Student Teachers
HANDBOOK FOR
UMHB
STUDENT TEACHERS
UNIVERSITY OF MARY HARDIN-BAYLOR
COLLEGE OF EDUCATION
UMHB, Box 8017
900 College Street
Belton, Texas 76513
CENTERS FOR PROFESSIONAL DEVELOPMENT AND TECHNOLOGY
TABLE OF CONTENTS
Welcome______1
Role of the Public School and the University
in Teacher Education Program ______1
Purpose ______1
Texas Education Agency State Adopted Proficiencies______1
Special Terms______2
Objective of Teacher Education Program ______2
Description of Student Teaching Program ______3
Standards of Behavior ______4
Code of Ethics ______5
Student Teaching Experience ______6
Duties and Responsibilities ______11
Substitution Policies ______11
Checklist for Student Teachers ______12
Role of the Cooperating Teacher ______13
Role of University Supervisor ______16
Appendix
Student Teacher Notice of Concern Request
for Conference with University Supervisor ______19
Deficiency Notice ______20
Student Teaching Overview ______21
Student Teacher Evaluation
Evaluating a Specific Teaching Experience ______22
Student Teacher Evaluation
Texas Teacher Appraisal Instrument ______23
Student Teacher Evaluation
Narrative Evaluation ______24
Student Teacher Evaluation
Mid-point, Exit Evaluation ______25
WELCOME
Welcome to student teaching. You are about to begin one of the most rewarding experiences of your college career. The student teaching experience is probably the most important phase of a teacher’s preparation. Student teaching should be the most intensive and extensive of the professional laboratory experiences. It is intended to provide prospective teachers with the opportunity to test theoretical concepts, to discover personal strengths and weaknesses, and to increase the skill and understanding required in teaching.
ROLE OF THE PUBLIC SCHOOL AND THE UNIVERSITY IN THE
TEACHER EDUCATION PROGRAM
The University of Mary Hardin-Baylor (UMHB) and the public school districts of Academy, Bartlett, Belton, Cameron, Copperas Cove, Florence, Gatesville, Holland, Killeen, Lampasas, Moody, Rogers, Salado, Temple, and Troy form a teacher education board known as the UMHB Cooperative Teacher Education Council. Representatives of these schools meet regularly to consider ways to improve teacher education and strengthen the partnerships of the University and the community. The organization provides ideas, physical facilities, and equipment, as well as other aids which form an integral part of our teacher education program.
The dean of the College of Education serves as chair of the UMHB Cooperative Teacher Education Council. Other members are representatives from the UMHB Education faculty, key administrative personnel from the participating school districts, elementary and secondary teachers from the participating districts, and the local unit president of the Association of Texas Professional Educators. The council is the liaison between the member school districts and the University of Mary Hardin-Baylor. The council is charged with the responsibility of advising the University of changes needed in the teacher education program, as well as being aware of program changes required by the State Board for Educator Certification under the Texas Education Agency.
PURPOSE
The purpose of student teaching is to develop the state-identified proficiencies for beginning teachers. The experience provides students in the teacher education program with opportunities in planning, curriculum development, assessment, instructional methodology, and classroom management. This handbook provides guidelines for the field experiences required of UMHB student teachers. Field experiences are critical to the success of the Teacher Preparation Program. They are structured to help prospective teachers see and experience the relationship between theory and practice. They allow students to observe teachers, develop professional and personal strengths, and acquire skills required of a teacher. The main purpose of the field-based student teaching experience is to develop proficiency in teaching students at assigned levels in specific teaching fields.
Texas Education Agency State-Adopted Proficiencies
LEARNER-CENTERED KNOWLEDGE
The teacher possesses and draws on a rich knowledge base of content, pedagogy, and technology to provide relevant and meaningful learning experiences for all students.
EQUITY IN EXCELLENCE FOR ALL LEARNERS
The teacher responds appropriately to diverse groups of learners.
LEARNER-CENTERED INSTRUCTION
To create a learner-centered community, the teacher collaboratively identifies needs and plans, implements, and assesses instruction using technology and other resources.
LEARNER-CENTERED COMMUNICATION
While acting as an advocate for all students and the school, the teacher demonstrates effective professional and interpersonal communication skills.
LEARNER-CENTERED PROFESSIONAL DEVELOPMENT
The teacher, as a reflective practitioner dedicated toall students’ success, demonstrates a commitment to learn, to improve the profession, and to maintain professional ethics and personal integrity.
