COLLEGE OF EDUCATION STUDENT TEACHING … OF EDUCATION STUDENT TEACHING HANDBOOK ... educational theory with classroom practice. Student teaching is based on instruction in ... level

COLLEGE OF EDUCATION STUDENT TEACHING

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2013-2014

Kim E. Boyd, Ed.D. Dean

Linda Dunham, Ed.D. Undergraduate Chair

Lauren Alvarez Coordinator of Student Teaching

Student Teaching Handbook

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TABLE OF CONTENTS I. Introduction ..........................................................................................................................1

A. To the Teacher Candidate ........................................................................................1 B. To the University Supervisor ...................................................................................1 C. To the Cooperating Teacher and School Administrator ..........................................1 D. Student Teaching Away Policy ................................................................................2

II. Introduction to Student Teaching.........................................................................................2 A. The Student Teaching Experience ...........................................................................2 B. Student Teaching Objectives ...................................................................................2 C. Structure of the Student Teaching Program .............................................................3 D. Textbook ..................................................................................................................3

III. Expectations of the Student Teacher ....................................................................................4 A. Eligibility for Student Teaching...............................................................................4 B. Eligibility for Graduation .........................................................................................4 C. Student Teacher Portfolio Seminar Meetings ..........................................................5 D. Time in Assigned Classrooms .................................................................................5 E. Teaching Responsibilities ........................................................................................5 F. Policies of the Cooperating School ..........................................................................7 G. Weekly Reports ........................................................................................................8 H. Evaluation ................................................................................................................9 I. Professional Conduct ...............................................................................................9 J. General Procedures and Regulations .....................................................................11

IV. Evaluating Student Teaching .............................................................................................12 V. Role of the University Coordinator of Student Teaching ..................................................13 VI. Role of the University Supervisor......................................................................................13 VII. Role of the Cooperating Teacher .......................................................................................13 VIII. Role of the Building Principal ...........................................................................................17 Appendices

A. Forms Used in Student Teaching ...........................................................................21 B. Sample Forms ........................................................................................................41 C. Institutional Standards and Student-Teacher Competencies..................................49 D. Student teaching Away Policy ...............................................................................63 E. Scholarships and Other Financial Aid for In-Service Teachers .............................71


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I. Introduction

A. To the Teacher Candidate (Includes traditional and cohort student teaching placements, unless specifically noted)

This handbook is your guide to student teaching. Since this Handbook is continually updated, it is to be considered the most accurate and current statement of requirements, policies, and procedures. Please refer to it for all questions relating to your student teaching. The Handbook presents the teacher candidate with the major policies and responsibilities that are of genuine concern during student teaching. It is very important for the teacher candidate to be thoroughly familiar with the policies contained in the Handbook--and to follow them. Student teaching is the culminating experience of the Professional Education Program. For questions concerning the Professional Education Program as a whole, you should refer to the Professional Education Program Handbook.

B. To the University Supervisor

This Handbook reflects the current policy of the College of Education concerning student teaching and should be used as the basis for advisement of teacher candidates. Every effort has been made to create a document that is consonant with the philosophy of Oral Roberts University as a whole and the College of Education in particular, while adhering to all requirements of the State of Oklahoma. This Handbook is subject to frequent review and will be revised when necessary. Please be certain that you are using the most current edition of the Handbook and that you note any amendments or corrections that may have been issued between major revisions.

C. To the Cooperating Teacher and School Administrator

At the outset, the College of Education wishes to thank you for your participation in this aspect of the Professional Education Program. Through your involvement in student teaching, you will have a profound influence on the future educators you encounter. Your example and expertise will, to a large extent, shape the attitudes and actions of these teachers-in-training. This Handbook has been prepared as an overall guide to student teaching through the College of Education. It reflects the current policies and procedures at Oral Roberts University, as well as the requirements of the Oklahoma State Department of Education. The Handbook is intended to be a guide to everyone involved in the student teaching experience—the student, the University supervisor, the cooperating teacher, and the school administrator. (See Sections VII and VIII herein for details on the role of cooperating teacher and school


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administrator.) We welcome your comments and suggestions, not only on this Handbook, but on the Student Teaching program as a whole.

D. Student Teaching Away Policy (see Appendix D)

II. Introduction to Student Teaching A. The Student Teaching Experience

Student teaching is that part of the preservice education program in which the prospective teacher works full-time in a school under the supervision of a cooperating teacher, as well as with members of the University faculty. Student teaching is considered one of the most vital phases of the teacher candidate's professional preparation. Beginning with a period of observation, the teacher candidate assumes increasing responsibility for working with a group or several groups of pupils. The culmination of each placement is at least 2 weeks of full responsibilities, including planning, teaching, and duties. This experience provides the prospective teacher with multiple opportunities to combine educational theory with classroom practice. Student teaching is based on instruction in teaching methods and subject matter content under the direction of the cooperating teacher and the University supervisor. The secondary student teacher's work is in his teaching field or fields; the elementary major, in a particular grade, school, or team situation. A master teacher possesses not only knowledge of subject matter, educational psychology, and human development, but also specific organizational, interpersonal, and communication skills. These skills are not easily learned from books and lectures. They are transmitted person to person, by example and illustration. It is during the student teaching experience that these skills are acquired and refined. There is no substitute for interning under a master teacher and being guided to have responsibility for a class. Most teacher candidates find student teaching to be both the most demanding and the most rewarding experience of their education.

B. Student Teaching Objectives

The student teaching experience is to provide the prospective teacher with opportunities: 1. To develop a personal understanding of the relationship between the

school and community, and the educational objectives of the school. 2. To become skilled in teaching in the following areas:

a. To understand the behavior of all pupils. b. To establish worthwhile teaching objectives for each pupil.


