Virginia State University
Student Teacher Handbook
Center for Teacher Education
101 Harris Hall
Telephone: (804) 524-5742
Fax: (804) 524-5757
Revised 2005-2006
iv
Table of Contents
Table of Contents 1
Forward 2
Mission and Vision …………………………………………………………………………………………………………... 3
Student Teaching Policies and Procedures 7
Conceptual Framework………………………………………………………………………………………………............. 4
Key Contact Persons ………………………………………………………………………………………………………… 5
Student Teaching Policies and Procedures …………………………………………………………………………………... 7
Eligibility Requirements 7
Placement Procedures 7
Changes in Placements 8
Housing and Transportation 8
Schedules for Student Teaching and Internships 8
Attendance 8
Professionalism 9
Student Discipline 9
Confidentiality 9
Appointments with Students 10
Home Visitations 10
Appointments with Parents and Guardians 10
Outside Course Work, Employment, and Extracurricular Activities 10
Conflict Resolution 10
Substitute Teaching 10
Assignments and Lesson Planning 10
Assessment and Evaluation 11
Options for Unsuccessful Teacher Candidates 11
The Role of School Personnel 11
The Cooperating Teacher 11
The Building Principal 12
The Role of University Personnel 12
The University Supervisor 12
The Role of the Student Teacher/Intern 13
The Initial School Visit 13
Planning Your Student Teaching/Internship Schedule 15
Sample Teaching Schedule 15
After the Student Teaching Internship Experience 16
Eligibility for Licensure 16
Applying for a Virginia License 16
Applying for an Out-of-State License 16
Career Planning and Placement 16
Glossary of Terms 17
Forward
The Center for Professional Education Programs at Virginia State University is committed to preparing teacher candidates that reflect the Unit’s Conceptual Framework: competent, caring, and effective practitioners that create a positive learning environment for all children. The Conceptual Framework also subscribes to a reflective teaching model that reinforces constructivist and critical reflective dialogue. The student teaching internship requires teacher candidates to approach their studies through active learning as they reflect upon the beliefs, knowledge, thoughts, and actions of teaching and the teaching process. They are challenged to examine their assumptions about teaching and learning as they interact with the dynamics of pupils in a variety of real school settings.
Preparation and maintenance for teaching in multicultural and global communities is a life-long process, because of continuous international and domestic changes that influence the teaching and learning process. Consequently, the student teaching internship, by common consent, is the most important professional course in any teacher education program. It offers the opportunity to test theories about learning, behavior, and teaching in the reality of the school and community environment. There is absolutely no substitute for this kind of reality-based application of theory and practice.
The purpose of this handbook is to describe clearly the roles, expectations, and responsibilities of each team member so that your student teaching/internship will be a rewarding learning experience. You will have the full support of the university and your host school as you enter this important phase of your professional preparation. Although the teacher preparation processes culminates in student teaching/internship and then application for state licensure, the teaching profession requires educators to be lifelong learners. Accept the challenge, learn all you can, and continue to grow throughout your teaching career!
The Reflective Practitioner:
Creating a Positive Learning Environment for All Students
Mission and Vision of the Unit
Mission
Creating a positive learning environment for all students and using evidence-based performance standards to develop reflective practitioners are central to the Professional Education Unit’s mission. The Unit promotes and maintains academic programs with research-based pedagogy, technology-based learning, and reflective practices that integrate service to the community, ever mindful of the students’ diverse cultural backgrounds.
Vision
The vision of the Professional Education Unit at Virginia State University is to be the driving force in the continuous preparation of competent, caring, effective, and reflective practitioners who are committed as leaders to meeting the challenges of educating all students for a diverse global learning community. The following graphic is visually representative of the Professional Education Unit’s vision.
Philosophy, Purpose and Goal of the Unit
Philosophy
The Professional Education Unit at Virginia State University is aligned with the 20/20 Long Range Vision Plan of Virginia State University. It is contiguous with the university mission as a land grant institution to prepare reflective practitioners to assume productive roles in a challenging and ever-changing diverse global society. Our programs are designed to provide candidates with the opportunity to develop a broad repertoire of competencies, skills, strategies, and dispositions essential for creating positive learning environments. The philosophy is research-based and grounded in the following basic tenets.
