STUDENT TEACHING HANDBOOK
Fall 2012
KNFB 450
REVISED EDITION
TEXAS A&M UNIVERSITY
College of Education and Human Development
Department of Health and Kinesiology
4243 TAMU
College Station, Texas 77843-4243
TABLE OF CONTENTS
TABLE OF CONTENTSACKNOWLEDGEMENT OF STUDENT TEACHING HANDBOOK / Page
Page / 1
3
ROLES & RESPONSIBILITIES
Student Teacher Responsibilities / Page / 5
Cooperating Teacher Responsibilities / Page / 6
Supervisor Responsibilities / Page / 8
POLICIES & STANDARDS
Student Teaching Policies
Student Teachers Serving As Substitutes / Page
Page / 10
11
Code of Ethics
Academic Honesty, Services for Students with Disabilities, Copyrighted Materials
Characteristics of a Physically Educated Person, National Health Education Standards / Page
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Page / 13
15
15
Termination of Internship / Page / 16
STUDENT TEACHING EXPERIENCE
Phases of Student Teaching
All-Level Student Teaching Pacing Schedule
Secondary Student Teaching Pacing Schedule
First Week Student Teaching Assignment
Summary of Course Expectations / Page
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21
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23
24
Student Teaching Class Schedule
Suggestions for Observation
Lesson Plan Form
Lesson Plan Components
Lesson Plan- Health Education- Sample
Lesson Plan- Kinesiology- Sample
Bi-Weekly Assignments
Notebook Requirements
Notebook Grading Rubric and Unit Plan Outline
Block Plan Form
Student Teaching Project Form
Three Week Added Teaching Field Experience Pacing Schedule / Page
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29
30
31
33
35
38
39
41
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43
OBSERVATION & EVALUATION
Student Teaching Evaluation Procedures
Weekly Lesson Rating Form
Weekly Lesson Observation Form
Suggested Observation Guide
Student Teacher Mid-Term Evaluation Form by Cooperating Teacher/University Supervisor
Student Teacher Final Evaluation Form by Cooperating Teacher/University Supervisor / Page
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48
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50
RESOURCES
Professional Behaviors for Student Teachers
Reflective Teaching Practices
Technical Skills of Teaching
Important University Contact Information and Websites
Calendar / Page
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57
ACKNOWLEDGMENT OF STUDENT TEACHING HANDBOOK
LIABILITY INSURANCE AND WAIVER OF LIABILITY
Name
STUDENT TEACHING HANDBOOK INFORMATION
My signature below acknowledges that I have accessed the Texas A&M University Student Teaching Handbook online. I have read the Handbook and agree to abide by the standards, policies, procedures and CODE OF ETHICS AND STANDARD PRACTICES FOR TEXAS EDUCATORS defined or referenced in the Handbook. I understand that I have an obligation to inform my university supervisor of any changes in personal information, such as name, phone number, address, etc. I also accept responsibility for contacting my supervisor if I have any questions, concerns or need further explanation.
PROFESSIONAL LIABILITY INSURANCE
Student teaching at Texas A&M University is not covered by professional liability insurance through TAMU or the public school district. Liability insurance is available through membership in the student branches of Texas Classroom Teachers Association at 888-879-8282 and/or Association of Texas Professional Educators at 800-777-ATPE. Texas A&M University students are required to join one or both of these organizations during the student teaching semester at no charge.
WAIVER OF LIABILITY
By signature below, I understand and accept the condition that the College of Education and Human Development at Texas A&M University and the assigned public school district are released from any liability related to accidents or any other unexpected event which may occur in conjunction with my participation in required or voluntary activities during student teaching. I acknowledge that it is the recommendation of the College of Education and Human Development that I obtain general medical/health insurance if I am not already covered.
TAMU CERTIFICATION STATEMENT
Course content, state requirements and teaching certification areas are constantly under revision. It is the expectation that students with certification granting degree plans out of the CEHD will take the certification exams at the appropriate time during their coursework. Upon graduation, they should complete the certification process. To provide quality teachers to the students in the State of Texas, the College of Education and Human Development at Texas A&M have instituted the following: 1) Certification (exams and issuance of the teaching certificate through TEA) will need to be completed within twelve months post-graduation. 2) Graduates who request certification after two years post-graduation will be referred to an alternative certification program. Returning graduates are responsible for all expenses associated with the alternative certification program.
