Columbus State University s2

Columbus State University

College of Education and Health Professions

Student Teaching Handbook

The College of Education and Health Professions Mission: “To Achieve Excellence by Guiding Individuals As They Develop the Proficiency, Expertise, and Leadership Consistent With Their Professional Roles.”

The College of Education and Health Professions Conceptual Framework:

The College of Education and Health Professions at Columbus State University prepares highly qualified teachers, counselors, and leaders who promote high levels of learning for all P-12 students by demonstrating excellence in teaching, scholarship, and professionalism. Teachers, counselors, and leaders continually acquire, integrate, refine, and model these qualities as they develop proficiency, expertise, and leadership. COEHP faculty guide individuals in this developmental process (See complete Conceptual Framework at: http://coehp.columbusstate.edu/conceptual_framework.php).

ADA Compliance Statement:

If you have a documented disability as described by the Rehabilitation Act of 1973

(P.L. 933-112 Section 504) and American with Disabilities Act (ADA) and would like to request academic and/or physical accommodations, please contact Joy Norman at the Office of Disability Services in the Center for Academic Support and Student Retention, Tucker Hall (706.568.2330). Course requirements will not be waived but reasonable accommodations may be provided as appropriate.

All student teaching files and materials will be kept in the Office of College of Education and Health Professions Student Advising and Field Experiences for a period of five years. The teacher candidate is encouraged to retain copies of all pertinent information associated with his/her student teaching experience.

The material in this guide has been prepared for information purposes and does not constitute a contract between the student and the university. The university reserves the right to make changes in policies, regulations, and programs without notice.

Revised 5/29/12

Table of Contents

Introduction 3

InTASC Model Core Teaching Standards 3

NBPTS Core Assumptions………………………………………………………………..4

Student Teaching Policies 5

Responsibilities of the Teacher Candidate 9

Responsibilities of the Cooperating Teacher 12

Responsibilities of the Clinical Faculty Member 14

Evaluations of the Teacher Candidate 16

Certification and Graduation 18

Appendixes.……….……………………………………………………………………...19

A.  Rubric for the Model of Appropriate Practice (MAP)

B.  Rubric for the Evaluation of Dispositions

C.  The Code of Ethics for Educators

D.  Reflective Journal Sample Format

E.  Video Permission Forms

F.  Suggested Student Teaching Timeline

G.  Emergency Absence Form

H.  Parent Log

Notebook Evaluation Checklist……………………………………………………………..47

Lesson Plan Template.…………………..…………………………………………………..48

edTPA Evidence Checklist………………………………………………………………….51

SPED edTPA Evidence Checklist…………………………………………………………..52

**The Student Teaching handbook is a working document and is subject to change. INTRODUCTION

Student teaching is viewed as the capstone experience in Columbus State University’s teacher preparation program. It is the period of the pre-service education program in which the teacher candidate is engaged full time in actual classroom experiences for one entire term in a cooperating school, teaching under the guidance of a qualified cooperating teacher and a representative from the university. The College of Education and Health Professions has worked to infuse the conceptual framework, “To achieve excellence by guiding individuals as they become professionals …” into all aspects of the initial educator preparation programs. The College of Education and Health Professions will continue to act in accordance with this mission as it supports its students through the student teaching experience until they have been inducted as full members into the teaching profession.

Teaching, scholarship, and professionalism encompass the highest standards represented in the ten (10) principles approved in 2011 by the Interstate New Teacher Assessment and Support Consortium (INTASC) and the five (5) core assumptions of accomplished teaching of the National Board of Professional Teaching Standards (NBPTS). The College of Education and Health Professions has adopted these principles, which are listed below, as standards for beginning and advanced teachers.

InTASC Model Core Teaching Standards:

The Learner and Learning

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments. The teacher works with others to create environments that support

individual and collaborative learning, and that encourage positive social interaction, active engagement in

learning, and self motivation.

Content

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and

structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline

accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content. The teacher understands how to connect concepts and use differing

perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to

authentic local and global issues.

Instructional Practice

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and

opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues,

other school professionals, and community members to ensure learner growth, and to advance the profession.

NBPTS Core Assumptions:

1. Teachers are committed to students and their learning.

2. Teachers know the subjects they teach and how to teach those subjects to students.

3. Teachers are responsible for managing and monitoring student learning.

4. Teachers think systematically about their practice and learn from experience.

5. Teachers are members of learning communities.

Columbus State University Model of Appropriate Practice

During the 2000-2001 school year, the Educator Preparation Program (EPP) faculty created the Model of Appropriate Practice (MAP) for teacher candidates. The MAP puts into practice the principles of the College of Education and Health Professions Conceptual Framework. It recognizes that, with guidance from the EPP faculty, teacher candidates must undertake and manage the process of developing an understanding about teaching and learning for themselves. Through their coursework and field experiences, teacher candidates should gain competence in engaging students in constructing important knowledge. The MAP Observation Scoring Rubric specifies behaviors that should result in effective instruction. Faculty guidance of teacher candidates using the MAP Observation Scoring Rubric will include: instructing teacher candidates, mentoring teacher candidates, and assessing teacher candidates (see Appendix A for complete MAP).

Columbus State University Evaluation of Dispositions

Individuals who complete a Columbus State University College of Education and Health Professions Program require knowledge, skills, and dispositions to be successful in the teaching profession. Beginning fall 2003, Columbus State University College of Education and Health Professions implemented an evaluation system to assess teacher candidates’ dispositions. College of Education and Health Professions faculty members believe that the primary purpose of evaluating dispositions is to create in students the expectations for the development of attitudes, values, and behaviors that are desirable in teachers (see Appendix B for Disposition Rubric).

