, or substitute teacher during the period of his or her revocation, suspension, or denial. Approved: July, 2005

WWhhaatt iiss tthhee ppoolliiccyy rreeggaarrddiinngg eemmppllooyymmeenntt wwhhiillee ccoommpplleettiinngg tthhee iinntteerrnnsshhiipp??

Only Alternative Masters Program students are permitted to be hired as full-time teachers while completing their internship, if they are teaching within their field of certification during the entire 15 week internship at a SACS accredited school. Any hired teaching position must be approved by the Director of Student Teaching prior to the start date of the internship.

After the initial Student Teaching Orientation, Alternative Masters Program student teachers can only accept employment during student teaching under the following conditions:

o The student teacher is hired to take over his/her cooperating teacher’s current teaching schedule, and the student teacher seeks approval from the Director of Student Teaching; OR

o The student teacher is hired to take over a teaching position at the existing internship placement site, the position is a full-time teaching position within the student teacher’s field of certification, and approval has been granted by the Director of Student Teaching (Note: approval is also contingent upon verification and recommendations by the placement school, cooperating teacher, and UAB Supervisor – based on the intern’s progress during the internship and certification/state requirements)

Undergraduate students must complete “traditional,” non-hired internships with a cooperating teacher.

Approaching an administrator at the student teacher’s placement school regarding employment can be done during or after the last week of the internship in a professional manner.

Student Teacher’s are highly discouraged to work outside of completing the internship (i.e., due to the level of commitment and time associated with the successful completion of the internship). If evening part-time employment is unavoidable, extra care should be taken to ensure that all internship requirements are met in a professional manner.

Student teachers are required to maintain the working hours of their cooperating teachers (within reason), should plan to be available at their internship placement site minimally until at least 4pm on a daily basis, and should recognize that there may be occasions that will require extra hours for after-school meetings and/or school functions.

Failure to meet internship requirements and expectations will result in being pulled from the internship or a lowered final grade (refer to the removal policy on pages 5-6).

WWhhaatt aarree tthhee ssttuuddeenntt tteeaacchhiinngg lliiaabbiilliittiieess?? Substitute Teaching Student teachers cannot serve as substitute teachers. This does not mean that the student teacher should not take over the class in an emergency; however, even in an emergency, the principal or another teacher must be readily available for the remainder of the school day. The student teacher who is requested to serve as a substitute teacher should inform his/her UAB Supervisor, who can then remind the appropriate school official that such requests are not in keeping with placement agreements. This policy protects the cooperating teacher as well as the local school, UAB, and student teacher. Corporal Punishment Student teachers may neither participate in administering corporal punishment to students, nor serve as witnesses while staff-members administer corporal punishment.

Fieldtrips Student teachers can attend school-sponsored fieldtrips with the cooperating teacher. UAB student liability coverage is included during fieldtrips, since the student teacher is fulfilling teaching responsibilities associated with the internship while on a fieldtrip. The student teacher should, however, complete any student or parent waiver form that the school district requires – a copy of this waiver must be provided to the UAB supervisor or Director of Student Teaching. Transporting Students at Placement Sites A student teacher is never to use his or her personal vehicle to transport students that attend school at the placement site. Student teachers are not permitted to take students home or transport them on field trips. Grading Student teachers are not legal employees of a school system and should not assign formal grades. The cooperating teacher(s) should supervise and approve all informal grades assigned by the student teacher. Video or Audio Recording Students: Student teachers may not video or audio record any class of students without written permission from the parent(s) or care givers. The cooperating teacher should assist with and approve of the permission form.

WWhhaatt aarree tthhee rreessppoonnssiibbiilliittiieess ooff tthhee ssttuuddeenntt tteeaacchheerr?? All student teachers are expected to fulfill and abide by the following policies and procedures. Failure to comply with policies may result in an Assessment of Unsatisfactory Professional Dispositions form, a lowered final grade, or removal from the internship or program (refer to pages 5-6). ORIENTATION AND SEMINARS

Attend the opening orientation. The opening orientation is counted as the first day of student teaching. Failure to attend will result in an Assessment of Unsatisfactory Professional Dispositions form and/or a lowered final grade. Hired interns (i.e., full-time teachers in the Alternative Masters Program) are required to attend a separate opening orientation for hired interns only, after school hours. Contact the Director of Student Teaching, vevega@uab.edu, to provide notification of opening orientation absence.

