Elementary

University Supervisor Handbook

Office of Teacher Candidate Preparation College of Education

Department of Curriculum & Instruction

Fall 2015

Dr. Blanca Araujo 575 646-1282

Director of Elementary Education

Ms. Teresa C. Valenzuela, 575 646-4181

Assistant Director of Elementary Education

Please read carefully!

Table of Contents

School District Clearance Policy ...... 3

Office of Teacher Candidate Policies ...... 4

Expectations of the ST, CT, and US ...... 5 – 6

TRIAD Statement of Expectations ...... 7

TRIAD Expectations ...... 8

Basic Schedule of Documents for Cooperating Teachers ...... 9

First TRIAD Meeting Assignments ...... 10

Professionalism ...... 11

Suggested Lead Teaching Schedule ...... 12

Elementary Instructional Planning ...... 13 - 14

Elementary Instructional Planning Assessment Scheme ...... 15 - 16

Post Lesson Reflection and Self-Assessment...... 17

Key Concepts of the College of Education’s Conceptual Framework . . . 18

Important

Check and print the school district calendars on the following websites for student teaching start dates and other important dates during the semester. You will be following your placement school calendar during student teaching.

Las Cruces Public Schools:

Gadsden Independent School District:

Call and make an appointment, as soon as possible, to visit your assigned school and meet with the school administrator and your cooperating teacherbefore May 15,2015. Email Teresa Valenzuela with the date and time of this visit.

School District Clearance Policy

Gadsden Independent School District

Contact Ms. Mayela Reyes to make an appointment before May 29, 2015.

Contact Information below:

Mayela Reyes

Human Resources Specialist

Gadsden Independent School District

4950 McNutt Sunland Park NM 88063

Ph: (575) 882-6226

Office Hours:8:00am-5:00pm

Room: Human Resources

You will need your LCPS blue card, NMSU ID, Placement letter and two other forms of ID (social security card & Driver’s License). At this time you will register for the Mandatory Substitute Orientation. You only have to attend one of these sessions. You must have GISD clearance and have completed the Substitute Orientation before you are allowed to begin your student teaching assignment.

Las Cruces Public Schools

If your blue clearance card is up to date you are cleared for your student teaching semester.

You will be required to attend a Substitute Workshop scheduled for Friday, August 7th at the LCPS Professional Development Center (PDC – 505 S. Main St. Las Cruces, NM) in the Doña Ana Room from 8:00 – 10:00 a.m.

Distance Placement

Distance Placement Student Teachers must contact the school district contact person for the School District’s Clearance Policy. Please see Teresa Valenzuela for the name and contact information for your placement school district.

All student teachers are required to have their NMSU ID card and clearance card on a lanyard when on their school campus.

Office of Teacher Candidate Policies (OTCP)

Placement

It is against OTCP policies to student teach in the same school with any relative (child, parent, teacher, and administrator). Repercussions include Repeat of Student Teaching the Following Semester

Absences

Absences MUST be recorded by the University Supervisor. Director of Elementary Education/Student Teaching must approve all absences. It is the responsibility of the ST to contact the CT, US and the Assistant Director of Elementary Education prior to an absence. The ST must make arrangements to make-up and complete all absences before the end of the semester.

The ST is required to immediately contact their US and the Assistant Director of Elementary Education when the CT is absent from the classroom for more than one day.

Change in CT Placement

ST and US must immediately contact the Director and Assistant Director of Elementary Education if there is a change in the teaching assignment of the CT.

Steps to Resolve Student Teaching Difficulties

•University Supervisor and Seminar Teacher

•Director or Assistant Director of Elementary Education

•Action Plan

•Selective Review

Lesson Plan

The NMSU Lesson Plan format (see template) should be used for all formal lessons that are observed by NMSU Supervisors and/or Cooperating Teacher. The Student Teacher is to use the format provided to them by their cooperating teacher (school/district format) for all other lesson planning.

Extended Cooperating Teacher Absence

If there is a need for an extended substitute teacher in the Cooperating Teacher

classroom, the NMSU University Supervisor, Director of Elementary Education,

and Assistant Director of Elementary Education must all be immediately contacted

by the Cooperating Teacher and/or the school site administrator.

