© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Student Teaching Orientation Dr. Abby Cameron-Standerford Director of Field Experiences School of Education, Northern Michigan University

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Purpose of the meeting Receive student teaching packet (also available in the Whitman 179 after the Orientation Meeting) and explain the material in it. To orient you to student teaching policies, roles, responsibilities and rules.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Student teaching packet Contains: 1.Cover letter to your cooperating teacher 2.Student Teaching Calendar (2) 3.Link to the Guide to Student Teaching: A Handbook for Student Teachers, Cooperating Teachers and University Supervisors

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Cover letter to your cooperating teacher Thanks cooperating teachers and introduces packet. Tells cooperating teachers you are to explain the material in the packet to them and spend at least one day in their classroom before student teaching. Gives pertinent dates and information: i.e., student teaching calendar, seminars, TEAC meetings, website.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; TEAC Information Invites cooperating teachers to the Teacher Education Advisory Council (TEAC) meetings which help them become better supervisors and improve our program. You are in charge of the classroom while supervisor is at TEAC. Encourage your teachers to attend as it helps both them and you.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Student Teaching Calendar There is one copy for you and one copy for your cooperating teacher Gives important dates for your student teaching, i.e., meetings, seminars, reports Also available on the School of Education Website

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Guide to Student Teaching Handbook We will briefly cover the contents of this Guide with you so you can go over it with your cooperating teacher. This material is also available on the Student Teaching website as a PDF and under the “Field Experience and Student Teaching Handbook” link.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Introduction, Philosophy and Goals Student teaching is the most important experience in teacher education. bridges theory and practice. helps you gradually assume the full range of duties of a teacher. provides an opportunity to develop and evaluate your competence in a school/classroom setting.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Student Teaching Policies: I. Eligibility for Student Teaching Some of you may receive a letter stating: A review of our records indicates that you must complete the item(s) listed below before you will be eligible for –Graduation –Student teaching –Certification

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; If any of the information in these letters is incorrect contact Christy Johnson at or asap. Let us know immediately if you are going to be ineligible for student teaching, so we can notify your cooperating teacher and their school.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Assignments Information about your placement is ed to you and available at er/student/login.php. er/student/login.php You are to interview with your cooperating teachers and spend at least one day in their classrooms before you begin your student teaching.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Liability Insurance You are covered for legal liability while placed in a student teaching situation. This coverage does not include activities outside of student teaching.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Employment Student teachers may only work Friday evening (6:00 p.m.) to Sunday evening (6:00 p.m.). Students may be involved in work commonly done by teachers, such as coaching and tutoring.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Additional Coursework Other than ED 451 Classroom Management or ED 452 Multicultural Education, additional coursework is not allowed. See Student Teaching website for criteria to request an exception to this policy.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; The Student Teaching Calendar You follow your assigned school’s calendar. Fall students start when teachers report, and winter students start when your school resumes in January. The final date of student teaching is generally the Wednesday before graduation.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Attendance Student teachers attend school every day for a full day, arriving and departing according to the cooperating teacher’s schedule. Only two absences are allowed. All other absences must be made up. Absences for personal business are discouraged. Two additional days of absence are allowed for teaching job interviews if approved by your cooperating teacher.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Seminar Attendance You are required to attend all Student Teaching Seminars. ED 451 Classroom Management or ED 452 Multicultural Education generally meet on the same day to minimize travel. Student teachers are excused from their classroom duties to attend these classes.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Dealing with Problems 1. Conference with the cooperating teacher as soon as possible. 2. If not resolved, contact the university supervisor and arrange a conference with relevant parties. 3. If still not resolved, refer to the Director of Field Experiences who will seek resolution and determine what action is needed.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Guidelines for Use of Student Teachers as Substitutes All involved parties must approve and the quality of instruction is not to be compromised. Only permitted in your assigned classroom(s). No more than 10 total days. Student teachers will qualify and be paid according to the district policies. Student teaching while cooperating teacher attends TEAC meetings is not considered substitute teaching.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Fingerprinting Fingerprint clearance is required for employment as a substitute teacher. Fingerprinting is a must have. This needs to be documented and the information sent to Tracy VanAbel Phone; FAX) before your first week of student teaching is completed. If you are going overseas a copy of your passport works just as