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c. To understand and apply valid principles of learning for each pupil.

d. To use appropriate teaching techniques and procedures. e. To become familiar with and make effective use of instructional

materials and procedures designed for each pupil. f. To gain skill in working as a democratic leader in the classroom. g. To understand and to apply effective techniques and procedures in

evaluating learning outcomes and the appropriateness of teaching materials and procedures for each pupil.

h. To understand and to abide by school policies and procedures.

3. To establish professional relations with members of the school staff, with parents, and with all persons interested in the education of the pupils.

4. To develop skill in performing routine administrative duties, including the

maintenance of required records and submission of required reports. 5. To function effectively as a citizen in the community. 6. To learn and use acceptable patterns of behavior management.

C. Structure of the Student Teaching Program The student teaching program at Oral Roberts University utilizes the services of accredited cooperating schools. The teacher candidate is assigned to two cooperating teachers, who are skilled, experienced, and highly effective in the specified certification areas. Student teaching takes place over a 14- to 16-week (70-day) period (see Section III.C). During the 14-16 weeks in the cooperating schools, the teacher candidate devotes the full day, five days a week, to student teaching responsibilities. A successful student teaching experience involves teamwork and close coordination between the teacher candidate, his/her advisor, the University supervisor, the coordinator of student teaching within the College of Education, the cooperating teacher, and the building principal. The role of each of these persons is detailed in Sections V-VIII.

D. Textbook The only textbook required for student teaching is found in D2L and is a handbook on the Teacher Work Sample Metholology.


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III. Expectations of the Student Teacher A. Eligibility for Student Teaching

All candidates expecting to become teachers are required to make formal application to student teach. (Application must be filed by March 31 to student teach during the fall semester of the following school year and by October 31 to student teach the following spring semester. The dates for the application deadline are subject to change.) The policy of the College of Education states that your admittance to the student teaching program is dependent upon meeting the following minimal requirements: 1. Prior admission to the Professional Education Program. (See Teacher

Education Program Handbook for admission standards.) 2. Have senior standing and a cumulative GPA of 2.50, as well as a GPA of

2.50 in the major or minor in which student teaching is to be done and in all professional education courses. (No grade below "C" may apply toward the completion of the professional education courses.) This must be confirmed by submitting a current transcript. Graduate students must have a 3.0 GPA.

3. File a Student Teaching Application with the coordinator of student

teaching in the College of Education, include also copies of Resume and Personal Information Sheet.

4. Have completed at least 45 hours of field-based experience.

5. Have taken the OSAT related to their teaching field prior to beginning

student teaching. 6. Be in good standing with the University.

7. Submit the Entry level and Intermediate level of the portfolio to the

advisor for approval.

8. Submit fingerprint and pass background check (for locations see http://www.12enrollment.com/locations?st=ok)

B. Eligibility for Graduation All candidates must: 1. Complete and submit to Registrar’s Office an online graduation request

form.

2. Turn in all student teaching forms to university supervisor.


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3. Submit all ePortfolio artifacts to the university supervisor to assess.

4. Submit OPTE (Oklahoma Professional Teachers Exam) scores to university supervisor in ePortfolio.

C. Student Teacher Portfolio Seminar Meetings Teacher candidates are required to attend seminars held by the coordinator of student teaching. These meetings will address specific issues facing student teachers. The initial meeting will be held in the evening during the first week of student teaching. The dates of the remaining seminars will be announced during the first meeting. Attendance at the seminar constitutes a portion of the portfolio grade.

D. Time in Assigned Classrooms Student teaching takes place over a 14- to16-week period. Placement for all certification areas shall be divided into two seven- or eight-week periods spent in different classrooms and in different districts. Placement in socioeconomically or culturally different environments is encouraged. Credit will be given for teacher seminars or professional days only if the student participates. Sick days, weekends, holidays, or school closings due to inclement weather will not be counted toward the 14- to 16-week student teaching period. Placement requirements are listed below. 1. Elementary Education / Special Education Learning Disabilities / Early

Childhood Education / Teaching English Language Learners The 14- to 16-week period should be divided into two equal periods spent in different classrooms. Teacher candidates are required to gain exposure to both primary and upper elementary settings and both areas of certification (i.e., Elementary Education and SPED).

2. Art, Music, Health/Physical, Learning Disabilities These areas receive a K-12 certification and are required to divide student teaching between elementary and secondary school settings.

3. Secondary Subject Area Certification The teacher candidate shall gain exposure both to junior and senior high school settings. If an alternative level placement in the subject area cannot be produced for the second seven weeks, the entire 14-week period may be spent in a single setting.

E. Teaching Responsibilities The teacher candidate is required to demonstrate competence in a full-time teaching situation participating in as much teaching as time, energy, and skill will permit. The cooperating teacher is the judge of the teacher candidate's readiness to each and will gradually increase responsibilities according to the teacher


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candidate's competency and manifested interest. In each placement the student teacher is required to complete a minimum of two weeks of full-time teaching in which he or she assumes total responsibility for the duties of a teacher. There must be an opportunity to observe good teaching as well as to gain experience teaching. The teacher candidate should contact the University supervisor if he or she feels the cooperating teacher is requiring more teaching time than seems reasonable. Teacher candidates assigned to cooperating teachers who teach an advanced placement (AP) course are not allowed to take full responsibility of that class. They may, however, assist the cooperating teacher in preparation for the class and/or checking assignments. According to College of Education policy, the teacher candidate should not be assigned to substitute positions. He or she may, however, assume responsibilities in his or her placement with a certified substitute present. 1. Suggested experiences the first day:

a. Become acquainted with personal center (own desk, personal

storage, etc.). b. Become acquainted with pupils. (Pupils should realize that they

have two teachers now instead of one.) c. Become acquainted with facilities within the room. d. Become acquainted with class schedule and seating arrangement. e. Observe the cooperating teacher. f. Tour the school. g. Participate, if possible, in some class activity. h. Obtain a copy of the school policies and regulations from the

Administrator.

