STUDENT TEACHING ORIENTATION Fall 2019

STUDENT TEACHING REQUIREMENTS As a student teacher, you should: Be professional – be on time, dress appropriately, be prepared, be nurturing Communicate with your mentor teacher on daily basis Communicate with your university supervisor on a weekly basis Assist in refining planning and implementation of activities Work with your mentor teacher to try out new ideas Ask for guidance on the Impact on Student Learning assignment from both your mentor teacher and university supervisor Ask your mentor teacher to periodically observe you and provide written and verbal feedback Participate in midterm and final conferences with university supervisor and mentor teacher

FIRST TWO WEEKS Take this time to: Familiarize yourself with your surroundings Faculty, staff, students, parents, building, equipment Collect all necessary information School hours, staff roles, school/classroom rules Understand the expectations of teachers in the building Routines, procedures, dress, activities, schedules Begin planning for Impact on Student Learning assignment Learning context/environment, unit of study, knowledge of students Learn about your mentor teacher’s practice Engage in the classroom

MIDDLE OF STUDENT TEACHING Weeks 3-13 You will have the same responsibilities as your mentor teacher in regards to planning, teaching, and grading Essentially, you are the teacher for this period of time. Your mentor teacher may want to stay in the room, but may not. We encourage the mentor teachers to leave the class throughout the student teaching semester so that you have significant practice “on your own” in front of the class. As a team, your mentor teacher, university supervisor, and you will negotiate when to hand over responsibilities

END OF STUDENT TEACHING Phase Out: Approximately the last week or so As a student teacher, you should: Complete your Impact on Student Learning assignment Participate in final conference with your mentor teacher and university supervisor Complete survey for university Observe in other classrooms and in other schools

CALENDAR You follow your school district’s calendar Start of student teaching: The first day of school for your district You do not get the UM-Flint fall break, but your district’s breaks You have off the days your school does, including any weather- related days off You are at the school when teachers are E.g., When students have off, but teachers have an in-service day Follow (at a minimum) teacher contract hours of what times they need to arrive at school by and when the earliest they can leave If your mentor is required to be at a certain event (parent-teacher conferences, professional development)– you are too Last day of student teaching semester - Friday, Dec 6

ABSENCE POLICY If for some reason you need to miss a day of school, you need to contact your mentor teacher and university supervisor IMMEDIATELY You are limited to two (2) excused absences for personal/family illnesses, doctor’s appointments; and three (3) excused absences for death in the immediate family. Any more absences than this will need to be made up at the discretion of the university supervisor and mentor teacher. Too many absences may impact your successful completion of the student teaching practicum. Special consideration may be given for extenuating circumstances. With prior approval of your mentor teacher, the building principal, and university supervisor, you may be excused to attend professional or college meetings and professional job interviews.

SUBSTITUTE TEACHING Substitute Teaching You are limited to ten days of substitution, and may substitute only for your mentor teacher. You must complete paperwork required by the school district and inform your university supervisor. Special consideration may be given for extenuating circumstances.

UNIVERSITY SUPERVISORS You will each be assigned a representative from the university – your university supervisor - who will come out to observe you 6 times throughout the semester You should work with your university supervisor on issues of practice. For example, you can have them: do focused observations on things you are interested in improving. Video record your practice (this is highly encouraged). Note that this person is your advocate – s/he wants to see you succeed!

SEMINAR (EDE/SEC 499) There will be an in-person seminar every week on campus unless otherwise noted in the syllabi EDE/SEC 499 should be treated the same as any college course– there will be a syllabus, attendance requirements, and additional assignments Attendance is mandatory and not showing up will negatively impact your grade (with excessive absences likely resulting in failing the course) One of the big assignments is the Impact of Student Learning which you will learn more about in class

IMPORTANT PEOPLE TO CONTACT Center for Educator Preparation Director Thomn Bell: thomn@umich.edu Certification Officer Deb Seyerle: dseyerle@umich.edu Elementary Program Coordinators Dr. Annie Whitlock: anwhitl@umich.edu Dr. Christine Kenney: ckmeyer@umich.edu Secondary Program Coordinators Dr. Suzanne Knight: suknight@umich.edu Dr. Laura McLeman: lauramcl@umich.edu University Supervisors Kim Duffy, Marliese Peltier, Shamarion Grace

FROM FEAR TO LEARNING AND GROWTH In what ways are you comfortable receiving feedback? What challenges do you have with receiving feedback?