Simpson College Student Teaching Handbook
(updated Fall 2006)
Order of Content
• Introduction
• Mission Statement and Philosophy
• Contact Information
• Student Teaching in a Nutshell
• Mentor Responsibilities
• Student Teacher Responsibilities, Graduated Experience, and Lesson Plans
• College Responsibilities
• Administrator Responsibilities
• Ethical and Legal Issues
• Teaching Models and Pedagogical Resources
• Licensure and Endorsements
• Professional Services
• Levels of Admission (Level III)
• Problems and Resolutions
• Orientation Checklist
• Lesson Plans
• Important Forms
Introduction
Student teaching is the culminating experience in the Simpson College Teacher Preparation Program. It is an exciting time for education students to explore, examine, evaluate and practice theories and strategies of instruction and curriculum developed throughout their Simpson coursework in an authentic setting in which they can make a real difference in the lives of their students. While Simpson students have considerable practica and field experiences prior to student teaching, this is the time when the education student most fully takes on the myriad of roles of a professional educator.
The Simpson College Teacher Preparation Program is an experientially-based, liberal arts-centered program that aims to nurture critically-reflective educator-citizens. The program is aligned with the mission statement of Simpson College by emphasizing that the education students develop the critical intellectual skills by which they grow to be responsible, fulfilled individuals in the world of work and service; and uphold those standards of the Judeo-Christian tradition on issues of personal integrity, moral responsibility, social justice, humane sensitivity, and citizenship. Our goal is to nurture the education students' development as critically reflective educators who encourage and enable their students to be independent thinkers and active problem solvers. Throughout the program education students are involved in courses which integrate field experiences with critical reflection about teaching and learning. This coursework emphasizes the historical, philosophical, and systematic foundations of education; the social sciences as they are brought to bear upon education and human development; strategies, curriculum, and management issues--both general and specific to various content areas with an emphasis upon an interdisciplinary approach; the building of human relations in the context of teaching; and the adaptation of curriculum, management, and strategies to meet the needs of all students. A variety of endorsements are available to Simpson College Education Students. For a listing of these endorsements please view the programs listed on our website at . These endorsements range from the early childhood level through the secondary level.
Simpson College is fully accredited by the North Central Association of Colleges and Secondary Schools and The Iowa Department of Education. The description contained in this handbook is in accordance with the program approved by the Iowa Department of Education. For a more comprehensive explanation of our teacher preparation program, please visit our website.
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Mission Statement and Philosophy
The faculty of the Simpson College Teacher Preparation Program believes that an effective teacher education program must include four essential components: a liberal arts foundation; a grounding in educational theory, content knowledge, and pedagogical skills; attention to the potential for transformation of American education; in-depth study in at least two academic areas; multiple opportunities to observe and practice teaching in a variety of settings through a series of graduated field based experiences.
Mission Statement
The mission of the Simpson College Teacher Education Program is to prepare future educators. A Simpson College Teacher Education graduate C.A.R.E.S.
Cares about and respects students as unique human beings, nurturing their participation in our diverse democratic community within a larger global context;
Applies knowledge of the historical, philosophical, and sociological foundations of education; child and adolescent development and learning; subject matter content; and research-based pedagogy to the teaching and learning process;
Reflects critically upon what is, envisions what could be, and engages in behavior that is
Ethical, purposeful, and humane to
Serve the greater good of humanity.
Philosophy
The Simpson College Education Department’s philosophy of teacher
education is closely aligned with the “reflective educator” model. Reflective
educators “...take active responsibility for raising serious questions about what
they teach, how they are to teach, and what the larger goals are for which they
are striving.” (Giroux, 1985). At Simpson, the social, philosophical, historical,
and political foundations of education and the liberal arts overall serve as the
foundation for future teachers who are true educators. The goal of teacher
education is to build upon content area knowledge and to help students
develop the abilities to reason, reflect, analyze, evaluate, and act so they might
become apt lifelong learners as well as responsible caring community members.
Our department is committed to nurturing education students—our future
classroom teachers—who ask not only the “how” questions of education but,
more fundamentally and essentially, the “why” and “to what ends” questions and act as a result to serve the greater good of humanity.
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Contact Information
This handbook has been developed to assist student teachers, mentoring teachers, and the host schools involved with the Simpson College Teacher Preparation Program. This handbook attempts to provide an outline of the Simpson College Teacher Preparation Program, the program's expectations for a quality student teaching experience, the procedures involved in setting up and facilitating the student teaching experience, and other information and documents pertinent to student teaching.
No document can be all inclusive nor anticipate all the questions that might arise regarding a given experience, but we hope this handbook will serve as a useful guide. For additional information about the program feel free to contact:
Student Teaching and Seminar Coordinator
Patricia Woodward-Young, Ph.D. (1991) Professor of Education. B.S., Milligan College, 1983; M.Ed., Rutgers University, 1987; Ph.D., University of Iowa, 1996.