Attend the student teaching seminars and any other meetings scheduled for student teachers. ATTENDANCE

Report to the internship placement site at the designated time to the appropriate person (e.g., principal, assistant principal, cooperating teacher), as directed by the UAB Supervisor.

Maintain the working hours of their cooperating teachers (within reason), plan to be available at the internship placement site minimally until at least 4pm on a daily basis, and recognize that there may be occasions that will require extra hours for after-school meetings and/or school functions.

Be punctual and regular in attendance. Any days or parts of days that are missed (up to the equivalent of five days) must be made up at the end of the semester. In the event of an absence during the time an intern is expected to teach, lessons and materials must be provided to the classroom teacher prior to the absence.

An intern who is absent for one day during the ten consecutive days, may exercise full responsibilities on the eleventh day if the absence is deemed acceptable by the Director of Student Teaching, UAB Supervisor, and cooperating teacher. If the reason is not acceptable or if more than one absence occurs during the ten consecutive days, the intern will need to begin the ten consecutive days anew.

The UAB School of Education follows the State Department education standards in that it does not allow student teachers to be absent from the classroom more than five (5) days during the internship semester.

Inform both the cooperating teacher and the UAB Supervisor in the case of unavoidable tardiness or absence before 7:30am of the targeted date.

Attend faculty meetings, PTA/PTO, and other school-related functions when allowed to do so. Accompany the cooperating teacher in all professional duties that the cooperating teacher is expected to complete (e.g., bus duty, lunch duty, etc.).

Follow the schedule of the school district for release days and weather make-up days.

The Education Career Fair, held in spring, is the only absence for which a make-up day is not required.

PROFESSIONAL CONDUCT, DRESS, AND GROOMING

Give top priority in time, attention, and preparation to the student teaching assignment so that non-student teaching responsibilities are kept to a minimum.

Consistently read and respond to emails to/from the UAB Supervisor, cooperating teacher, and other UAB staff. Remember that the UAB email account is the official means of communication with students. Student teachers are responsible for checking UAB email on a regular basis.

Appear appropriately dressed and well groomed at all times.

Cover all visible tattoos and remove all facial piercings.

Be cordial and professional toward the secretary, nurse, librarian, custodian, and other auxiliary personnel, as well as the principal and teaching staff.

Honor confidentiality and professional etiquette at all times. Do not discuss student problems, parents, etc., outside of the classroom. Discussions with the cooperating teacher should remain private with the cooperating teacher or UAB Supervisor.

Keep all conversations with school personnel (including the cooperating teacher) professional. Divulging personal information should be limited, as this information can easily be misconstrued.

Refrain from using cell phones in the school building.

Submit assignments that are type-written. The assignment(s) should be correct in spelling and grammar. No assignment(s) should be hand-written.

LESSON PLANS AND CONFERENCES

Begin teaching only when, in the judgment of the cooperating teacher and UAB Supervisor, you are considered ready.

Utilize approved lesson plans, unit plans, assignments, materials, and assessments in order to teach. Student teachers may not teach a class without lesson plans (including materials and assessments) that have been approved by the cooperating teacher at least three-five days prior to teaching. If a student teacher fails to have lesson plans, the cooperating teacher, UAB Supervisor, or Director of Student Teaching may complete an Unsatisfactory Assessment for Professional Dispositions form.

Use the “Formal Lesson Plan Format” (located in the Forms and Supplements section) until the UAB Supervisor has approved the use of the “Informal Lesson Plan Template”. Note: The

“Formal Lesson Plan Format” must be used for all formal observations conducted by the UAB Supervisor, even after the student teacher begins using the “Informal Lesson Plan Template”.

All lesson plans must be typed, with the exception of the “Professional Reflection” section and any last minute revisions.