LiveText

The following is the link to register for one year:http://www.regonline.com/Register/Checkin.aspx?EventID=1133741. The registration link includes the one year optionwith FEM ($60.00), in addition of $5 registration fees. Only students who are planning to graduate within 9 months or less may purchase the one year membership for $60.00.

After purchasing a LiveText account, LiveText will send an email that contains a key code within 2 days of the purchase. Students should follow the instructions included in the attachment to register their LiveText accounts.

STUDENT TEACHING POLICIES

From the beginning of student teaching to its conclusion, teacher candidates, although not members of the school staff, are to observe the regulations and policies required of regular employees.

Attendance

***Teacher candidate involvement in the school should be the same as that of the cooperating teacher.

Absences/tardies are NOT permitted during student teaching. In extreme circumstances, such as illness requiring medical attention or a death in the immediate family in which an absence is unavoidable, the student must submit an Emergency Absence Form (Appendix G) and proper documentation of the reason for the absence to the Coordinator of Student Teaching and clinical faculty member. More than three absences, regardless of the reason, will result in removal from the course unless the Coordinator of Student Teaching and Department Chair for Teacher Education have given prior approval for the absences.

1.  In the event of personal illness or emergency, the cooperating teacher and the clinical faculty member MUST be notified prior to the beginning of the day. The principal must be notified if the cooperating teacher cannot be reached. Failure to provide proper documentation will result in a loss of credit for the course.

2.  The teacher candidate must be punctual in attendance and reliable in carrying out assigned or assumed responsibilities.

3.  The schedule of the cooperating teacher must be followed in reporting to and leaving school, as dictated by school policy. The student teacher is encouraged to remain beyond school hours if CSU and other obligations permit. Attendance at faculty and PTA meetings, teacher-parent conferences, and other after-school and evening activities is encouraged.

4.  Punctual attendance at ALL scheduled seminars and edTPA Boot Camps is required.

Attire and Appearance

Professional appearance and attire consistent with school standards are expected at all times (initial visits to assigned schools, orientations, functions where school personnel are involved).

Calendar

Teacher candidates follow the calendar of the school district in which they are placed. Teacher candidates observe the same holidays as the school to which they are assigned. Students are excused for additional religious holidays when agreed upon by the cooperating teacher, clinical faculty member, and coordinator of student teaching. In the event that the host school takes an extended number of weather days, the student teaching calendar could be extended.

Conduct

Teacher candidates are representatives of Columbus State University while in the schools and are expected to act in a professional and ethical manner appropriate to the teaching profession (see Appendix C for the Code of Ethics for Georgia Educators).

Confidentiality

Teacher candidates must respect the confidentiality of all pupil records, test scores, correspondence, conversations, and other personal matters. Students must adhere to the Code of Ethics for Georgia Educators, Standard 7: Confidential Information. In addition, students must respect the confidentiality of the cooperating teacher and the classroom in which he/she is placed.

Coursework

Because student teaching is so demanding of time and energy, teacher candidates are not allowed to take additional coursework other than that which is part of the required student teaching experience. Special requests are granted only when there are extenuating circumstances. If you believe your situation warrants special consideration, please contact the Office of Student Advising and Field Experiences for specific instructions on how to request an exception.

Grading

Teacher candidates are evaluated on a pass/fail basis for SPED 4485, EDCI 4485, EDCI 6485, PHED 5485U, PHED 5485G, ARTE 4485, MUSE 4485, THEA 4485 and will receive a grade of “S” (Satisfactory), “U” (Unsatisfactory) “IP” (In progress) or “I” (Incomplete). A description of the grades is as follows:

S Indicates that a student satisfactorily completed student teaching.

U Indicates that a student did not satisfactorily complete student teaching. A student who receives this grade may not repeat student teaching.

*IP Indicates that a student did not make adequate progress and needs to repeat student teaching. The IP becomes a permanent grade on the transcript. The student will have the opportunity to register and repeat student teaching after satisfactorily completing a remediation plan. The student will be financially responsible for repeating their student teaching semester and any necessary courses to complete a remediation plan prior to repeating student teaching. A course with an unresolved IP grade may not be repeated.

I Indicates that a student was doing satisfactory work, but was unable, due to non-academic reasons, to meet the requirements of the course. The I will be removed from the transcript once the requirements are met. If the I is not removed within the following 12 months, the grade will be automatically changed to a U. A course with an unresolved I grade may not be repeated.

Please note: Grades of S, U, IP, and I do not have GPA hours and/or grade points and are not used in computing a grade point average.

All materials borrowed from cooperating schools and/or cooperating teachers must be returned before final grades will be assigned.

*If a teacher candidate receives a grade of IP, a remediation plan must be satisfactorily completed prior to reapplying for student teaching. This may include extended time in the original student teaching placement, a change of placement, additional coursework, or other forms of remediation determined by the clinical faculty member, department chair, and the coordinator of student teaching.Only upon satisfactory completion of the remediation plan will a second student teaching placement be arranged for the teacher candidate. Teacher candidates who choose not to complete the remediation plan will be immediately withdrawn from the student teaching program and assigned a grade of U.

Employment

It is the policy of the College of Education and Health Professions to discourage employment while student teaching, however the university realizes that it may be necessary for some students to continue outside employment during student teaching. Requests for outside work must be documented on a written form which can be obtained in the Office of Student Advising and Field Experiences. Each case is reviewed individually, and allowances are occasionally made, as long as the teacher candidate's performance in the classroom is not compromised.