Special Terms Used in the Handbook
Student TeacherPre-service teacher who is assigned to a practicing professional in a public school.
Student TeachingThe culminating experience in a teacher certification program. In this field experience, the student teacher gradually assumes the teacher role.
Cooperating TeacherThe campus-based mentor teacher for a student teacher or clinical teacher.
University SupervisorUniversity faculty member who monitors the student teacher, guiding the experience in a partnership role with the cooperating teacher.
Code of EthicsStandards of practice and ethical conduct toward students, colleagues, school officials, parents, and members of the community to which Texas educators adhere
OBJECTIVE OF TEACHER EDUCATION PROGRAM
The objective of the Teacher Education Program is to develop within the pre-service teacher the following:
1.An ability to write and to speak the English language with a degree of competence and confidence.
2.A stability of emotions, a broad base of interests, and an intellectual capacity.
3.A focus of ideas and beliefs which empower the learner.
4.An ability to think and creatively organize information in a framework to insure effective integration of ideas.
5.An understanding of the organization and basic philosophy of public education in the United States
6.A high degree of competence in the teacher’s subject matter area(s) and a willingness to assume the obligation of continuous improvement in this chosen field.
7.A familiarity with a broad range of teaching methods.
8.An understanding of physical, psychological, and sociological constructs in the development of children of varying ages
9.An ability to appropriately implement developmentally sound decisions for students of varying ages
10.An ability to employ self-evaluation to determine teaching effectiveness and to evaluate the progress made by students under the teacher’s direction.
11.A genuine respect for American youth and the desire to make personal contributions to the betterment of the individual.
12.A level of confidence for entering the classroom for the first time as a result of a well-planned and organized program of classroom observations and personal teaching experiences
13.An ability to administer and to interpret the results received from various types of measurement devices and rating scales.
14.An awareness of and an appreciation for the proper role of professional organizations.
DESCRIPTION OF THE STUDENT TEACHING PROGRAM
Requirements for student teaching are as follows:
1.The successful completion of each of the basic skill requirements in reading, math, writing and critical thinking with an approved, equivalent assessment or the Texas Higher Education Assessment (THEA)
2. A passing score on the written screening test
3.Senior standing, lacking no more than 14 hours to complete a degree. Completion of all professional development courses. Lacking no more than one course in each teaching field or specialization area
4.Admission to the Teacher Education Program
5.An overall grade-point average of 2.5 and a grade-point average of 2.75 individually in each teaching field or area of specialization and in professional development courses
6. Current liability insurance
7. Criminal Records check/Fingerprinting
Student teaching consists of observing and actively teaching under a cooperating teacher or teachers for one semester. All elementary education students seeking certification in EC-4 teach for nine weeks in an upper elementary setting and nine weeks in a lower elementary setting. A student teacher pursuing a 4-8 certification student teaches nine weeks in a 4th, 5th, or 6th grade class in the area of certification and nine weeks in a 6th, 7th, or 8th grade class in the area of certification. A secondary student teacher spends nine weeks in each teaching field or spends eighteen weeks in one teaching field. An alternative to the above may be a student teacher spending eighteen weeks dividing the school day between two teaching fields.
A successful student teaching experience is measured by receipt of a minimum grade of C and an affirmative vote for certification from the cooperating teacher and from the university supervisor.
After successfully completing student teaching, the student teacher must make a satisfactory score on the Texas Examination of Educator Standards (TExES) in the endorsement area, content areas, and professional development before being recommended for certification. Certification is not automatic. Students must make application for teacher certification and pay the necessary fee.
STANDARDS OF BEHAVIOR
Successful student teachers are professional in their relationships with students, administrators, supervisors, other teachers, and the support staff. As they assume their responsibilities, they exhibit the following behaviors:
- Professional conduct that reflects maturity, good judgment, diplomacy, and high ethical
standards.
- Appropriate relationships with students.
- Confidentiality regarding all information concerning individual students.
- Adherence to all local school policies while they are assigned to the school district.
- Maintenance of appropriate, professional appearance. Professional dress is based on good
grooming and appropriateness for the teaching assignment. All school districts have established expectations for teacher dress.
CODE OF ETHICS
Statement of Purpose. The Texas educator shall comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community and shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify honesty. The Texas educator, in exemplifying ethical relations with colleagues, shall extend just and equitable treatment to all members of the profession. The Texas educator, in accepting a position of public trust, shall measure success by the progress of each student toward realization of his or her potential as an effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate with parents and others to improve the public schools of the community.