Organize lesson plans in a binder devoted to the internship, with appropriate dividers as instructed by the UAB Supervisor.

Whenever possible, make long-range lesson plans with the cooperating teacher.

Seek guidance from the cooperating teacher and be respectful of the cooperating teacher’s methods of instruction and classroom management (i.e., assuming complete control of the classroom is a privilege earned after basic competencies have been observed).

Arrange time with the UAB Supervisor for assistance in planning and evaluating as needed.

Prepare thoroughly and carefully for each day of teaching. Rely on trustworthy websites (e.g., ERIC) to research and implement best practices. Become acquainted with the various learning materials used and know what other resources are available to teachers in the building/department/school. All inquires should be made in a professional and modest manner.

Return materials in a timely manner.

Be aware of the costs incurred by the cooperating teacher to make photo copies – donate paper and/or make copies for lesson plans at a copy store.

Become acquainted with students’ cumulative records or any other pertinent files, if allowed by the school.

Continually engage in self-evaluation of teaching performance for the purpose of improving, growing, and sharing information with the cooperating teacher and UAB Supervisor.

HIGH STAKES ARTIFACTS AND MISCELLANEOUS ASSIGNMENTS

Complete all required high stakes artifacts associated with the internship, whether through the internship seminar course requirements or via supervisor assessed tasks.

Post high stakes artifacts onto the electronic portfolio only after approval and/or a passing grade from the appropriate person (e.g., the UAB Supervisor or seminar instructor).

Complete and submit the “Observational Skills Guidelines” to the UAB Supervisor by the deadline provided and no later than the second week of the internship.

Be prepared to discuss with and/or submit the “Community and School Information Sheet” to the UAB Supervisor

Collaborative Education student teachers will submit various tasks directly to the UAB Supervisor.

RULES AND REGULATIONS

Know the school regulations and rules affecting students.

Report any threats to the cooperating teacher immediately.

Seek authorization to record or videotape students. Student teachers cannot video or audio record any class of students without written permission from the parent(s) or care giver(s). The cooperating teacher should assist with and approve this permission form.

Complete the required portfolio tasks by the dates specified in each program. While the entire portfolio is graded by the student’s advisor or person appointed by the program coordinator/director, some tasks may be initially assessed by the UAB Supervisor. Any questions related to LiveText, TaskStream, and the portfolio in general should be directed to the advisor, program coordinator/director, or department chair.

When applicable , an “Assessment of Unsatisfactory Professional Dispositions” form must be completed by the cooperating teacher, UAB Supervisor, or Director of Student Teaching in the

event a student teacher is not fulfilling his/her responsibilities. Three “Assessment of Unsatisfactory Professional Dispositions” forms are grounds for removal from the internship and/or dismissal from the program (refer to the removal policy on pages 5-6 and the “Assessment of Unsatisfactory Professional Dispositions” in the Forms and Handouts section of the Student Teaching Website (http://www.uab.edu/soestudentteaching/).

In the event a student teacher is pregnant or becomes pregnant, the student teacher must provide a letter, before the semester begins or as soon as possible, from her doctor stating the doctor feels that it is safe for the student teacher to complete student teaching. This letter must be submitted to the Coordinator of Clinical Experiences (EB 213, dhedge@uab.edu).

WWhhoo wwiillll ggrraaddee tthhee ssttuuddeenntt tteeaacchheerr aanndd oonn wwhhaatt bbaassiiss?? The UAB Supervisor is the official representative of UAB and is responsible for assigning grades. The UAB Supervisor will consult with the cooperating teacher in the process of determining a grade to be assigned to the student teacher. A more detailed description of criteria for assigning grades is provided in the Supervisor section of this handbook. In the event a student teacher wants to contest an assigned student teaching grade it will be necessary to document in writing the reasons for that request to the Chair of the Department corresponding to the student teacher’s program, in addition to a copy being provided to the Director of Student Teaching. When appropriate, a meeting will be organized with some or all of the following people present – the Chair of the Department, the supervisor, the Director of Student Teaching, and the student. If an agreement cannot be reached, the decision will be made by the Dean of the School of Education.