1. Competence in subject specific knowledge, content knowledge in core curriculum, written and oral expression, and use of Standard English…
2. Incorporating evidence based, best practices and performance based standards aligned with the pedagogical instructional competencies and dispositions…
3. Being life long learners with a commitment to scholarship and service…
4. Assessing and monitoring candidates learning through the application of research-based, data driven instruction and continuous reflection of instructional methodology…
5. Providing positive learning communities through the delivery of differentiated instruction for diverse candidates through data-driven instruction and shared decision-making…
6. Effective management of resources...
7. Effective communication with all stakeholders in the school community, inclusive of parents, students, and business communities…
8. Reading and literacy are fundamental building blocks of learning and communicating effectively.
Purpose and Goal
The Professional Education programs reflect the Unit’s purpose in preparing knowledgeable, reflective practitioners, who educate and engage in diverse learning communities through appropriate use of technology, pedagogical strategies, research, scholarship, leadership and service. The overall goal of the Unit at Virginia State University, given its underlying vision, mission, and philosophy, is to facilitate the development of reflective practitioners who are committed to serving the needs of all students.
Conceptual Framework
The Conceptual Framework provides a unified direction for programs, courses, teaching, candidate performance, scholarship, service and Unit accountability. This conceptual framework is knowledge-based, articulated, shared, coherent, and consistent with the Unit’s mission and is continuously evaluated.
Competent
Competent Practitioners understand the central concepts, tools of inquiry, and structures of the content areas(s) taught; and create learning experiences that make the subject matter meaningful for learners. (Pearson, Hunter, & Kellam, 1993).
Knowledge
K.1. Candidates will exhibit adequate knowledge of subject specific content in core curriculum.
K.2. Candidates will demonstrate an understanding of the impact of gender, ethnicity race, socioeconomics, exceptionalities and diverse learning styles.
K.3. Candidates will demonstrate an understanding that application of content reflects individual cultures.
K.4. Candidates will exhibit pedagogical instructional competencies.
K.5. Candidates will exhibit knowledge of essential strategies of planning, instruction, and assessment.
K.6. Candidates will exhibit knowledge of performance-based best practices for planning, instruction, and assessment.
K.7. Candidates will exhibit knowledge of appropriate instructional technology and how it may be used to enhance teaching and learning.
K.8. Candidates will demonstrate knowledge of relevant research supported by theoretically sound pedagogy.
K.9. Candidates will exhibit knowledge of essential concepts of classroom management.
K.10. Candidates will exhibit knowledge of current legal trends and ethical issues in education.
K.11. Candidates will demonstrate knowledge of the reflective practitioner’s model of a positive learning community.
Caring
Caring Practitioners show respect to all learners and empower them to set achievable goals while maintaining high standards. Goodlad (1994) (Vygotsky, 1978, 1986; Heath, 1983).
Dispositions
D.1. Candidates will demonstrate a belief that all students can learn.
D.2. Candidates will demonstrate a respect of diversity, including gender, ethnicity, race, socioeconomics, and exceptionalities in education, schools, and the community.
D.3. Candidates will demonstrate a respect for the accepted legal and ethical norms in education, schools, and the community.
D.4. Candidates will demonstrate a commitment to professionalism in dress and conduct.
D.5. Candidates will value positive interpersonal skills and teambuilding.
D.6. Candidates will demonstrate a value for lifelong learning.
D.7. Candidates will demonstrate a commitment to continuous reflection, personal improvement, inquiry and application of research-based best practices in education.
D.8. Candidates will demonstrate a commitment to scholarship.
D.9. Candidates will demonstrate a commitment to service for students, parents and community.
Effective
Effective Practitioners use research-based instructional methods, best practice and performance assessments to guide the teaching and learning process (Dilworth & Brown, 1998) (Wildman, Niles, Magliaro, & McLaughlin, 1990) (Ausubel,1963; Brog & Gall, 1993).
S.1. Candidates will be able to interpret content accurately.
S.2. Candidates will demonstrate competence in written and oral communication.
S.3. Candidates will be able to adapt knowledge to learners’ levels of understanding and ways of thinking.
S.4. Candidates will be able to connect research methods with effective theoretical teaching models.
S.5. Candidates will be able to effectively select materials and instructional strategies that reflect an understanding of students’ gender, ethnicity, race, socioeconomic status, and exceptionalities.
S.6. Candidates will be able to use educational and informational technology to enhance student learning and use technology-based assessments for data driven decision making.
S.7. Candidates will be able to differentiate instruction for diverse learners.
S.8. Candidates will be able to accommodate learning styles and facilitate mastery of content and processes through individualized study.
S.9. Candidates will be able to create a caring learning environment through goal setting, time management and self-direction.
S.10. Candidates will be able to utilize teaching and classroom management strategies to create a positive learning community.