Expectations for TRIAD - Student Teacher, Cooperating Teacher

And University Supervisor

Expectations for the Student Teacher

  • Professionalism (punctuality, appropriate attire, collegial relationships, adherence to all school rules)
  • Follow your school site placement calendar starting date and holidays. Student teaching is completed on Friday, December 4th, 2015 regardless of placement site.
  • Accept guidance of Cooperating Teacher (CT) and University Supervisor (US)and ask for assistance if needed
  • Review and be familiar with NM licensure rules and requirements
  • Use effective management skills for a safe and positive learning environment
  • Formal lesson plans following instructional lesson planning template for all the scheduled observations
  • Open communications with TRIAD
  • Email message (CT, US, and Assistant Director of Elem Ed) for any absences with justification
  • Demonstrate behaviors in the student teaching placement that are aligned with “developing” or “praxis” categories of the Department of Curriculum & Instruction’s Student Teacher Candidate Disposition
  • Communication journal with CT and shared with US
  • Archived daily lesson plans for review
  • Observe other classrooms

Expectations for the Cooperating Teacher

  • Welcome the Student Teacher into the classroom and the school site
  • Include Student Teacher in planning
  • Constructive feedback on Student Teacher’s Lesson Plans
  • Must not leave student teachers alone for long periods of time. STs need the

mentoring and expertise provide by the Cooperating Teacher. Legally, it is the Cooperating Teacher who is responsible for the classroom.

  • Guide and encourage the Student Teacher in their experience
  • Contact University Supervisor if necessary
  • Allow Student Teacher to teach classes for the required period of time
  • Allow Student Teacher to observe other classrooms
  • Email message for any concerns, accolades or needs
  • Communication journal with the Student Teacher
  • Pre midterm and after midterm observations with copies to University Supervisor
  • Completion and on-line submission of Cooperating Teacher Evaluation.

Expectations for the University Supervisor

  • Complete all the paperwork on schedule
  • Initiate 4 scheduled formal observations (all must be recorded on the NMSU narrative observation form)
  • Initiate 2-4 informal observations throughout the 17 week student teaching experience
  • Open and frequent communication with the TRIAD
  • Schedule 3 TRIAD meetings within timeframe given by NMSU handbook
  • Meet with CT after each formal and informal observation to discuss any concerns, accolades, etc.
  • Troubleshoot any situations that may arise and immediately inform the Director of Elementary Education
  • Provide constructive feedback after observations
  • Provide strategies and methodologies if necessary or appropriate
  • Check journal and lesson plans during visits
  • Encourage! Motivate!

TRIAD Statement of Expectations

College of Education – NMSU – Student Teaching Program

Statement of Expectations Commitment Form for the TRIAD:

•Student Teacher (ST)

•Cooperating Teacher (CT)

•University Supervisor (US)

Guidelines for Document Completion:

The TRIAD will discuss each member’s expectations/

responsibilities listed on pages 5 and 6 (ST, CT and US). Once

each member is clear of what their responsibilities are, all three

members will sign this page on the appropriate line.

ST: ______

CT:______

US:______

Date: ______

TRIAD EXPECTATIONS

The TRIAD team is comprised of the Student Teacher (ST), Cooperating Teacher (CT), and University Supervisor (US). The CT will complete two formal observations of the ST: one prior to the mid-term and one after the mid-term. The US will complete four formal observations: two prior to the mid-term and two after the mid-term. A minimum of three Triad conferences will take place during the semester.

Purpose of Conference / TRIAD Members
Pre-Conference Preparation
Initial TRIAD
7/29/15
through
8/14/15 / 1st TRIAD meeting
At a minimum:
  • Discuss ST/CT Handbook
in-depth.
  • Sign TRIAD Statement of Expectations
  • Provide US with a copy of the Suggested Lead Teaching Schedule
  • Provide US with daily
classroom schedule /
  • Bring copy of ST/CT handbooks
  • Bring copy Suggested Lead Teaching Schedule
  • Bring Copy of Classroom Schedule

Mid-Term
TRIAD
10/05/15
through
10/14/15 / 2nd TRIAD meeting
At a minimum:
  • Review CT,ST and US mid-term evaluation of the Student Teacher progress
/
  • Each TRIAD member should carefully evaluate the student teacher’s progress.
  • First CT formal observation completed w/NMSU forms

Final TRIAD
11/9/15
through
12/4/15 / 3rd TRIAD meeting
At a minimum:
  • Review CT,ST and US final evaluation of theST’s overall accomplishments
  • Review, Revise and Sign Student Teaching Disposition
/
  • Each TRIAD member should carefully evaluate the student teacher’s progress.
  • Second CT formal observation completed w/NMSU forms

Basic Schedule of Documents for Cooperating Teachers

First TRIAD meeting at beginning of semester – discussion of expectations provided by US – CT signature required

Pre Mid-term observation of lesson using Elementary Instructional Planning template for narrative feedback and Elementary Instructional Planning Assessment Scheme for scoring lesson.

Second TRIAD meeting – mid-term – use Midterm/Final evaluation multi-page document provided in the packet – signature of all members on US copy

Post Mid-term observation of lesson using Elementary Instructional Planning template for narrative feedback and Elementary Instructional Planning Assessment Scheme for scoring lesson.

Third TRIAD meeting – completion of student teaching – use Midterm/Final evaluation multi-page document provided in the packet – signature of all members on US copy. Discussion of Student Teaching Disposition by CT, US and ST – signature of all members. Original is given to the US.