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Evaluation Procedures Evaluations of the student teacher are on the web at and are to be submitted electronically according to dates on the Student Teaching Calendar. The cooperating teacher, university supervisor and student teacher each complete these evaluations.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Grading Evaluation forms provide opportunities to identify your strengths and weaknesses. These reports profile competency in subject matter, instruction, assessment and professionalism. Student teachers will receive one of the following grades for Student Teaching and Seminar: S ( satisfactory with certification) P ( pass grade for credit but no certification) U ( unsatisfactory, no credit or certification)

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Evaluation Forms The items on the evaluation forms are based on the duties of a teacher and the State Board of Education Criteria for an Assessment of Pedagogy (See Handbook or Guide for this document. The numbers and letters of the Criteria standards and proficiencies are given in parentheses.) The evaluators will select one of the following: Proficient, Improving, Basic or No Comment/Not Observed, for each of the categories and comment as needed.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Reporting timeline All candidates are expected to successfully teach one full day before the first progress report (fourth Friday), one week before the mid-term report (eighth Friday) and two additional weeks before the final report. The university supervisors should make at least one visitation and report each calendar month of student teaching (total 4) and share their observations with you and your supervising teacher.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Responsibilities Of the principal, school coordinator and university supervisor are given in the Guide. Some selected responsibilities of the student teacher, cooperating teacher and director are given below.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Responsibilities of Student Teacher Follow school policies. Plan thoroughly, in writing, for all teaching responsibilities. An acceptable lesson plan is expected for every lesson to be taught. Be punctual and attend each class daily, whether teaching or not. Inform the school if you will be tardy or absence. Make time available for conferences with the cooperating teacher and the university supervisor and follow closely their guidance. Pay in full any and all additional costs related to out- of-area or overseas placements.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Cooperating Teacher Responsibilities Maintain quality instruction for the pupils in his/her class. Involve the student teacher in specific classroom tasks and plan a schedule with the student teacher. Guide the student teacher in developing their professional responsibilities. Evaluate the quality of the student teacher's performance and engage in frequent conferences to encourage progress. Prepare and submit evaluation reports according to schedule.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Director of Field Experiences Responsibilities Oversees all teacher education field experiences, including student teaching. Identifies, obtains and monitors quality field placement sites; oversees all reports and forms; maintains good relations with schools; provides the leadership necessary for a quality program; oversees all applications and placements; monitors student progress; orients all parties and evaluates and improves the program.

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Other items in the Guide Suggestions for Student Teacher Orientation Suggestions for Student Teacher Orientation Proposed Sequencing for Student Teaching Proposed Sequencing for Student Teaching Strategy List Strategy List Suggested Observation Techniques for Cooperating Teachers22Suggested Observation Techniques for Cooperating Teachers Conceptual Framework for Teacher Education Conceptual Framework for Teacher Education Criteria for an Assessment of Pedagogy Criteria for an Assessment of Pedagogy

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Contact We will be informing you of information related to your student teaching, graduation and employment via your NMU .

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; References Guide to Student Teaching: A Handbook for Student Teachers, Cooperating Teachers, and University Supervisors NMU Field Experiences and Student Teaching Handbook This presentation and all materials related to student teaching are at

© Rodney H. Clarken, 2004; Updated Lubig, 2008; 2011; Updated Cameron-Standerford, 2012; Contact Information for Field Experiences Office School of Education, Northern Michigan University 1401 Presque Isle Avenue, Marquette, MI Tel: Fax: Dr. Abby Cameron- Standerford, Director Tracy VanAbel, Secretary Whitman Hall 179