Signature: Date: ______
Note: Please download, sign and date one copy of this form and bring it to the Student Teaching Orientation Meeting.
Roles
&
Responsibilities
STUDENT TEACHER RESPONSIBILITIES
DEDICATION
· Make student teaching a top priority for the semester.
· Report to school on time and remain until the designated end of the school day.
Organization
· Turn in a weekly teaching schedule to your university supervisor. Notify him/her if changes occur in this schedule.
· Notify the school, the cooperating teacher and the university supervisor as soon as possible if absence due to illness is necessary.
Preparation
· Provide the cooperating teacher with written lesson plans no later than the Friday of the week prior to teaching.
· Prepare in advance all teaching materials to alleviate misuse of time and misbehavior of students.
· Be familiar with the cooperating teacher’s specific classroom management plan; if you are allowed to develop your own plan, be sure it complements the existing plan as well as your strengths.
Instruction
· Sequence instructional events to enhance student understanding.
· Observe the behavior and learning styles of students in a world of diverse cultures in order to create a classroom atmosphere that enhances multicultural understanding.
· Incorporate a variety of teaching strategies to provide for individual differences.
· Present directions in a clear, sequential manner.
· Choose a variety of assessment tools and teach students to use self-evaluation.
· Provide lesson activities that require cooperation and teamwork.
· Use a variety of teaching styles.
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Student Relations
· Create and maintain a positive learning environment by demonstrating respect for each student.
· Maintain a firm and fair relationship with each student.
· Be aware of the students’ social and emotional needs.
· Be a respectful listener.
Professionalism
· Wear appropriate professional attire.
· Develop a plan for self-evaluation; refer to Reflective Teaching Practices (page 53).
· Welcome constructive suggestions and incorporate them in subsequent planning and teaching.
· Be discreet with any confidential information.
· Attend all in-services and professional meetings at the school.
· Establish professional relationships by interacting with school personnel (administrators, faculty, support staff), students and parents.
· Be familiar with the school climate and policies.
· Be immersed in teaching experiences that allow for a smooth transition from the role of the student at Texas A&M University to the role of the teacher.
COOPERATING TEACHER RESPONSIBILITIES
PREPARATION
· Prepare the students to receive the student teacher as a professional co-worker.
· Prepare a desk or work station for the student teacher.
· Participate in a cooperating teacher orientation session with the university supervisor.
· Have the following materials ready and go over them with the student teacher:
o class roster,
o department grading policy and maintenance of accurate records,
o class and bell schedule,
o student and teacher handbooks,
o emergency and disaster procedures,
o school and department discipline procedures,
o map of the school, and
o a calendar of events.
ORIENTATION (FIRST WEEK)
· Introduce the student teacher to the class.
· Introduce the student teacher to the rest of the school personnel-faculty, administrators and staff.
· Encourage the student teacher to observe what goes on in class and allow him/her to start performing some routine classroom procedures.
· Discuss First Week Assignments with the student teacher (page 23).
· Create a pacing schedule for the semester (page 21, 22).
INDUCTION
· Provide a gradual induction into the teaching profession by modeling:
o specific strategies with diverse students to encourage success,
o professional ethics, classroom discipline strategies and time management techniques,
o lesson planning, material selection and assessment of students,
o professional communication skills with colleagues, parents, students and community,
o best practices in the classroom to include advocacy for students, service to the school, continued professional development, flexibility and self-reflection.
· Demonstrate methods and resources for creating daily lesson plans that include components of the university’s lesson plan format (page 29-34).
· Choose a specific time for planning together on a daily/weekly basis.
· Explain the classroom management plan, the specific techniques that are to be used, and how management is to occur when the cooperating teacher and student teacher are both in the classroom.
