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 13
Responsibilities of the Clinical Faculty Member 15
Evaluations of the Teacher Candidate 17
Certification and Graduation 19
Career Services 19
Appendixes.……….……………………………………………………………………… 21
A. The Model of Appropriate Practice (MAP) Developmental Progression Expectations, MAP Observation Scoring Rubric, and Observation Report of Teacher Candidate
B. Rubric for the Evaluation of Dispositions
C. Evaluations of Teacher Candidates (Initial, Interim, and Final)
D. The Code of Ethics for Educators
E. Learning Environment Profile Form
F. Reflective Journal Sample Format
G. Documenting P-12 Student Performance
H. Video Permission & Analysis/Reflection Forms
I. Professional Activities Log
J. Student Teaching Timeline
K. Pre-Observation and Post-Observation Questionnaires
Notebook Evaluation Checklist……………………………………………………………..90
Learning Focused Lesson Planning Form…………………………………………………...92
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
LiveText is used by the university to maintain assessment of our programs and to demonstrate the quality of our academic programs and to improve teaching and learning. As a student, you have the option to use your account to secure the online storage of your academic work and to create digital documents such as electronic portfolios or reflective journals which can be shared with prospective employers or other audiences.
An active LiveText account is a required resource for this course because assignments must be submitted electronically using the online platform. You may purchase your account online with a credit or debit card at www.livetext.com for $98.00. Students who anticipate graduating within nine months may purchase the one-year membership for $40.00. If you already have an active LiveText account, you do not need to purchase another one.
Since LiveText will be a required resource throughout your program, you can use the same account for all courses up to five years; so you only need to purchase the account one time. After five years, you can extend your membership if you continue to need it for additional coursework or would like to maintain it for your personal use.
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.
1. Absences/tardies are not permitted during student teaching except in extreme circumstances, such as illness requiring medical attention or a death in the immediate family. All absences will require proper documentation and must be submitted to the cooperating teacher and clinical faculty. More than three absences will result in removal from the course.
2. 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.
3. The teacher candidate must be punctual in attendance and reliable in carrying out assigned or assumed responsibilities. If you sign in up to 15 minutes late on three occasions, this will result in a conference with the clinical faculty member. Even one late arrival of more than 15 minutes, without proper documentation, will result in a conference with the clinical faculty member and/or Coordinator of Student Teaching.
4. 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.
5. Punctual attendance at ALL scheduled seminars 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 and the clinical faculty member.
Classroom Management (EDUF 4115)
Practical and proven techniques for effective classroom management will be demonstrated and shared in this course. Teacher candidates will produce the following documents which will help save time and assist in managing the classroom effectively: Unit Manager, Routines and Procedures Inventory, and Behavior Plan which will include rules, rewards, and consequences. Using the techniques presented in this course will ensure greater student participation as well as increased student achievement.
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 D 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, PELM 5485, 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. 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.