Written comments exchanged between Student Teacher need to be documented in the ST’s Journal throughout the semester.

FIRST TRIAD MEETING ASSIGNMENTS

University Supervisors will need that following at the first TRIAD meeting.

Tentative Lead Teaching Schedule

• Cooperating Teacher/Student Teacher draft of how the Student Teacher will

takeover, full time teach, and slowly return teacher duties.

Classroom Schedule

• Class schedule from beginning to end of the school day, any holidays or

scheduled events like the CRT testing week, spring break, etc.

______

Student Teacher should be familiar with the New Mexico Licensure Rules and Requirements

• Review the licensure rules and requirements in your field and the

Professional Code of Ethics at

Cooperating Teacher and Student Teacher Contact Information:

(Please Write Information Here)

Professionalism

Appropriate Dress

  • Follow school district dress code (available in Principal’s office)

Technology

  • Turn off your cell phone while in class – do not text message while performing duties
  • Use of computer should ONLY be in your planning and non-teaching time unless you are using it for instructional purposes.
  • If you are engaged in any type of social networking (Facebook, etc.), make sure to

regulate the content material you share. Any inappropriate content has to be removed

since it can jeopardize your student teaching experience and future employment.

Lesson plans

  • Use lesson plan format that is provided by your Cooperating Teacher (school/district).
  • Use NMSU lesson plan template for all formal observations.

Journals

  • Journals between ST and CT are mandatory. You are required to keep a journal throughout the entire student teaching semester.
  • University Supervisors will check your journals regularly.

Attitude

  • You are expected to fulfill all ST duties until the final day of your assignment.
  • You are expected to show a professional attitude throughout the semester. This includes professional preparation, delivery, initiative, and a positive attitude.
  • The Cooperating Teacher’s impressions outweigh those of the University Supervisor.

Non-compliance of the above listed Professional requirements may result in your removal

from the Student Teaching Program.

The Professionalism document has been explained to me and I understand the contents.

Printed Name: ______

Signature: ______Date: ______

SUGGESTED LEAD TEACHING

SCHEDULE

WEEK / ST LEAD TEACHING & RESPONSIBILITIES / LIST LEAD TEACHING SUBJECT(S)
1 / ST assists CT with classroom preparation and attends district/campus staff development.
2 / ST observes CT / classroom, facilitates a small group or an assignment planned by CT.
3 / ST observes/facilitates CT / classroom, teaches a small group and an assignment planned by CT, and teachesone subject.
4 / ST observe/facilitates CT / classroom, teaches a small group and assignments planned by CT, teaches one subject and prepares lesson plans for this subject.
5 / ST observe/facilitates CT / classroom, teaches a small group or assignments planned by CT, teaches two subjectsand prepares lesson plans for one subject.
6 / ST observes/facilitates CT / classroom, teaches a small group and assignments planned by CT. Teaches two subjects, and prepares lesson plans for these two subjects to teach.
7 / ST observes/facilitates CT / classroom, teaches three subjects, and prepares lesson plans for twosubjects.
8 / ST observes/facilitates CT / classroom, teaches three subjects, and prepares lesson plans for these subjects.
9 / ST observes/facilitates CT / classroom, teaches four subjects, and prepares lesson plans for these subjects.
10,11,12,13 / Begin 4 weeks of lead teaching, ST prepares and teaches all subjects.
ST prepares lesson plans for three subjects and teaches three subjects.
15 / ST prepares lesson plans for two subjects and teaches two subjects.
16 / ST prepares lesson plan for one subject and teaches this one subject.
17 / ST assists CT and facilitates closure w/students.

Elementary Instructional Planning Template

Learning Objective(s): Identify applicable standard(s). What is the purpose of your lesson? An understanding, attitude, appreciation? A concept? A skill? Ability? State specifically what you intend to have your students achieve, present, or demonstrate.
Instructional Process(es):
What teaching method(s) will most likely bring about the desired understanding, concept, skill(s), abilities, etc.
Lesson is clearly sequenced and with appropriate transitions.
Classroom Discourse:
Teacher-talk (language tools and use) values and extends students’ language, and has the potential to enhance students’ intellectual, academic, emotional, and social language development. Language tools can include, but are not limited to: oral, written, visual, kinesthetic, media, and technology.
Classroom Learning Environment: How will you organize your classroom so that your students achieve your stipulated objective(s)? Whole class, small groups, individual, team learning, learning centers, individual centers, and group projects?
Materials/Resources:
What materials must students use to attain the objective(s)?
Inclusion:
Understands the development and use of IEPs; and addresses the needs of diverse learners.
Culturally and linguistically responsive
to language, gender and cultural differences; and addresses the needs of diverse learners.
Assessment of Students’ performance:
What procedures, tools, and/or instruments will you use to determine if your students met the learning objective(s)? Different assessments are used: diagnostic, formative and summative. Keep in mind that objectives, assessment and instruction are aligned with each other.

