1. STUDENT TEACHING ORIENTATION Fall 2019

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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.

8. 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.

9. 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!

10. 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

11. IMPORTANT PEOPLE TO CONTACT
Center for Educator Preparation Director
Thomn Bell:
Certification Officer
Deb Seyerle:
Elementary Program Coordinators
Dr. Annie Whitlock:
Dr. Christine Kenney:
Secondary Program Coordinators
Dr. Suzanne Knight:
Dr. Laura McLeman:
University Supervisors
Kim Duffy, Marliese Peltier, Shamarion Grace

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