Wallace 309
(515) 961-1564
Education Department Chair
Carole Richardson, Ed.D. (1997) Assistant Professor of Education. Chair of the Department of Education. B.S., University of Iowa, 1977; M.A., University of Iowa, 1986; Ed.D., Drake University, 2003.
Wallace 310
(515) 961-1323
Coordinator of Secondary Education and Graduate Programs in Secondary Education
Steve Rose, Ed.D. (1995) Professor of Education. Coordinator of Secondary Education and Graduate Programs in Secondary Education. .A., Kearney State College, 1976; M.A., Kearney State College, 1978; Ed.D., University of Nebraska at Lincoln, 1992. Rose added his title since some program questions he can answer more readily.
Wallace 308
(515) 961-1857
steve.
Licensure Officer
Jackie Crawford, Ed.D. (1985) Professor of Education.; B.S., Simpson College, 1975; M.S.E., Drake University, 1980; Ed.S., University of Missouri, Kansas City, 1982; Ed.D., Drake University, 1989.
Wallace 104C
(515) 961-1523
Jack Gittinger, Ph.D. (2001) Professor of Education. B.S., Bowling Green State University, 1969; M.A., University of New Mexico, 1978; Ph.D., University of New Mexico, 1987.
Wallace 104A
(515) 961-1308
Sharon Jensen, Ph. D. (1995) Associate Professor of Education. B.A., Simpson College, 1985; M.S. Iowa State University, 1993; Ph.D., Iowa State University, 2000.
Wallace 307
(515) 961-1521
Linda Jermeland, M.A. (2005) Placement Coordinator for Field Experiences. B.A. University of Northern Iowa, (1986), M.A. University of Northern Iowa.
Wallace 104 B
(515) 961-1522
Barbara Ramos, Ph.D. (2004) Assistant Professor of Education. B.A., Central College, 1984; M.A., Eastern Kentucky University, 1988; Ed.S., Drake University, 2002; Ph.D., Iowa State University, 2006.
Wallace 311
(515) 961-1488
Kathy Witzenburg, Education Department Administrative Assistant.
Wallace 202
(515) 961-1616
Mailing address for all:
Simpson College
701 North "C" Street
Indianola, IA 50125
FAX - 515-961-1673
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Student Teaching in a Nutshell
Some things for student teachers to remember:
Follow the mentor teacher’s required hours (usually at school at least 30 minutes before and 30 minutes after school start/end).
Dress professionally.
Follow the school’s calendar, not Simpson’s.
The orientation checklist must be completed in your first week.
You must have a lesson plan for all lessons that you teach (see appendix of student teaching handbook online). A rough draft of each plan must be to your mentor at least two days in advance. A final draft must be to your mentor by the morning of that lesson. You should be in charge of planning original learning experiences; not simply following the mentor’s past plans (although you may start off this way). Be innovative and creative. Try out the best practice you have learned. Mentors love new ideas and they love to see student teachers show passion and initiative! All plans are to be compiled in a notebook organized thematically and chronologically. This notebook must be available to your mentor and supervisor each day. Minimally, plans must include learning objectives (cognitive, affective, and psychomotor), teaching/learning activities, and learning assessment.
You gradually move into and out of bell-to-bell teaching. Take on one thing the first week, one to two more the next week, and so on so that by mid-assignment you are bell-to-bell for at least two weeks (and much more, if possible). When you are bell-to-bell, you are facilitating everything! Gradually give things back a bit at a time. (This does not preclude co-teaching).
You are to keep an ongoing reflective journal. This is not a log of what you did each day. It is a place where you think deeply about what you do, hear, see, feel … what is working well for long and short-term goals … always examining the “whys/for what purpose” behind things. You should have at least two critically-reflective entries per week.
You are a real teacher. You should be involved in all aspects of the life of your school (teacher in-service, faculty meetings, extra-curricular events, conferences, etc.).
If you are ill you must notify your student teacher coordinator, your supervisor, and your mentor … and you must leave full plans and all teaching materials organized clearly so that your mentor may be your sub for that day. (Missing more that 2 days may cause an extension of your student teaching experience).
You are responsible for contacting your Simpson supervisor well in advance to set up each observation (get a schedule to your supervisor right away). If the minimal number of observations are not made, you may have to extend student teaching.
You should log on to our student teaching website once a week (NiceNet).
In each setting all students must have:
• An orientation checklist
• A collection of all lesson plans
• A reflective journal
• A unit plan
• A reflective summary/paper
• At least 4-6 observations by Simpson supervisor (ECE varies). Under most circumstances, an observation about every two weeks.
• One midway and one final three-way conference (ECE varies)
(Feedback forms should be fully completed prior to each conference.)