· Guide the student teacher toward effectiveness by:
o monitoring effective use of time,
o requiring written lesson plans no later than the Friday of the week prior to teaching,
o creating a climate that encourages questioning and self-reflection,
o praising and encouraging the student teacher’s efforts,
o keeping interactive lines of communication open by staying in frequent contact with novice,
o identifying a range of problems and successes,
o discussing problems frankly, one at a time,
o providing strategies for improvement,
o sharing professional experiences and materials,
o encouraging the use of a variety of instructional and management techniques, and
o guiding the varied school duties and tasks that represent a teacher’s workload.
· Allow for a gradual transition to full responsibility of classroom instruction and management by following the suggested Student Teaching Pacing Schedule (page 21, 22).
EVALUATION
· Provide frequent and specific feedback to the novice in a timely manner that encourages reflective thinking about the strengths and weaknesses of the student teacher’s effectiveness in the planning/teaching process.
· Carefully review all lesson plans with the student teacher to be sure TEKS are being met.
· Write weekly evaluations (page 46-48) that include a formal observation of a full lesson followed by a post observation conference.
· Assist the student teacher in implementing recommendations received during the evaluations.
· Confer with the university supervisor on a continuing basis. (Performance problems should be identified and discussed as early as possible.)
· Free the student to confer with the university supervisor following the supervisor’s observation.
· Complete mid-term and/or final evaluation of the student teacher’s progress and discuss them with her/him at the three-way conference (page 49, 50).
PROFESSIONALISM
· Accept each student teacher as an individual and refrain from comparison of her/him with previous student teachers.
· Gradually allow the student teacher more independence while teaching; mentor them as they learn from their mistakes. Whenever you leave the student teacher alone in the classroom, indicate where you may be located in case of emergency.
· Introduce the student teacher to professional journals, resources, and organizations.
· Involve the student teacher in faculty and curriculum meetings and parent/teacher conferences when appropriate.
· Communicate with the field supervisor and campus principal about the progress of the student teacher.
SUPERVISOR RESPONSIBILITIES
Liaison
· Act as a liaison between the participating schools and the Department of Health and Kinesiology.
· Communicate regularly with principals and cooperating teachers; stay in frequent contact with student teachers.
· Provide guidance and support for the cooperating teacher as he/she assumes the role of mentor.
· Act as a resource person to facilitate good teaching practices.
Instruction
· Conduct a student teacher orientation at the beginning of the semester that emphasizes responsibilities for the student teaching semester and the information needed to make a smooth transition from being a university student to being a successful teacher.
· Conduct an orientation for cooperating teachers to provide information concerning the program and required responsibilities; emphasize the need for open communication among the student teacher, cooperating teacher and university supervisor.
Evaluation
· Observe, assess and evaluate student teachers regarding teaching, planning, management and professionalism.
· Provide specific strategies to overcome learning and performance problems and encourage successes.
· Guide the student teacher’s growth in reflective thinking and self-evaluation of performance.
· Evaluate the student teacher’s lesson plans and provide verbal and written feedback.
· Communicate progress of student with the cooperating teacher and provide written evidence of feedback to the student teacher, school principal and educator preparation program in a timely manner.
· Check the progress of the student teacher’s notebook, unit and project.
· Participate in a three-way evaluation conference (at least 20 minutes) with the student teacher and cooperating teacher at the mid-term and end of the semester.
· Document thoroughly any infractions of school policy or professional behavior, as well as unsatisfactory progress in classroom instruction and/or management.
· Provide the student teacher with a “Growth/Probation Contract” if there are problematic areas that need special attention. A copy of any Probation Contract shall be submitted to the Director of Student Teaching as soon as all parties have signed the form.
PROFESSIONALISM
· Provide specific feedback to the student teacher for professional improvement/growth.
· Complete recommendation letters for student teachers who are applying for initial teaching jobs.
· Serve as a mentor to a new university supervisor, if requested.
· Communicate regularly with the Director of Student Teaching about suggestions or areas of concern.
Policies
&
Standards
STUDENT TEACHING POLICIES
LENGTH OF SEMESTER
Student teachers are required to spend 12 weeks in the school environment. However, if the cooperating teacher and the university supervisor feel that the student may benefit from additional experience, the semester may be extended from 12 to 15 weeks. Students may also choose to stay three extra weeks to get teaching experience in a second teaching field if they have academic hours in the content and plan to take the TExES exam after graduation.