2. Suggested during the beginning part of student teaching: a. Make meaningful observations. b. Work with individual pupils or small groups. c. Assume responsibility for lighting and ventilation. d. Assist with planning and teaching situations. e. Supervise study groups. f. Grade written assignments. g. Prepare posters, charts, art work, and bulletin boards. h. Assume responsibility for teaching materials. i. Assist with recess, hall, lunch, or other duties. j. Participate in library activities. k. Assume responsibilities for beginning of school day. l. Teach a part of a lesson by leading the discussion on a particular

topic. m. Plan and conduct demonstrations.


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n. Visit guidance department, office, library, clinic, etc. o. Participate in professional meetings. p. Become familiar with record-keeping system. q. Become familiar with pupil records. r. Develop readiness for full-time teaching. s. Indicate willingness to begin to plan effectively, carry out plans,

and handle increased responsibility. t. Observe a parent/teacher conference.

3. Suggested activities during the period of full-time teaching:

a. Accept full responsibility in teaching. b. Administer tests. Grade and record test results. c. Evaluate pupil progress. d. Hold conferences with parents and/or pupils. e. Plan and conduct field trips. f. Use audiovisual equipment. g. Plan and execute projects and/or programs. h. Supervise class on playground, in halls, in cafeteria, etc.

4. Suggested activities on a school-wide basis:

a. Attend PTA meetings. b. Attend faculty and other professional meetings. c. Participate fully in the extracurricular activities of the school. d. Attend curriculum study meetings and/or departmental meetings.

5. Suggested activities in the community: a. Manifest an interest in sporting and other events in which students

are involved. b. Participate in civic, religious, and cultural activities.

F. Policies of the Cooperating School Upon arrival at each placement, the teacher candidate should obtain a copy of and read the school's policy handbook. The teacher candidate should become familiar with policies and procedures of the cooperating school, such as: 1. Schedule pertaining to arrival time, departure, and to extra duties. 2. Grades assigned to pupils. 3. Policies regarding discipline of students. 4. Attendance at faculty, PTA, in-service, and professional meetings (OEA). 5. Public relations between school and community. 6. Use of telephone by pupils and teachers. 7. Parent-teacher relations. 8. Extra class activities.


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9. Use of school records, teaching materials, library books, reference books, machines, and other equipment.

10. Emergencies that involve accidents, illnesses at school, and health services.

11. Handling money collected from various drives, class funds, and payments for lunches, materials, insurance, etc.

12. Dismissal of students during school hours. 13. Playground regulations. 14. Classroom visitation by parents, former pupils, and small children. 15. Parties sponsored by the school. 16. Giving and receiving gifts. 17. Smoking by pupils and teachers. 18. Use and care of restroom facilities. 19. Traffic in the halls. 20. School cafeteria and lunchroom. 21. Transportation and parking of school buses and private cars of faculty

members, pupils, and parents. 22. Field and other types of school trips. 23. Regulations concerning the teachers' lounge. 24. Preparation and presentation of lesson plans. 25. Instructions relating to fire and storm drills. 26. Procedures for absence, illness, or emergency notification.

G. Weekly Reports

Teacher candidates are to submit to their University supervisor once a week a report concerning their student teaching. This report, along with an outline of the previous week's activities, should be directed to the University supervisor before the beginning of the next week. Emphasis should be placed on the Why and How, reporting new information learned and problem areas observed and experienced. The purposes of these weekly reports are: 1. To help summarize and evaluate your student teaching experiences and

progress.

2. To keep your University supervisor informed about your level of involvement as well as the relationship being developed between you and your cooperating teacher.

3. To provide an opportunity for you to indicate the problem areas where you need help from the cooperating teacher and the University supervisor.

4. To give you an opportunity to indicate new insights and understandings gained from your teaching experience.

This report is not to be a mere chronological listing of events, but an analysis and evaluation of progress in learning to teach. A summary of each weekly report


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will become part of your portfolio. Late reports will be considered as a basis for lowering the portfolio grade. Weekly reports are due no later than 8:00 a.m. Monday morning. There will be a 5% per half day penalty on all late work.

H. Evaluation

These components comprise the total Student Teaching grade: 1st Placement: 40% Cooperating Teacher Performance Evaluations

40% University Supervisor Performance Evaluations 20% Teacher’s Work Sample

2nd Placement: 50% Cooperating Teacher Performance Evaluations 50% University Supervisor Performance Evaluations These components comprise the total Portfolio Seminar grade: 40% Seminar attendance 40% Assignments, interview, and resume completion (see Appendix D: Professional Plan competency) 20% Weekly reports

** OPTE Scores must be submitted to advisor through ePortfolio Four times during the semester (twice each placement), an evaluation form (see Appendix) will be completed by the cooperating teacher. The cooperating teacher and the student teacher are to discuss the completed form so that strengths and weaknesses are clearly identified and goals for improvement can be set. These evaluations should be submitted to the University supervisor. A final grade will not be given the student teacher until all four evaluations have been received by the coordinator of student teaching. (See Section IV herein for further information on how student teaching is evaluated.)

I. Professional Conduct

1. As Christians entering the professional world, teacher candidates are expected to adhere to the highest standards of personal and professional conduct. Not only do they represent Oral Roberts University in the community, but it is vital that they uphold their own Christian testimony. Student teaching is an opportunity to exemplify to students and fellow teachers the character of Christ. Questionable personal or professional conduct is grounds for immediate termination.

2. The teacher candidate must follow both the University policies and those

of the school where assigned. The teacher candidate should follow all regulations that apply to the regular faculty members, including the "unwritten rules" on acceptable behavior and the operation of the school. In addition, the teacher candidate is strongly urged to identify with the


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school, to attend sports events, and to evidence a loyalty and personal interest in the welfare of the school, the teachers, and the students.

