ChadronState College
TEACHER INTERN GUIDEBOOK
2006
ChadronState College
2006 Secondary Education
Teacher Intern Guidebook
Secondary Faculty
Patti Blundell
Lorie Hunn
Don King
Ann Petersen
Mike Engel
Chuck Squier
This Guidebook serves as a reference and assessment source for students and faculty within the Education Unit at Chadron State College, Chadron, NE69337. The guidebook is designed to focus the student towards intellectual and practical tasks that are transferable to real-life situations.
Table of Contents
Checklist for Teacher Intern and College Supervisor…..………………1
Guidebook Record Sheet…………………………………………………..2
Part I – School Policy and Procedures……………………………………3
Competency 1 - District and Building Policies…………………..4
Competency 2 – Safety/Emergency Procedures…………..……..5
Competency 3 – District Discipline Policies…………………….6
Competency 4 – District Weapons Policies………….....………..7
Competency 5 – Due Process Procedure for Students…………...7
Competency 6 – Confidentiality…………………………………8
Competency 7 – Student Abuse/Neglect………………………...8
Competency 8 – Censorship……………………………………..9
Competency 9 – Ethics…………………………………………10
Competency 10 – Copyright Laws……………………………..13
Part II – Methods and Management…………………………………….15
Competency 11 – Learning/Teaching Models…………...……..16
Competency 12 – Motivation…………………………………...28
Competency 13 – Testing and Assessment……………………..29
Competency 14 –Reading Assessment…………………………30
Competency 15 – Grading Policy……………...………………..31
Competency 16 – Technology Inclusion………………………..32
Competency 17 – Multicultural/Diversity Inclusion……………33
Competency 18 – Classroom Environment……………………..34
Competency 19 – Team Teaching………………………………34
Competency 20 – Reflective Teaching……………...………….35
Competency 21 – State Standards Review……………………..36
Competency 22 – Special Services…………………..…………37
Table of Contents
(continued)