Elementary Instructional Planning Assessment Scheme

Category/Indicator / Exceeds Expectations
4 points / Meets Expectations
3 Points / Developing
2 points / Unacceptable
1 point
Learning Objective(s):What is the purpose of your lesson? An understanding, attitude, appreciation? A concept? A skill? Ability? State specifically what you intend to have your students achieve, present, or demonstrate. / Instructional goals and objectives reflect state standards and benchmarks and are clearly stated; learners are clear in what is expected and what is to be learned. / Instructional goals and objectives reflect state standards and benchmarks and are stated; learners have an understanding of what is expected and what is to be learned. / Instructional goals and objectives are stated but hard to understand; learners receive information about expectations but are not understood; and are not sure of what is to be learned. / Instructional goals and objectives are not stated; learners do not have information about expectations; and cannot determine what is to be learned.
Instructional Process(es):
What teaching method(s) will most likely bring about the desired understanding, concept, skill(s), abilities, etc.
Lesson is clearly sequenced and with appropriate transitions. / Instructional processes are appropriate for the stated objectives. Instructional processes build upon each other and clearly support student understanding. / Most of the instructional processes are appropriate for the stated objectives. Instructional processes are present and support student understanding. / Some of the instructional processes do not support the stated objectives. Accomplishment of “the plan” reflects the instructional choices and actions rather than the desired student understanding. / Instructional processes are not appropriate; reflect little understanding of instruction; relies upon routine and skips from one process to the next haphazardly.
Classroom Discourse:
Teacher-talk (language tools and use) values and extends students’ language, and has the potential to enhance students’ intellectual, academic, emotional, and social language development. Language tools can include, but are not limited to: oral, written, visual, kinesthetic, media, and technology. / Language tools and usage is clear and understandable to the students. Language and tools are used to spur inquiry and interest with the lesson that extends students’ language. / Most of the language tools and usageare understood by the students. Most of the language tools and usage provide interest for the students to engage and interact. / Language tools and usage are somewhat clear. Some language tools and usage are misused. Limited opportunities for students to engage and interact. / Language tools and usage are not clear for the students. No opportunities for students to engage and interact.
Classroom Learning Environment:How will you organize your classroom so that your students achieve your stipulated objective(s)? Whole class, small groups, individual, team learning, learning centers, individual centers, and group projects? / Student arrangement and classroom environment is optimized for creating meaningful learning. / Student arrangement and classroom environment limits the creation of meaningful learning. / Student arrangement and classroom environment interferes with the creation of meaningful learning. / Attention to student arrangement and classroom environment is not evident.
Category/Indicator / Exceeds Expectations
4 points / Meets Expectations
3 Points / Developing
2 points / Unacceptable
1 point
Materials/Resources:
What materials must students use to attain the objective(s)? / Materials and resources are appropriate for the task(s). Materials and resources are easily accessible to teacher and students. / Most materials and resources support the instruction. Most materials and resources are accessible to teacher and students. / Some of the material and resources support the instruction and some are accessible to teacher and students. / Few materials and resources are used; some support the instruction while others do not. Few are accessible to teacher and students.
Inclusion:
Understands the development and use of IEPs; and addresses the needs of diverse learners. / Implements students’ IEPs, addresses the needs of diverse learners, and are responsive / Understands students’ IEPs, addresses the needs of diverse learners and are responsive to differences in language, gender and culture within the lesson/unit. / Aware of students’ IEPs but no action is taken. / Lacks awareness of students’ IEP.
Culturally and linguistically responsive
to language, gender and cultural differences; and addresses the needs of diverse learners. / Demonstrates responsiveness to differences in language, gender and culture within the lesson/unit. / Understands and responds to differences in language, gender and culture within the lesson/unit. / Aware of language, gender and culture within the lesson/unit.Awareness of differences but no action is taken. / Lacks awareness students’ language, gender and culture differences are ignored and no steps are taken to address the needs of diverse learners.
Assessment of Students’ performance:
What procedures, tools, and/or instrumentswill you use to determine if your studentsmet the learning objective(s)? Different assessments are used: diagnostic, formative and summative. Keep in mind that objectives, assessment and instruction are aligned with each other. / Thoroughly practices assessment. Assessments are interrelated and appropriate to achieve the learning objectives. Student evidence and artifacts reflect student learning and are used to guide lessons. / Practices several assessment strategies. Some assessments are interrelated and appropriate, but all may not support the learning objectives. Limited or inconsistent in the collection and use of student evidence and artifacts. / Assessment strategies used are weak. The assessments lack interrelatedness and alignment with the learning objectives. / No assessment strategiesare apparent or used, and/or lack alignment with the learning objectives.

Post Lesson Reflection and Self-Assessment