3. The teacher candidate should be aware of the confidential nature of school

records and that he/she may be privy to confidential information about students. Additionally, the school may have strict regulations that limit the student teacher's access to student files in accordance with state and federal laws regulating students' right to privacy.

4. The teacher candidate is expected to follow the schedule of the school where assigned, regardless of ORU vacations.

5. The teacher candidate should realize that the cooperating teaching is

essentially a volunteer who wishes to make an investment in the future of teaching. You are urged to develop a positive working relationship with your cooperating teacher, to seek his/her advice, and to respond to suggestions and constructive criticism.

6. Understanding Pupils: The pupils you will teach are individuals, and

much of your success as a teacher will depend upon your ability to understand them and to plan your teaching for them as they are, not as you think they should be. All pupils in the classroom should be studied. Show in your weekly reports what you have done to increase your understanding of your pupils through (1) analysis of class behavior, (2) conferences with individuals, and (3) study of school records.

7. Professional Reading: As problems arise or help is needed in making

teaching plans, you are expected to do professional reading from the references you have with you from the ORU library, and from sources available through the school. You will also want to become thoroughly familiar with the textbooks and other instructional materials that you will use in teaching.

8. Appropriate Dress: Follow the example of the teachers in your school and

the principal's direction in regard to appropriate dress and hair length. Jeans are only to be worn on specially designated days such as School Spirit Day. Your refusal to comply with the school standard for appearance may result in immediate suspension from student teaching.

9. Extra Class and School-wide Activities: You are expected to attend PTA

meetings, make home visitations with your cooperating teacher, attend faculty meetings and other professional meetings, and participate in extra class and school-wide activities. THESE ALWAYS HAVE PRECEDENCE OVER ACTIVITIES LISTED ON YOUR WORKLOAD. Classes on campus and Student Teaching Seminar take precedence over school activities. Check to see if your school needs verification of your ORU classes.


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10. Conferences: Your cooperating teacher will probably arrange regular conferences with you so that the two of you can discuss your work. If you need to talk with your cooperating teacher, do not hesitate to ask for a conference. Your cooperating teacher is interested in helping you do a good job.

J. General Procedures and Regulations

1. Role in the School: You are to function as a member of the staff of the school where you have been placed. Professional meetings and conferences which the cooperating teacher must attend are a required part of the teacher candidate's experience, as are any other duties the cooperating teacher has.

2. Attendance Policy: Promptness and regular attendance at school is

expected. You are not to leave early except in emergencies. You are expected to follow the calendar of your school. Your teacher may wish for you to arrive a little early or stay after school for planning or preparation. Be willing to comply. If absence is necessary, notify the principal, the cooperating teacher, and the University supervisor in advance or as early as possible during the day. You must also notify the University coordinator in writing of all absences or other irregularities of attendance using the Student Teaching Absence Report. Only two sick days per placement are allowed. Absences in excess of these must be made up. Be prepared to verify illness with a doctor's excuse if requested by the University supervisor.

3. The Oral Roberts University College of Education prohibits teacher

candidates from having guests in any K-12 classroom while student teaching without prior approval of the Coordinator of Student Teaching.

4. Corporal Punishment: The teacher candidate should review the policy of

the specific cooperating school regarding corporal punishment. Generally, under state of Oklahoma statutes, only certified school personnel should administer such punishment, and never a student teacher.

5. Substitute teaching: Teacher candidates are not allowed to substitute

teach during the internship experience. If the cooperating teacher is absent, a substitute teacher must be assigned to the room. The teacher candidate may take full responsibility for the teaching in that case if that is appropriate, but the substitute must be in the room.


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IV. Evaluating Student Teaching Good evaluation procedures serve to indicate the growth of the teacher candidate, rather than to serve as a vehicle for arriving at a final letter grade to be recorded. The letter grade should be a byproduct of the evaluation procedures concerned with helping the student teacher achieve maximum growth.

At the end of the semester, a final evaluation will be made by the University coordinator of student teaching. This evaluation will be based upon: A. Recommendations of the University supervisor based on conferences with the

student teacher, classroom observations, weekly reports, textbook assignments, and the portfolio.

B. Recommendations of the cooperating teacher as expressed on the evaluation

forms and in conference with the University supervisor. C. The self-evaluation of the teacher candidate (one per placement). D. The student teacher's participation in the Student Teaching Seminars. Cooperating teachers and University supervisors have institutional and professional responsibility to appraise student teaching in terms of actual achievement. Although persons reaching the student teaching period of their college preparation have been carefully screened, there may be occasions when it will be necessary to recommend further experience in another situation or professional guidance to help the teacher candidate find a more satisfactory outlet for his/her abilities. Note the following additional guidelines for evaluating student teaching: A. Evaluation should be based upon a mutually accepted set of goals or objectives.

All parties involved in the student teaching experience should have an understanding of what is expected of the student teacher.

B. The evaluation of student teaching should be a cooperative responsibility. All those concerned, the teacher candidate, the cooperating teacher, and the University supervisor, should have a part in the evaluation process.

C. The evaluation of student teaching should be continuous so that the student teacher has a guide to improvement. Through conferences and informal discussions, the teacher candidate, cooperating teacher, and University supervisor may clarify purposes, procedures, and problems as they arise.

D. Evaluation should lead to self-evaluation on the part of the teacher candidate. It is desired that by the end of the internship, the teacher candidate will be able to discern professional attributes and teaching skills for his/her field. Further, the teacher candidate should be able to make self-evaluations in order to determine by the end of each placement the extent to which these attributes are possessed.


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V. Role of the University Coordinator of Student Teaching The coordinator of student teaching is a College of Education faculty member who supervises the student teaching program as a whole. The coordinator is responsible for placement and for conducting the portfolio seminars.