Elementary/ECE
• One interactive bulletin board and one learning center
Special Education
• One in-depth case study
Secondary
• Ten best list
• Copy of class schedule (send to supervisor prior to first visit – include early outs)
When your Simpson supervisor comes to visit, please:
• Have a designated spot for us that is unobtrusive
• Be sure students know you are having a visitor coming to see what they (students) are doing in class
• Arrange to have your mentor cover the class immediately following the observed lesson so that you can conference outside of the classroom with your Simpson supervisor about the observation and progress in student teaching overall
At the designated location please provide:
• Journal
• Collection of all lesson plans to date
• A copy of the plan for the lesson to be observed (this is collected at that time)
• Anything else you would like to share with your supervisor
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Mentor Responsibilities
Our mentors are very talented and special individuals. They have been identified by their district as "master" teachers. As such, mentors provide experiences that are consistent with the education department's philosophy and goals within the context of their school and district. Each mentor brings their unique talents and perspectives to the student teaching semester. The Simpson Education Program faculty are honored to work with such superb professionals. In an effort to create some consistency within all student teaching experiences as well as to promote student teaching as a natural extension of the Simpson Education Program, we ask that mentors utilize the following guidelines.
Mentoring Teachers Should:
Conference with the student teacher prior to the actual student teaching experience. This conference will allow the mentor and the student teacher to explore logistical issues, share teaching philosophies, discuss expectations, walk through the planned graduation of responsibilities, gather materials needed for the student teaching experience and more. It also lowers anxiety for all.
Get to know the student teacher's background, areas of particular expertise, and interests. Please appreciate that most student teachers are excited but also apprehensive and uncertain as they enter this brand new and demanding experience.
Help the student teacher complete the "Student Teacher Orientation Checklist" at your earliest convenience (we hope within the first week or so).
Arrange for an appropriate work space (e.g. adult-sized desk or table as their “teacher’s desk”) for the student teacher; provide any special materials, media, and technology (e.g. texts, VCR/DVD's, computers); and familiarize the student teacher with other resources (e.g. the area A.E.A.) that are expected to be used as the student teacher carries out the student teaching experience.
Help the student teacher understand the unique needs of each student, and provide information necessary for the student teacher to know their students under the assurance that such information will be treated with strict confidentiality.
Introduce the student teacher to the other faculty and staff with whom she or he will be working, and assure that the student teacher meets the appropriate support personnel and understands their specific roles.
Provide the necessary forms and schedules, e.g. daily and weekly schedules, procedures for homerooms, school discipline and emergency policies, and so on.
Assure that the student teacher is familiar with the specifics of district (and school) policy.
Treat the student teacher as a colleague. Introduce him/her as a teacher to the students referring to him/her with the same title with which teachers in the school are commonly addressed. Encourage and support the student teacher's development and creativity through giving them professional space to try out innovative and original pedagogical approaches (which will fit the curriculum/standards and benchmarks).
Observe the student teacher frequently and initiate conferences as soon as possible after such observations (just following, if at all possible). Frequent observations and follow-up conversations are extremely effective in the development of the student teacher and it helps him/her be the most effective teacher for your students. Weekly conferences are very helpful for student teachers’ ongoing development. These conferences should focus on both areas of strength and areas for growth, and they should be approached from a reflective, problem solving perspective. Many mentors find that keeping an ongoing two-way journal is a useful tool.
Meet with the college supervisor and the student teacher in "three way" conferences so that observations and recommendations can be shared in a way that draws on all parties' perceptions and expertise. (These are usually held at the middle and end of each placement. The mid-assignment and final evaluation forms needed to carry out these "three-way" meetings should be completed in advance of the “three way” conference. All forms must be fully completed, signed and dated.)
Arrange for the student teacher to be observed by other educators, e.g. building principals and other master teachers, if such staff are willing to do so; and encourage conversations about these observations.
Encourage and facilitate the student teacher's meaningful participation at parent-teacher conferences, open houses, and other professional responsibilities/opportunities.
Share the richness of your professional experience.
Immediately contact the college supervisor and student teaching coordinator if a concern arises regarding the student teacher's performances or circumstances, or if a question arises regarding the Simpson College Teacher Preparation Program.
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Student Teacher Responsibilities
It is imperative that student teachers demonstrate enthusiasm, initiative, a willingness to learn, an application of educational theory, the ability to accept and utilize professional advice, and, most importantly, a genuine interest in the students that they serve. These dispositions and skills are reflected in the following list of student teaching responsibilities.
Student Teachers Should:
Conference with the mentor teacher prior to the actual student teaching experience. This conference will allow the mentor and the student teacher to explore logistical issues, share teaching philosophies, discuss expectations, walk through the planned graduation of responsibilities, gather materials needed for the student teaching experience and more. It also lowers anxiety for all!
Complete the "Student teacher Orientation Checklist" and all other requirements of student teaching and student teaching seminar in the time provided.
Be a listener and a learner. Listen carefully to your mentor, supervisor and your students. The teacher’s ultimate concern is for his/her students’ well-being and meaningful growth.
Constantly reflect on what you are learning. Always evaluate the means you employ in light of the ends you work toward. Consciously seek to find connections between what you have learned in the education program and what you are discovering in the student teaching experience. To this end we ask that you keep an ongoing reflective journal throughout each placement (your supervisor will read and respond during observations).