WWhhaatt mmeetthhooddss ooff eevvaalluuaattiioonn aarree uusseedd ttoo aasssseessss tthhee ssttuuddeenntt tteeaacchheerr’’ss pprrooggrreessss??

All student teachers are assessed via formal and informal assessments throughout the internship.

At a minimum, each UAB Supervisor will formally assess every intern at least three different times using the “Student Teacher Observation Form” (found in the Forms and Handouts section of the Student Teaching Website - http://www.uab.edu/soestudentteaching/). All indicators specified on the “Student Teacher Observation Form” must be met by the completion of the internship. If significant improvements are not made in any areas of concern in a timely manner, the student teacher may be removed from his/her internship.

A mid-term progress review will occur during a meeting between the student teacher, cooperating teacher, and UAB Supervisor – this meeting will require the completion of the “Student Teaching Competency Evaluation” form (found in the Forms and Supplements section of this handbook) by the student teacher, cooperating teacher, and UAB Supervisor. The target assessment level for the mid-term meeting is a Level 2 for all outcomes (Note: the “yes/no” questions on the form are not applicable at the mid-term). An approximate grade may be provided during the mid-term meeting, though the final internship grade may differ depending on the student teacher’s overall progress throughout the internship.

A final meeting at the end of the internship, composed of the student teacher, cooperating teacher, and UAB Supervisor, will result in the completion of the final “Student Teaching Competency Evaluation” form. A final grade is required on the form and the target assessment level is a Level 3 for all outcomes. All outcomes on the final evaluation must be marked “yes” in order to pass the internship.

Informal evaluations and informal feedback provided via meetings between the student teacher and the cooperating teacher and/or UAB Supervisor can substantiate a final grade. When necessary, a second or third opinion may be sought by the UAB Supervisor or Director of Student Teaching to provide further support to an intern or gain further insight regarding a student teacher’s progress (e.g., an administrator at the placement school, UAB faculty, etc.).

WWhhaatt iiss tthhee ggrraaddiinngg rruubbrriicc ffoorr tthhee iinntteerrnnsshhiipp?? Grade A This grade indicates that the student teacher:

possesses all the qualities and skills of a "B" teacher noted below;

generally reveals initiative, creativity, and imagination consistently;

demonstrates effective group leadership;

shows a professional attitude at all times;

develops outstanding educational objectives and learning experiences;

achieves outstanding student results;

earns proficient initial (3) and emerging advanced (4) on all competencies of the final evaluation (i.e., each outcome is concluded with a “yes,” without any unobserved [“U”], unacceptable [1], or emerging initial [2] scores);

characteristically performs at a superior level; and

can be recommended for a teaching position without reservation Grade B This grade indicates that the student teacher:

improves practice based on reflection;

understands human growth and development;

communicates satisfactorily;

applies principles of learning;

emphasizes subject matter outcomes and learning experiences;

effectively promotes learning of students;

earns proficient initial (3) on 27 or more of the 33 competencies of the final evaluation (i.e., each outcome is concluded with a “yes,” without any unobserved [“U”] or unacceptable [1] scores);

meets requirements of student teaching;

may benefit from continued mentoring;

characteristically performs at a satisfactory level; and

can be recommended for a teaching position Grade C This grade indicates that the student teacher:

reflects on practice, but does not consistently improve practice based on reflection;

has difficulty in completing requirements in a timely manner;

earns proficient initial (3) on 24-26 of the 33 competencies of the final evaluation (i.e., each outcome is concluded with a “yes,” without any unobserved [“U”] or unacceptable [1] scores);

demonstrates minimally acceptable levels of achievement;

requires continuing supervision;

characteristically performs at a minimally acceptable level; and

can be recommended with reservations for a teaching position Grade D/F This grade indicates that the student teacher:

lacks readiness for teaching;

lacks sufficient demonstration of the necessary skills required to be an effective teacher;

lacks maturity necessary for a teacher;

is unable to consistently meet standards and expectations;

requires constant supervision;

characteristically performs at an unsatisfactory level;