Part III – School Operations……………………………………………38
Competency 23 – School Board Meeting Attendance…………...39
Competency 24 – Support Personnel…………………………….40
Competency 25 – Supplies and Resource Materials……………..41
Competency 26 – Educational Service Unit Services……………41
Competency 27 – Professional Organizations…………………...42
Competency 28 – National Education Issues…………………….43
Part IV – School as a Workplace……………..………………………...44
Competency 29 – Teacher Evaluation…………………………...45
Competency 30 – Due Process Procedures for Teachers………..47
Competency 31 – Resignation Procedures………………………47
Competency 32 – Teaching Contracts and Negotiations………..48
Competency 33 – Interviewing for Teaching Jobs………………51
Competency 34 – Professional Portfolio Update………………..57
CHECKLIST FOR TEACHER INTERNS AND COLLEGE SUPERVISORS
SECONDARY EDUCATION
FIRST VISITATION – Date______
____Plan for phasing into total teaching load
____Rapport established (see Teacher Intern Evaluation Form)
____Check for lesson plans
____Check Reflection Log
____Visit with School Principal and Cooperating Teacher
____Check progress toward completion of Part I of Teacher Intern Guidebook
____Verify e-mail address, class/teaching schedule, mail address and phone #
____Other:
SECOND VISITATION – Date______
____Teaching full load?
____Check for lesson plans
____Check Reflection Log
____Check for involvement & assessment procedures (tests, group work, presentations, etc.)
____Check progress toward completion of Parts II & III of Teacher Intern Guidebook
____Other:
THIRD VISITATION – Date______
____Check for lesson plans
____Check Reflection Log
____Check progress toward completion of Part IV of Teacher Intern Guidebook, and other unfinished components.
____Thank you to your Cooperating Teacher?
____Other:
Items to bring with you to the MID-TERM and the END of SEMESTER meetings at CSC:
____Lesson Plan Book
____Daily Reflection Log Book
____Teacher Intern Guidebook (Parts I & II)
____Teacher Intern Self Evaluation Form
Teaching Internship Guidebook Record Sheet
Name______SS#______Date______
34 Required Competencies:
PART I – Policies & ProceduresPART II – School Operations
StudentSupervisorStudentSupervisor
Check-offCheck-offCheck-offCheck-off
______1 District and Bldg. Policies______23 School Board Mtg. attendance
______2 Safety/Emergency Procedures______24 Support Personnel
______3 District Discipline Policy______25 Supplies and Resource Materials
______4 Weapons Policy______26 Educational Service Unit Services
______5 Due Process for Students______27 Professional Organizations
______6 Confidentiality______28 National Education Issues
______7 Student Abuse/Neglect
______8 Censorship
______9 Ethics
______10 Copyright LawsPART IV – School as a Workplace
StudentSupervisor
Check-offCheck-off
PART II – Methods & Management
______29 Teacher Evaluation
StudentSupervisor______30 Due Process for Teachers
Check-offCheck-off______31 Resignation Procedures
______32 Teaching Contracts & Negotiations
______11 Learning/Teaching Models______33 Interviewing for Teaching Jobs
______12 Motivation______34 Professional Portfolio Update
______13 Testing and Assessment
______14 Reading Assessment
______15 Grading PolicyPART V – Teacher Internship Documents
__________ 16 Technology Inclusion
______17 Multicul/Diversity InclusionSupervisorMid-term End of Sem.
______18 Classroom EnvironmentCheck-offMtg. Mtg.
______19 Team Teaching
______20 Reflective Teaching_____ Lesson Plans______
______21 State Standards Review_____ Reflection Log______
______22 Special Services_____ Teach. Intern Self-Eval.______
_____ Teach. Intern Guidebook______
______
(Supervisor’s Signature)(Date)
PART I
SCHOOL POLICY AND PROCEDURES
(School District Items)
Competency 1 – District and Building Policies
Source/s:______Date:______
1.Read through the faculty/policy handbook for this district or building. List three categories from this faculty handbook that you have reviewed.
1.
2.
3.
2.Some districts have dress codes for teachers that you need to be aware of as a teacher intern. Does the district or building have such a dress code? If yes, describe how it pertains to you.
3.Principals and teachers currently are prohibited from hitting students in 26 states (Harvard Letter, May/June 1994, pg. 5). What is the Nebraska statue regarding corporal punishment?
What is the district policy regarding corporal punishment? Explain your feelings/beliefs about this policy.
Competency 2 – Safety Procedures
Source/s:______Date:______
1.What is the procedure for a tornado drill? What is the signal?
2.What is the procedure for a fire drill? What is the signal?
3.What should you take with you when you leave the room for an emergency?
4.What is the procedure for reporting a fire?
5.What is the procedure for a “lock down”?
6.What is the building or district procedure if a student is injured while in your classroom or under your supervision?
7.Describe three student safety guidelines that can help avoid a lawsuit.
1.
2.
3.
Competency 3 – Discipline Policy
Source/s:______Date:______
1.Discuss discipline plan with your cooperating teacher. How was the teacher’s current discipline plan developed?
2.How are discipline plans communicated to parents and students?
3.Describe several rules and consequences used by your cooperating teacher.
Competency 4 – Weapons Policy
Source/s:______Date:______
Nebraska law requires schools to expel for one year any student caught bringing a weapon to school and to report acts of violence to local police and the Nebraska Board of Education.
1.How does your assigned district define “weapons”?
2.Is due process procedure in place for students regarding this law?
3.Is there an alternative educational program in place for students expelled for this offense?
Competency 5 – Due Process Policy for Students
Source/s:______Date:______
1.When is a student entitled to a due process hearing in this district?
Competency 6 – Confidentiality Policy
Source/s:______Date:______
In 1974 Congress passed the Family Educational Rights and Privacy Act, known as the Buckley Amendment. Schools must adhere to this amendment to receive federal funds.
1.Who has the right to look at a student’s academic file?
2.Is there a procedure in your assigned building regarding teachers viewing student academic files? If so, what is it?