VI. Role of the University Supervisor The University supervisor is a College of Education faculty member who is qualified to supervise student teaching in his/her area. The supervisor is an important resource for the teacher candidate, offering constructive criticism and help in dealing with difficult situations. Specific responsibilities include: A. Involvement in the orientation of teacher candidates to the student teaching

program. B. Systematic observation of student teaching classroom activities. This involves at

least four observation visits, the completion of an evaluation sheet for each session, and a postvisitation conference with the student teacher.

C. Development of communication between the staff of the cooperating school and

the staff in the College of Education at ORU. D. Evaluation of teacher candidate strengths and weaknesses. E. Providing feedback on any weekly assignments. F. Evaluation of and feedback on portfolio assignments. G. Assisting teacher candidates to develop techniques to improve in their areas of

weakness. H. Reviewing the evaluation forms submitted by the teacher candidate and

cooperating teacher. I. Advising the preparation of the senior/graduate portfolio.

VII. Role of the Cooperating Teacher The cooperating teacher is an experienced (a minimum of three years) classroom teacher who agrees to assist in the training of an intern teacher. This is an important role, as cooperating teachers have a profound influence on teacher candidates as they develop their teaching skills and styles. Following are activities that cooperating teachers should provide interns so that the full range of teaching responsibilities can be experienced.


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A. Orientation to the School and the Classroom Acquaint the intern with the layout of the school and the classroom. Introduce the teacher candidate to the administrators and other faculty and

staff with whom he or she will be interacting. Review the classroom and school routines. Provide access to the school policy book so that the teacher candidate can

read it during the first week of the placement. Provide a desk, table, or other workspace for the teacher candidate to use

throughout the placement. Acquaint the teacher candidate with the teacher's guides and commonly

used instructional materials and where they are stored. B. Assistance During the Observation Phase

Prior to the time when the teacher candidate assumes responsibility for teaching a class, he or she is an observer/participant in the classroom. Discussion of the observations is invaluable in helping assure the teacher candidate's understanding of the obvious as well as the subtle occurrences during the course of each day. Through these discussions, the teacher candidate should come to know the cooperating teacher's philosophy of education as well as the "hows" and "whys" of what the teacher does each day. The teacher candidate should interact with the cooperating teacher in the following ways: Observe and discuss the construction of lesson plans and all the

considerations unique to this particular class, subject, level, etc. Observe and discuss various ways that lessons are introduced in different

classes and at differing levels. Observe and discuss various methods of closure. Discuss individual differences and ways of handling these. Analyze discipline cases that arise, suggest preventative discipline

strategies, and discuss ways of handling problems within the guidelines of classroom rules and school policy.

Note the social and psychological characteristics of the class and the ramifications of such attributes.

Observe and discuss a variety of assessment techniques and how this information is recorded and reported to parents.

C. Allowance for Increased Responsibility

It is crucial to have the teacher candidate assume responsibilities preceding his/her actual teaching experience. The pace at which this will occur will vary from school to school, by grade levels or class, and according to the teacher candidate's demonstrated readiness. A major objective in following this procedure is so that the teacher candidate can gain skill and confidence in preparation for greater responsibility. Early responsibilities can include the following:


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Taking attendance Administering and checking tests Giving class assignments Giving individual help to students Reading aloud to the class Sharing in lesson planning Assuming playground Observing parent-teacher conferences supervision of the group Creating bulletin boards Responsibilities will continue to be assumed until the teacher candidate is handling all planning, teaching, assessment, and supervision duties that the cooperating teacher is assigned. A Timeline of Responsibilities, included in the packet of cooperating teacher materials, is to be developed by the cooperating teacher and teacher candidate as a rough guideline to indicate the proposed assumption of duties. This will help in determining a reasonable pace of increasing participation. The teacher candidate will turn this in to his or her University supervisor at the end of the first week of the placement. A copy of the timeline should be retained by the cooperating teacher.

D. Assignment of Teaching Duties The teacher candidate should have ample opportunity to observe the cooperating teacher instructing each subject/period before attempting to teach that class. Teaching should begin as soon as the cooperating teacher believes the teacher candidate is ready to assume this responsibility. This decision is made jointly by the teacher candidate and the cooperating teacher. Induction into actual teaching should proceed gradually to allow ample time for the teacher candidate to be responsible for the classroom. If needed, the cooperating teacher should model a lesson for the teacher candidate if there is an area of weakness. Then have him or her resume that subject after the model lesson is discussed with the cooperating teacher. In order for the teacher candidate to make maximum progress in acquiring teaching skill, feedback is imperative. The cooperating teacher should establish a regular debriefing time with the teacher candidate in order to review each day's performance. First, ask the teacher candidate to analyze the lesson. The following questions can be used to guide this analysis: What went well? What did I do to cause it to go well? What did not go as smoothly as I would have liked? What could I have done differently to improve the outcome? After the teacher candidate has completed this analysis, the cooperating teacher can add any additional comments about the lesson that were not mentioned. Specific comments are more helpful than general ones. (For example, telling the teacher candidate that his smooth transitions helped the students stay focused is more helpful than saying that the lesson went well.) The teacher candidate should be encouraged to take notes during these conferences and to set improvement


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goals for the next lesson, the next week, etc. as he or she strives to improve instructional skills. The cooperating teacher should check to see that an attempt is made by the teacher candidate to implement the feedback given. After the teacher candidate begins teaching the teacher should, as necessary, model additional lessons and/or discuss again any areas of concern. If progress is not noted, the University supervisor should be contacted for further assistance. It is important that in a case such as this, there should not be too much delay in seeking assistance so that there would be time left during the placement for improvement to be shown.

E. Constructing Lesson Plans and Learning Activities The cooperating teacher should explain how he or she makes curriculum decisions, locates materials for the lessons, and writes the lesson plans. As the teacher candidate picks up this responsibility, he or she should still discuss lesson possibilities before planning and should submit completed plans for the cooperating teacher's final approval before the lessons are taught. Each teacher candidate is required by the College of Education to develop, teach, and analyze a lesson in depth for purposes of inclusion in his or her portfolio. A discussion of and preparation for this assignment should take place early on so that there will be time to accomplish it during the placement.