receives excessive Unsatisfactory Assessment of Professional Disposition forms reflecting deficiencies in areas such as professional conduct and acceptance of feedback;

accumulates excessive absences; and

cannot be recommended for a teaching position The grade earned by the student teacher is considered a predictor of that student's success as a teacher. The qualities and competencies stated above may assist in differentiating the levels of teaching competence. For any competencies in which the intern is struggling (i.e., earning emerging initial [2] scores in pertinent areas of the midterm evaluation), the supervisor should initiate a plan of action describing the areas for improvement and applicable strategies to improve (refer to “Plan of Action” in Forms and Handouts section of the Handbook). In the event a student teacher wants to contest the assigned student teaching grade it will be necessary to document in writing the reasons for that request to the Chair of the Department corresponding to the student teacher’s program, in addition to a copy being provided to the Director of Student Teaching. When appropriate, a meeting will be set with the following people present – the Chair of the Department, the supervisor, the Director of Student Teaching, and the student. If an agreement cannot be reached the decision will be determined by the Dean’s Office.

WWhhaatt ccaann tthhee ssttuuddeenntt tteeaacchheerr ddoo iinn ccaassee ooff aa pprroobblleemm?? The student teacher should attempt to work through all problems directly with the cooperating teacher. In the event the results are not satisfactory or if the situation is too awkward to discuss with the cooperating teacher, the student teacher should immediately contact the UAB Supervisor. If necessary, the student teacher may also contact the Director of Student Teaching (205-934-8369 or vevega@uab.edu). All problems should be handled professionally and discussed with the aforementioned individuals only.

HHooww ddooeess tthhee ssttuuddeenntt tteeaacchheerr hhaannddllee ppeerrssoonnaall aabbsseenncceess ffrroomm sscchhooooll?? The student teacher is expected to be at the local school site each day of the time assigned to that school. In the event that an absence becomes necessary because of personal illness, death in the family or other extenuating circumstances, the cooperating teacher and the UAB Supervisor should be notified before 7:30 a. m. on the day of the absence, or the evening before the absence. If the cooperating teacher cannot be contacted, the student teacher must call the school office and leave a

message with the secretary or principal. The name of the person to whom the message is given should be noted. In the event of an absence during the time an intern is expected to teach, lessons and materials must be provided to the classroom teacher prior to the absence. Failure to do so may result in an Assessment of Unsatisfactory Professional Dispositions form and/or a lowered final grade. Student teachers must make up any days or any parts of days missed during student teaching (up to the equivalent of five days). In the event of excessive absences, the student teacher will be required to repeat or extend his/her student teaching period in order to meet the Alabama State Department of Education and UAB requirements. The decision about repeating or extending the student teaching internship will be decided by the Associate Dean, Program Coordinator/Director of the student teacher’s program, the Director of Student Teaching, and the UAB Supervisor. A student teacher’s grade will be recorded as “I” (Incomplete) until all missed time/days are made up (Note: a grade of “I” will automatically become an “F” after one semester, unless a grade change is submitted before then). Refer to pages 13-14 for more information regarding attendance. Student teachers are excused from the classroom for the UAB Education Career Fair held during the spring semester.

WWhhaatt aarree tthhee rreeqquuiirreedd mmeeeettiinnggss dduurriinngg tthhee iinntteerrnnsshhiipp?? The Student Teaching Orientation and other meetings provided for student teachers are considered to be an integral part of the student teaching experience - attendance is required. Failure to attend any meetings sponsored by the UAB Career Center or other required meetings not currently described below will be reflected in the final grade.