Competency 7 – Student Abuse/Neglect Policy
Source/s:______Date:______
1.What is the district policy for teachers reporting suspected student abuse?
Competency 8 – Censorship
Source/s:______Date:______
1.What protection does a teacher in this district have against accusations of using inappropriate teaching materials?
2.Does the district maintain lists of books or audio-visuals banned in the district? If so, where is the list housed/located? Please give examples of banned materials.
3.What is the school policy for student viewing of videos and movies?
4.Is there a procedure in place for parents to report dissatisfaction with curriculum materials?
5.Sometimes a parent will NOT give permission for a student to participate in a particular activity. List at least one alternative activity you could assign a student in your classroom should you receive last minute instructions that a student cannot participate in an activity you had scheduled.
For more information: The organization People for the American Way publishes “Attacks on the Freedom to Learn” each year listing educational materials that have been scrutinized. This list can be purchased from the People for the American Way, 2000 M Street NW, Suite 400, Washington, D.C.20036. The American Library Association also maintains such lists.
Competency 9 – Ethics
Source/s:______Date:______
Read the following page, “Code of Ethics of the Education Profession.”
1.List five (5) activities that teachers could engage in that would be considered unethical.
1.
2.
3.
4.
5.
Review the district or building faculty handbook for guidelines on teacher ethics. These guidelines may be referred to as “teacher responsibilities,” “professional behavior,” or “code conduct.”
2.In your opinion, prioritize what you consider to be the top four ethics guidelines upheld in this district.
1.
2.
3.
4.
Code of Ethics of the Education Profession
Preamble
The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire of the respect and confidence of one’s colleagues, of students, or parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.
The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than one specifically designated by the NEA or its affiliates.
PRINCIPLE I
Commitment to the Student
The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.
In fulfillment of the obligation to the student, the educator:
1.Shall not unreasonably restrain the student from independent action in the pursuit of learning.
2.Shall not unreasonably deny the student access to varying points of view.
3.Shall not deliberately suppress or distort subject matter relevant to the student’s progress.
4.Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.
5.Shall not intentionally expose the student to embarrassment or disparagement.
6.Shall not, on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly:
a.Exclude any student from participation in any program
b.Deny benefits to any student
c.Grant any advantage to any student
7.Shall not use professional relationships with students for private advantage
8.Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.
PRINCIPLE II
Commitment to the Profession
The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.
In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.
In fulfillment of the obligation to the profession, the educator:
1.Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.
2.Shall not misrepresent his/her professional qualifications.
3.Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.
4.Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.
5.Shall not assist a non-educator in the unauthorized practice of teaching.
6.Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.
7.Shall not knowingly make false or malicious statements about a colleague.
8.Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action.
-Adopted by the 1975 Representative Assembly
Source: Resolutions, Legislative, Program, and New Business 1994-95. National Education Association
Competency 10 – Copyright Laws
Source/s:______Date:______
Read the following page, “Copyright Laws” cited from Ryan, K., & Cooper, J. Those Who Can, Teach. Boston: Houghton Mifflin Company.
1.Mark each statement as either T (true) or F (false).
_____Video taped television programs can be kept no longer than 35 days.
_____When copies are made, students cannot be charged more than the cost of copying plus ten percent (10%).
_____Poems can be copied if fewer than 350 words.
_____Copies cannot be mad of the same author’s work more than twice a semester.
_____A video recording of a television show can be shown only once within the first ten days of taping.
_____A single copy of a cartoon can be duplicated only ten (10) times.
Copyright Laws
First in 1909 and then again in 1976, the U.S. Congress passed copyright laws to protect writers and publishers from unauthorized use of their material. It is important for teachers to know what they may and may not copy. Below are some of the guidelines that most often impact teaching.