F. Evaluation of the Student Teacher

In addition to informal conferences and discussions of progress in teaching, the cooperating teacher is responsible for formal evaluations of the teacher candidate. Two times during a seven-week period (about the midpoint and at the end), the cooperating teacher is expected to complete a Performance Evaluation form. Teacher candidates in 14-week assignments will be evaluated four times. Both a percentage and letter grade must be indicated on the form. It is critical that the comment section of these forms be completed with appropriate feedback. Additional comments may be inserted as needed in any of the rows in the upper portion of the form. The cooperating teacher should then go over it with the teacher candidate, pointing out strengths and weaknesses and helping to establish goals for improvement based on this information. Both completed forms are sent to the University supervisor. The final grade will be assigned by the coordinator of student teaching based on the reports of the cooperating teacher and the University supervisor. In addition to these forms, the coordinator of student teaching welcomes written comments about the student teacher's performance and the ORU student teaching program as a whole (see Cooperating Teacher Response Form).


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G. Attendance Teacher candidates are expected to complete 7-8 weeks at each placement. However, they are allowed two days per assignment, if necessary, for illness. All other absences, such as for inclement weather or additional days of illness, must be made up. They are expected to attend additional functions outside the regular school day, such as the cooperating teacher is required to attend. These may include PTA meetings, parent conferences, programs in which the cooperating teacher has responsibilities, etc. Exceptions to this will occur when the teacher candidate is enrolled in a University course in the late afternoon or evening. Teacher candidates are expected to arrive in a punctual manner and should be instructed in the school's check-in procedure. They are to abide by the arrival and departure hours required of teachers at the school. Additionally, the cooperating teacher may expect the intern to put in a reasonable amount of extra time before and/or after school as needed for debriefing, planning, and lesson preparation. A discussion with the teacher candidate about the matter should take place within the first few days of the placement so that a regular routine can be established early. The cooperating teacher is expected to document attendance irregularities and record them in the proper place on the intern's evaluation forms. The teacher candidate has been instructed to notify his or her cooperating teacher, the school, and the University supervisor as early as possible if an absence becomes necessary. For this reason it is requested that the cooperating teacher give the intern their home telephone number. If any attendance problem arises, the cooperating teacher is asked to notify the coordinator of student teaching immediately.

VIII. Role of the Building Principal Though the principal will not be involved in the daily supervision of the teacher candidate, he/she has a very important role in the teacher candidate's success. A positive and profitable experience can be facilitated by: A. Giving the teacher candidate an initial orientation to the school, its resources, and

its policies, including any written materials. B. Visiting the classroom. C. It is also requested that the principal conduct a mock employment interview with

the teacher candidate. This has proven to be invaluable for the teacher candidate in the future search for a teaching position.

D. According to College of Education policy, the teacher candidate should not be

assigned to substitute positions. He or she may, however, assume responsibilities in his or her placement with a certified substitute present.


18 5010\42375.026

Appendix A: Forms Used in Student Teaching The following forms should be used by the teacher candidates. Be sure they are submitted at the appropriate time to the individual indicated.

1. Student Teaching Absence Reports (Coordinator of Student Teaching and the University Supervisor) 2. Contextual Information worksheet 3. Cooperating Teacher Evaluation Forms

(Coordinator of Student Teaching and the University Supervisor)

4. Program Follow-Up (Coordinator of Student Teaching)

5. Mock Interview Feedback form Appendix B: Sample Forms Note that the following forms are samples for reference purposes only. The actual forms are available from the coordinator of student teaching.

1. Teacher Candidate Evaluation Form (Performance Evaluation) for Cooperating Teacher and University Supervisor

2. Cooperating Teacher Response Form

3. Time Line of Responsibilities

Appendix C: Institutional Standards and Competencies

1. Institutional Standards

2. General Competencies

3. Minimum Criteria for Effective Teaching Performance

4. Highly Effective Teacher Qualities for Student Teachers and Interns

Appendix D: Student Teaching Away Policy Professional Competency Plan


5010\42375.026 19

Oral Roberts University College of Education

Dress Code During Student Teaching Internships and Field Base Practicum and College of

Education Student Office Workers and Graduate Assistants It is the goal of the College of Education to maintain quality, professional dress standards. The following is the ORU College of Education dress code for all teacher candidates participating in practicums and student teaching internships: The traditional ORU dress code is preferred. However, candidates involved in student

teacher internships and practicums are permitted to follow the business casual dress code. The business dress code must be adhered to—No exceptions.

ORU Business Casual Dress Code Men: Women: Shirts with collars Blouses and sweaters Shoes and socks Skirts and slacks Hard-sole shoes, loafers Hosiery Slacks (includes "Dockers" type) HPE Dress Code Only: Matching Warm-up outfits with appropriate tennis shoes required. *Jeans may be worn on "School Jean Day" ONLY!

Business Casual DOES NOT Include: Men: Women: Jeans Jeans, Capri slacks Sandals/tennis/athletic shoes Sandals/tennis/athletic shoes T-shirts T-shirts Shirts without collars Sheer blouses Shoes without socks Shorts of any kind Shorts of any kind Sweats Sweats Shirts over leggings Hats, caps, or other headgear Hats, caps, or other headgear Earrings

APPENDIX A:

FORMS USED

IN

STUDENT

TEACHING

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STUDENT TEACHING ABSENCE REPORT Name Date of report Address Phone University Supervisor Cooperating Teacher School Assignment Date of absence Reason Send one copy to the Coordinator of Student Teaching. Keep a copy.