Professional Ethical Conduct, Practices and Performance.
Standard 1.1. The educator shall not knowingly engage in deceptive practices regarding official policies of the school district or educational institution.
Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.
Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.
Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage.
Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents, or other persons or organizations in recognition or appreciation of service.
Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other applicable state and federal laws.
Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications.
Ethical Conduct Toward Professional Colleagues.
Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law.
Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system.
Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.
Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities.
Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, sex, disability, or family status.
Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues.
Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC under this chapter.
Ethical Conduct Toward Students.
Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law.
Standard 3.2. The educator shall not knowingly treat a student in a manner that adversely affects the student's learning, physical health, mental health, or safety.
Standard 3.3. The educator shall not deliberately or knowingly misrepresent facts regarding a student.
Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, sex, disability, national origin, religion, or family status.
Standard 3.5. The educator shall not engage in physical mistreatment of a student.
Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student.
Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any student or knowingly allow any student to consume alcohol or illegal/unauthorized drugs in the presence of the educator.
THE STUDENT TEACHING EXPERIENCE
Student teaching is a full-semester experience. The experience begins with student teachers participating in in-service with the public schools. Orientation on the UMHB campus is held shortly after student teaching begins. A semester calendar is provided with specific dates and responsibilities. Student teaching follows the assigned public school calendar, not the calendar of the University. Student teachers are required to be present each day of the student teaching assignment. Absences must be made up at the end of the student teaching schedule.
Student teachers observe the local school’s policy governing teachers’ daily arrival and departure times. In some instances a student teacher may be expected to stay beyond normal departure times if the cooperating teacher has a professional assignment that extends beyond the normal school day.
The university supervisor works with the cooperating teacher to design student teaching experiences and teaching responsibilities required to meet the needs of the public school students, keeping in mind that the UMHB model for student teaching is one of observation, practice and evaluation.
Student teacher evaluation is a cooperative task shared by the student teacher, the university supervisor, and the cooperating teacher. Much of the evaluation by the cooperating teacher is informal; thus, the student teacher may gain direction for action from brief, periodic conferences. The student teaching period in each assignment is divided into four stages.
STAGE ONE
Stage one, the period of observation and orientation, should be directed toward classroom procedures as well as related school activities. Students should observe approximately one week before beginning active teaching.
The student teacher should do the following:
1.Be punctual.
2.Exchange telephone numbers with your cooperating teacher and establish a clear notification system for cases of emergency. Notify the cooperating teacher as soon as possible in case of unavoidable absence. Next, notify the principal and the university supervisor.
3.Establish clear expectations about the arrival and departure times for the student teaching day.
During the observation period, the following activities and responsibilities may be assumed by the student teacher in order to adapt to the school activities:
1.Prepare bulletin boards and posters.
2.Help with educational media.
3.Plan programs (PTA meetings, assemblies).
4.Share the supervision of halls, playground, bathrooms, computer lab, library, and cafeteria.
5.Assist in grading and recording grades.
6.Work with individuals and small groups.
7.Gain knowledge of students through the study of cumulative folders, becoming familiar with the students’ cultural interests, educational background, and family-peer support systems.
8.Attend faculty, grade-level, PTA, and other professional meetings.
9.Learn students’ names in all classes to which you have been assigned and begin taking roll and submitting attendance slips for the teacher.
Perhaps the key to help make observation experiences worthwhile is knowing what to look for when observing. When observing, the student teacher should note the following:
1.Objectives of the lesson
2.Ways the objectives are achieved
3.Attitudes of students toward the learning experience
4.Ways discipline is established and maintained
5.Uses of positive reinforcement
6.Management of small group work
7.Methods for facilitating transition
8.Ways to accomplish closure effectively
The student teacher’s period of observation may be enhanced if the cooperating teacher arranges periodic conferences to assess the perceptiveness of the student teacher toward the learning activities of the classroom. The cooperating teacher might refer to some points upon which the student teacher has been encouraged to focus. The following is a list of teaching skills which may be helpful when you begin observations of the cooperating teacher’s classroom management and organizational skills:
BEHAVIOREXAMPLES
Reinforces desired behavior when appropriate.Offers specific encouragement to individuals
and/or the class for reinforcing acceptable behavior.
Applies rules consistently and maintainsTreats students equitably and fairly.
consistent expectations for behavior.
Maintains seating arrangement/groupingStudents are able to focus on instruction without
appropriate for the activity and the difficulty or distraction. Each student has adequate
environmentspace in which to work.