STUDENT TEACHING ORIENTATION

Counted as the first day of the student teaching internship

Is only offered on one day during a specified time frame, so it cannot be made up - missing the opening orientation will result in an Assessment of Unsatisfactory Professional Dispositions form and/or a lowered final grade

Undergraduate and non-hired Alternative Master’s Program student teachers typically meet at the Hill University Center on a date and morning time provided by the Office of Clinical Experiences

Full-time, hired teachers in the Alternative Master’s Program typically meet at the Sterne Library’s Henley Room on a date and evening time provided by the Director of Student Teaching

Essential expectations, policies, and guidelines are provided at the Orientation; non-hired interns will also meet with their UAB Supervisor for the first time at the Orientation

Once the Student Teaching Handbook has been read, bring a signed copy of the “Acknowledgment of Student Teaching Handbook” form and “Confidentiality Agreement” to the Orientation (Note: both forms can be found at: http://www.uab.edu/soestudentteaching/resources/forms-and-handbooks)

Alabama Reading Initiative (ARI) Training

Mandatory three day training for all non-hired student teachers

Hired Alternative Masters Program student teachers may attend by taking a personal day off of work and notifying the Director of Student Teaching

ARI is typically held at the Birmingham City Schools’ Lincoln Center (901 9th Avenue North, Birmingham, AL 35204)

Dates and times will be provided by the Office of Clinical Experiences

First Aid and CPR Training

All student teachers must successfully complete American Red Cross or American Heart Association training in First Aid and specified CPR areas no later than October 13 for fall interns and March 2 for spring interns

Interns enrolled in a P-6 or K-6 teacher certification program must complete First Aid and "Child and Infant" CPR

Interns enrolled in a 4-8 or 6-12 certification program must complete First Aid and "Adult and Child" CPR

Interns enrolled in a K-12 certification program must complete First Aid and "Adult, Child, and Infant" CPR

Training will be verified via a current certification card for each required training

Online courses are accepted by the American Red Cross and American Heart Association

Once training has been completed, copies of the front and back of the certification cards must be scanned and emailed to the Director of Student Teaching - if it's not clear that the training encompasses First Aid and/or the designated CPR areas, a letter from the instructor indicating that the training includes the necessary areas will be required

Certification must be valid through the last day of the internship. If current certification expires prior to the last day of the internship, recertification or a new training will need to be completed by applicable deadlines

Failure to meet First Aid and CPR training requirements will result in being pulled from the internship, thereby delaying graduation/certification and repeating the entire internship

More information regarding First Aid and CPR training can be found at: http://www.uab.edu/soestudentteaching/required-meetings

Individual Program Internship Seminars

All School of Education programs require students to attend several internship seminars throughout the student teaching experience

Refer to the appropriate program checklist to verify seminar course information

If no internship seminar class is included in the program checklist, verify the seminar requirements and dates with the applicable faculty advisor or the Director of Student Teaching – failure to attend the seminars will result in a lowered final student teaching grade

Elementary and K-6 Collaborative Teaching majors attend seminars that are geared toward K-6 needs

Secondary majors attend seminars that are geared toward the various needs of the interns attending these seminars

All math, science, language arts, social science, foreign languages, art, music, health, and 6-12 Collaborative Teaching education majors are to attend the secondary internship seminars

Dates for the elementary and secondary internship seminars are provided via BlazerNet and the Office of Clinical Experiences; dates and locations for other program seminars are provided by the faculty advisor and/or internship supervisor (e.g., ESL and PE)

Verify location of seminars on BlazerNet or via the appropriate faculty advisor

UAB Education Career Fair

Held during the spring semester on one specific date on the UAB campus – date, time, and location are provided by the Director of Student Services and at the spring Student Teaching Orientation

Attendance is mandatory for all non-hired student teachers

Involves several school districts that conduct mini-interviews on site

Reservations for mini-interviews are on a first come/first served basis and occur once the doors open (early arrival is encouraged)

Professional attire and a completed resume are required

WWhhaatt sshhoouulldd tthhee ssttuuddeenntt tteeaacchheerr ddoo dduurriinngg tthhee ffiirrsstt ddaayyss ooff sscchhooooll??

During the first days of school, the student teacher should plan to do the following:

Refer to the appropriate “Recommended Timeline for Student Teaching” located in the Forms and Supplements section of this handbook.

Spend time learning about and preparing to follow general rules and policies of the school and the reasons for these regulations. Become familiar with school procedures concerning safety regulations, fire and security drills, hall or playground supervision, cafeteria schedules, daily or weekly cooperating teacher duties (e.g., lunch duty), and other routines of the school. Thank the cooperating teacher and show appreciation for the opportunity to gain experience. Read the school’s faculty handbook and the school system’s handbook.