S.11. Candidates will use instructional methods and curriculum materials, based on the reflective practitioner’s model of positive learning communities.
S.12. Candidates will use professional literature and other credible sources to enhance their knowledge about the teaching and learning process.
S.13. Candidates will demonstrate a level of metacognition to reflect upon instructional strategies.
S.14. Candidates will be able to utilize collaborative decision-making.
S.15. Candidates will be able to efficiently manage resources.
Key Contacts for Student Teachers
The Center for Professional Education Programs processes applications for admission to teacher education, placements for all field experiences, and student teaching. Listed below are contact persons for you as you embark on your student teaching experience.
The main office is located in 101 Harris Hall. The telephone number is (804) 524-5742, and the fax number is (804) 524-5757. Listed below is the contact information for persons involved in your student teaching process.
Mrs. Donna Jones Miles
Coordinator of Field Experience and Special Projects
(804) 524-5358
Ms. Michelle Johnson
Coordinator of Admissions
(804) 524-6739
Secondary content faculty
Name ___________________________________
Title _____________________________________
Telephone # ______________________________
Student Teaching Policies and Procedures
The Professional Education Programs at Virginia State University have established critical guidelines to ensure program integrity and to provide quality educational experiences for their teacher candidates. Exceptions to these guidelines are made only in extenuating circumstances.
Eligibility Requirements
As you approach your final field experience, please make certain that you have met the minimum criteria to be accepted for student teaching or internships:
· Admission to Teacher Education
o Completed application (includes, general information, an autobiographical sketch, and advisor recommendation form and evaluation, and a faculty member recommendation form)
o Minimum 2.5 cumulative GPA
o Successful completion of professional education courses with a “C” or better
o Passing Praxis I scores
· Admission to Student Teaching Internship
o Completed application (includes application, cover letter, résumé, advisor certification form, character reference form, physician’s TB screening/test results)
o Minimum 2.5 cumulative GPA
o Successful completion of professional education courses with a “C” or better
o Passing Praxis II scores (if applicable)
o Virginia Reading Assessment (if applicable)
o Child Abuse Assessment
o Membership, Student Education Association
Some school systems have a different tuberculosis (TB) policy or require an additional application form, a personal interview, or a background or security check
Placement Procedures
The Coordinator of Field Experience and Special Projects works closely with program faculty and area school divisions to secure an appropriate student teaching position. Candidates will be placed with a highly qualified cooperating teacher, and in a setting that supports the unit’s Conceptual Framework.
In general, student teachers will not be placed in schools that they attended as a student nor where any of their immediate family members work or are students. The following placement policy has also been considered in securing positions:
Local student teaching placements are made in accredited Virginia public schools, programs, and within approximately one hour’s driving distance from campus. Candidates will be assigned in accordance with his/her individual program. All placements are based on availability, agreement of supervisor, and efficiency of endorsement area.
Candidates should not contact school division personnel directly and may not request a student teaching or internship placement with a specific school division, school, or teacher. Out-of-state student teaching/internship placements are not an option for any program.
If you find it necessary to withdraw your request for a student teaching, please immediately notify the Coordinator of Field Experience both by telephone and in writing. Your request cannot be officially withdrawn from a school division until this notification is received. You must also notify the Coordinator of Field Experience in writing if you wish to reactivate your request at a later date; your application will not be reprocessed until such notification is received. If more than a year elapses before you are ready to student teach, you must submit a new application.
Changes in Placements
Changes in placements typically will not be made once positions within a specific school division have been requested and/or confirmed. Because many factors are involved in making student teaching assignments, however, a particular placement occasionally may be inappropriate. If you receive notification of an assignment that you believe will not satisfy licensure requirements -- i.e., a vocal music placement when you are an instrumental music student or an elementary level position when you need a secondary placement -- contact the Coordinator of Field Experiences immediately; do not contact the school or cooperating teacher. The Coordinator of Field Experience will make the changes necessary to ensure that your placement will meet licensure requirements.
In rare instances you may learn that a placement might be inappropriate after you have made contact with the cooperating teacher -- i.e., the cooperating teacher’s schedule will not allow sufficient time for you to assume full responsibility for classroom instruction. In this situation, you should notify the Coordinator of Field Experience immediately. The Coordinator of Field Experience will work to provide an appropriate experience.
Housing and Transportation
Student teachers are responsible for their own housing during student teaching. Spring student teachers who live on campus should make arrangements for housing during Spring break. Student teachers are responsible for acquiring and managing dependable transportation to and from the school site on a daily basis. This also includes attendance at events outside the routine school day.