Teachers may:
make a single copy for class preparation of a chapter from a book; a newspaper or magazine article, short story, essay or poem; or a diagram, chart, picture, or cartoon from a book or magazine
make a copy for each of their students of a poem if fewer than 250 words are copied and printed on not more than two pages
make one copy for each student of an article or short story if it is fewer than 2,50 words
keep copyrighted television taped programs for no more than 45 days
show a taped program only twice in the first ten days after taping
Teachers may not:
make copies of the same author’s work more than once a semester or make copies from the same anthology or text or periodical issue more than three times a semester
make copies of a work for their class if another teacher in the building has copied the same material for his or her class
create a class anthology by copying material from several sources
make multiple copies of weekly newspapers or magazines specifically designed for classrooms, or of consumable materials such as worksheets or games
charge more for legally permissible copies than it cost to copy them
For further information: Ryan, K. & Cooper, J.M (1998). Those Who Can, Teach. Boston: Houghton Mifflin Company
PART II
METHODS AND MANAGEMENT
(Classroom Items)
Competency 11 – Learning/Teaching Modules
Source/s:______Date:______
It is important that teacher interns show evidence of the ability to teach using a variety of teaching models (NCATE 2000). The following pages contain descriptions of teaching modules. Using these as guidelines:
1.Design and teach a lesson that fits a cooperative learning model and attach a copy of the lesson plan. Include a reflection statement regarding the teaching of this plan.
2.Design and teach a lesson flowing one of he other learning/teaching models and attach a copy of the lesson plan. Include a reflection statement regarding the teaching of this plan.
For all teaching/learning models
To reach all students, it is important to plan units that include multiple intelligences:
- Verbal/Linguistic
- Logical/Mathematical
- Visual/Spatial
- Body/Kinesthetic
- Musical/Rhythmic
- Interpersonal
- Intrapersonal
Verbal/Linguistic
Words and language – written and spoken – this intelligence dominates our classrooms
Logical/mathematical
Deals with inductive and deductive thinking and reasoning, numbers, and the recognition of abstract patterns
Use of graphic organizers also stimulates this intelligence
Visual/Spatial
Relies on being able to visualize and is stimulated by pictures and colors
Body/Kinesthetic
Related to physical movement
Have students depict concepts with body movements such as playing the parts
of an animal cell
Musical/Rhythmic
Sensitivity to rhythm, beats, and various environmental sounds
Students put concepts to songs or rhythms for increased retention
Interpersonal
Operates through discussion with others
Cooperative learning groups are ideal
Intrapersonal
Relates to inner being and self awareness
Reflective logs, journals, self-evaluations
Armstrong, T. (1994). Multiple intelligences in the Classroom. VA:ASCD.
Campbell, B. (1994). The Multiple Intelligences Handbook. AZ: Zephyr Press
Gardner, H. (1983). Frames of Mind: The Theory of multiple Intelligences. NY: Basic Books
Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. NY: Basic Books
Lazear, D. (1991). Seven Ways of Teaching. IL: Skylight Publishing.
Cooperative Learning Lesson Plan
Getting students ready for the lesson
Entry/Set:
Lesson Outcome:
Instructional input with divergent question (What will students be doing in groups?)
Positive Interdependence
Goal:
Rewards:
Resource interdependence:
Assigned roles:
Face-to-Face Promotive Interaction
Seating:
Verbal interactions expected of students:
Individual Accountability/Personal Responsibility
Size of group:
What will you do to assure individual accountability?
Interpersonal and Small-Group Skills
Skill taught:
How will it be taught?
Group Processing
How will groups or individuals evaluate themselves?
How will the teacher monitor and give feedback?
Closure
Cooperative Learning Structures
STAD (Student Teams – Achievement Division)
Versatile format using teams of 3-4 students who represent a cross-section of the class in academic performance, sex, and race or ethnicity. The major function of the team is to prepare members to do well on assessments. After teacher directed learning, teams meet to discuss and work with the concepts. Assessment is done with individual students. Team recognition may or may not be a part of this structure.
JIGSAW
Students are assigned to cooperative groups. All groups are assigned the same topic, and each member is given one unique section of the topic to learn and then teach to the other members of the group. After reading the material, one student from each team having the same material meet as “expert” groups to discuss the material, help each other learn, then design ways to teach it to others. Students return to their teams to teach their unique section.