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5010\42375.026 27

CONTEXTUAL INFORMATION SHEET

Please indicate:

Semester (Fall or Spring) ______ Year: 20____

Your certification/licensure level (check all that apply):

Early Childhood (Birth-Grade 3) Secondary (Grades 6-12)

Elementary (Grades K-6) Dual (Elem. and Secondary, Grades PK-12)

Middle School (Grades 5-8)

Your certification/licensure area(s) (check all that apply):

Art Lang. Arts, Middle Level Physics

Biology French Psychology

Business Health Science, General

Chemistry Journalism Science, Middle Level

Early Childhood Ed. Mathematics Social Studies-Middle Level

Early Child., handicap Mathematics, Middle Level Social Studies

Earth-Space Science Music Spanish

Elementary Physical Education Speech and Theatre

Language Arts Physical Science Other: ______________

ESOL Identify the course, unit content area, (e.g., “Language Arts,” “Biology,” “Math,” “Social Science,” etc.), and grade level(s) of your Teacher Work Sample.

Course _________________________________ Content Area The grade(s)/level of students in your classroom (check all that apply):

Preschool 4th Grade 9th Grade

Kindergarten 5th Grade 10th Grade

1st Grade 6th Grade 11th Grade

2nd Grade 7th Grade 12th Grade

3rd Grade 8th Grade

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Please note: Some of the following information must be obtained directly from the teacher or the school’s administrator(s) A. Class/Classroom Information

Grade levels in class (list all that apply)

Ages in class (list all that apply)

Number of students enrolled in class

Number of students typically present

Time available each day to teach all students (in this class)

How would you rate the overall socio-economic status represented in classroom? (Provide approximate percentages of students that represents each category.)

Upper class Middle class Lower class

Ethnicity(ies)/Cultures represented (please specify):

Ethnicity Number of Students

African American Asian Hispanic Caucasian Pacific Islander Other

Gender make-up:

Number of males Number of females

Number of students who perform at the following levels:

Below grade level At grade level Above grade level

If students are above or below grade level, identify the different grade levels represented.

5010\42375.026 31

Teaching interruptions (e.g., frequent intercom messages, student, parents, or teachers who enter class etc.):

Few Some Many

B. Resources (equipment and supplies) available for this class (mark all that apply)

Overhead/Elmo projector Number of computer(s) Video projector Phone/intercom TV

Please list additional resources (e.g., maps, lab equipment, manipulatives, reading resources, etc.—please list):

C. Personnel resources available to you (indicate all that apply)

Instructional assistants(s) Peer (student) tutors Parent volunteers Resource Teachers (describe) Other (describe)

D. Individual differences

Number of ESL students in class (Students can speak basic or broken English, however, their primary language is NOT English)

Number of non-English speaking students (Students who do not speak English at all)

Number of students in class with IEPs (Students who have an Individualized Education Plan on file with the teacher or school)

Number of identified 504 students in class (students who have been officially tested and are physically or mentally impaired in some fashion)

Number of identified gifted students in class

5010\42375.026 33

E. Number of students in pull-out or supplementary programs

Title I Gifted

Other (please list, for example: remedial reading, math, etc.)

F. Please briefly describe the school’s immediate community:

Population (city or town)

Please list major industry(ies) (e.g., oil, farming, steel mills, technology, automotive, etc.):

Please list major employer(s) (e.g., American Airlines, IBM, Wal-Mart, etc.)

Students in your classroom mostly from:

Rural areas Urban areas Suburban areas

Describe the school district:

Number of elementary schools Number of junior high or middle schools Number of high schools Other types of school configurations

(i.e., 4th & 5th grade centers, etc.)

Are there any of the following in your community (mark all that apply)?:

Community Colleges Career Technology schools Colleges or universities

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COOPERATING TEACHER EVALUATION

Cooperating Teacher: ______________________________ School: ______________________ Subject/Grade: _______________________________________ Date: ____________________

1. The student teacher will complete a separate evaluation form for each cooperating teacher.

2. This record should be kept in the College of Education file and used for documentation of

cooperating teacher's performance. 3. Score each item according to the following scale: 5—Always 4—Usually 3—Occasionally 2—Rarely 1—Never

____ Shows evidence of planning for short-term objectives. ____ Shows evidence of long-range planning for learning objectives. ____ Directs instructional activities to maximize time on task. ____ Uses minimum class time for noninstructional activities. ____ Encourages positive behavior by students. ____ Discourages negative behavior by students. ____ Applies discipline fairly and consistently. ____ Establishes positive rapport with students. ____ Maintains a pleasant, safe, and orderly classroom climate that is conducive to learning. ____ Establishes positive rapport with student teacher.

____ Communicates the learning objectives for each lesson in such a way that students can understand them.

____ Shows how present topic is related to those topics that have been taught or that will be taught.

____ Relates present topics to students' experiences. ____ Utilizes a variety of methods to explain content. ____ Gives clearly stated directions that relate to the objectives. ____ Demonstrates the skills necessary for students to understand the learning objectives. ____ Checks to determine if students are progressing toward desired objectives. ____ Adjusts instruction based on the results of student assessment. ____ Requires students to practice newly learned skills with direct teacher supervision. ____ Requires students to practice newly learned skills without direct teacher supervision. ____ Summarizes and helps students fit into context what has been taught.

Instructions

Management

Instructional Skills

36 5010\42375.026

____ Uses effective questioning techniques. ____ Communicates clear goals and objectives for the student teacher's duties. ____ Provides useful feedback for student teacher. ____ Makes accommodation for special-needs learners.

____ Writes daily lesson plans designed to meet identified objectives. ____ Maintains written records of students' progress. ____ Administers grades fairly and consistently. ____ Communicates academic progress to students and parents in a consistent, timely fashion. ____ Implements a variety of evaluation techniques. ____ Effectively communicates classroom procedures to student teacher.