Learn the routines of the class such as where the supplies are stored and how attendance is kept. Become acquainted with any special services available such as the library, computer lab, counseling, and medical services.

Become acquainted with the students. This includes such areas as names, backgrounds, interests, strengths, and weaknesses. This information may be obtained through discussion with the cooperating teacher, an examination of student records if allowed, and professional interactions with students. Because of the confidential nature of this information, it should only be used and gathered in a professional manner.

Become familiar with textbooks used in the classroom. Find out how they are organized and the procedures for using them. Plan to begin teaching by working with small groups or individual students.

Joint planning with the cooperating teacher will ensure coordination of materials. Collaboration in teaching particular lessons for which the cooperating teacher has the major responsibility is recommended. Evaluate the lesson to determine the strong points and any difficulties encountered. Reflect on reasons for success or dilemmas.

Note: Knowledge of and participation in the aforementioned should guide the student teacher to act in a professional and ethical manner during the internship.

WWhhyy ssppeenndd ssoo mmuucchh ttiimmee oobbsseerrvviinngg?? Time spent learning and refining observation skills through the process of observing the school, classroom, teacher behavior, and students is an essential element that contributes to the quality of the student teaching experience. Observation provides insights into the nature of teaching, the limitations and compensations of teaching, and the daily realities of classroom proceedings. Becoming more visually and perceptually alert to children increases the quality of decision making. The first few days of the student teaching experience should be spent in focused observation. In order to gain full benefit from this time a systematic approach should be used. Focus should be directed to areas found in the Observational Skills Guidelines in the Forms and Supplements section of this handbook. Student teachers must complete the Observational Skills Guidelines during the first few days of the internship.

HHooww mmuucchh ffuullll--ttiimmee tteeaacchhiinngg wwiillll tthhee ssttuuddeenntt tteeaacchheerr ccoommpplleettee?? The student teacher is expected to do as much full-time teaching as his or her time, energy, and skill will permit. The cooperating teacher and UAB Supervisor will help to judge the student's readiness to teach and will gradually increase his or her responsibilities. All student teachers are required to assume responsibility for a full-time teaching load for a minimum of twenty days, at least ten of which are consecutive. Student teachers with two placements must complete ten days of consecutive teaching in both placements. The supervisor, cooperating teacher, and student teacher must agree on when the twenty full days of teaching will take place, and in particular, when the ten consecutive days of full-time teaching will take place. This requirement also applies to student teachers with two placements. During this period, the student teacher performs the duties of the teacher for the entire school day. Student teachers will need to keep a Sign In/Sign-Out Log, found in the Forms and Supplements section of this handbook, documenting each full day that is taught.

SShhoouulldd tthhee ssttuuddeenntt tteeaacchheerr hhaavvee lliiaabbiilliittyy iinnssuurraannccee?? It is in the student teacher's best interest to have liability insurance while student teaching. Liability insurance is available to students via membership in the National Education Association's (NEA) Student Program. A major benefit of this membership is the liability insurance protection provided through the NEA Educator’s Employment Liability Program. Further information can be found at http://www.nea.org/home/1676.htm

WWhhaatt iiss tthhee ppoolliiccyy ccoonncceerrnniinngg wweeaappoonnss?? UAB School of Education student teachers will be expected to abide by the deadly weapons policy of the local school site at which they are placed. These policies are in effect not only in the building, but also on school grounds. Failure to comply will result in immediate removal from the placement site.

WWhheenn iiss tthhee ffiinnaall ssttuuddeenntt tteeaacchhiinngg ppaappeerrwwoorrkk dduuee?? At or around mid-term (i.e., 7.5 weeks after the internship start date) student teachers will receive notification about paperwork that is required to be completed by the last week of the student teaching term. Failure to submit all forms, including all online surveys, will result in a student teaching grade of “I” (Incomplete) until all forms and surveys are completed, submitted, and approved by the Office of Clinical Experiences. Note: A grade of “I” will automatically become an “F” after one semester unless a grade change is submitted before then.