____ Works effectively as a member of an educational team. ____ Expresses self effectively in written and verbal communication. ____ Is accessible to students for special help. ____ Interacts with students/staff/parents in a positive and professional manner. ____ Shows enthusiasm and interest in teaching. ____ Adapts well to changes in routine and new situations. ____ Communicates clearly with student teacher. ____ Highly Recommend ____ Recommend ____ Recommend with Reservation ____ Do not Recommend

Submit complete form to the Coordinator of Student Teaching during the final week of each internship experience.

Procedures and Record Keeping

Professionalism

Comments

5010\42375.026 37

ORAL ROBERTS UNIVERSITY TEACHER EDUCATION EVALUATION

Program Follow-Up

Teacher Education Program: Elementary _______ Secondary _______ K-12 ______ Senior _______ Graduate Student _______ Year of Graduation: ____________ Advisor: ______________________________________

Please evaluate each statement according to the following scale: 5—Strongly Agree 4—Agree 3—Undecided 2—Disagree 1—Strongly Disagree Be sure to comment on back about any items you scored 1 or 2. The ORU Teacher Program provided: ____ An understanding of the principles and techniques of classroom management. ____ Effective teaching strategies. ____ An understanding of the structure of American education. ____ An awareness of professional ethics, rights, and responsibilities. ____ An understanding of principles and techniques of evaluation. ____ Proficiency in selection, utilization, and production of instructional media. ____ Proficiency in selection and utilization of curriculum materials. ____ Proficiency in utilization of computers for classroom instruction. ____ Human relation skills. ____ Parent conference skills. ____ A positive attitude toward learning and teaching. ____ An understanding of human development. ____ Self-understanding. ____ An awareness and understanding of the needs of multicultural and exceptional individuals. ____ Proficiency in writing daily lesson plans. ____ Adequate preparation in content area selected for certification.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________

General Information

Program Evaluation

Comments

38 5010\42375.026

Please respond to each of the following statements in relation to the Teacher Education Program. Most Beneficial Courses Least Helpful Courses 1. _____________________________ 1. _____________________________ 2. _____________________________ 2. _____________________________ 3. _____________________________ 3. _____________________________ 4. _____________________________ 4. _____________________________ 5. _____________________________ 5. _____________________________ Advisement Procedures/Availability of Advisor Strengths of the Program Weaknesses of the Program

5010\42375.026 39

Mock Interview Feedback Interviewer:

Interviewee: Please rate the interviewee on the following areas:

1 Dress too casual 1 2 3 4 5 professional

Comments:

2 First Impression no eye contact 1 2 3 4 5 no eye contact

poor handshake 1 2 3 4 5 solid handshake

poor posture 1 2 3 4 5 good posture

negative overall 1 2 3 4 5 positive overall

Comments:

3 Interview Responses

not thought out 1 2 3 4 5 well thought out

used filler words 1 2 3 4 5 no filler words

no eye contact 1 2 3 4 5 good eye contact

not listening 1 2 3 4 5 listened well

irrelevant answers 1 2 3 4 5 relevant answers

Comments:

4 Resume

poorly organized 1 2 3 4 5 well organized

not well written 1 2 3 4 5 well written

irrelevant 1 2 3 4 5 Relevant

Comments:

APPENDIX B:

SAMPLE

FORMS

Original - Coordinator of Student Teaching Copy 2 - Teacher Candidate Copy Copy 3 - University Supervisor

Oral Roberts University PERFORMANCE EVALUATION College of Education

Teacher Candidate___________________________________Major________________________Grade Levels or Subject Areas__I___________________II____________________

Cooperating Teacher_________________________________ University Supervisor______________________________ School/District___________________________________ Mark each characteristic below with one of the following levels of competence: 5 – Exemplary; 4 – Competent; 3 – Acceptable; 2 – Unacceptable; 1 – Not attempted; 0 – Not observed Circle appropriate comments below and add written comments as needed, identifying them with I or II to indicate when observed. QUALITIES

Institutional Standards

Observation I

Observation II

PERSONAL 1. Appearance: dresses appropriately; well groomed; nice posture 1 2. Demeanor: poise; patience; enthusiasm; sense of humor; tact; sensitivity toward others’ feelings and opinions 1, 10 3. Speech: uses correct grammar; articulates clearly; uses appropriate volume 1 4. Attendance: never, rarely, occasionally, or frequently absent; on time 1 DISPOSITION 5. Dependability: fulfills obligations without promptings; achieves objectives; meets deadlines; returns paperwork promptly 1, 2 6. Relationships: respects and enjoys students; relates well with Cooperating Teacher; has positive interaction with other teachers and staff in the building

1, 2

7. Respect: creates a mutual respect between self and students; displays respect toward faculty and staff 1 8. Response: accepts, seeks, or is unreceptive toward feedback; implements feedback 1, 2 LESSON PLAN 9. Format: written in clear, concise format; contains all necessary information 4, 5, 6 10. Objectives: can identify appropriate district and P.A.S.S. objectives for lesson content 5 11. Accommodations: plans for student diversity, abilities, and styles 9, 12, 13 12. Assessment: plans for multiple means of assessment; plans developmentally- and content-appropriate assessment 14 INSTRUCTION 13. Introduction: states or writes objectives at beginning of lesson; gains interest/attention of group; checks for prior knowledge 12,16 14. Methods: appropriate to students’ maturity and content presented; adjusts as needed throughout lesson 5, 6, 7, 9, 12, 13 15. Presentation: logically sequenced; allows for/encourages student interaction and questions; gives clear directions and explanations; adjusts for learning differences within the group; uses correct written mechanics

5, 6, 7, 8, 9, 12, 13

16. Media: utilizes technology (e.g., computers, charts, videos, projectors, etc.) appropriately to support objectives 15 17. Transitions: brief; lengthy; smooth; disruptive 18. Knowledge: current; accurate; limited to/goes beyond text for application 5, 8 19. Pacing: begins/ends lesson on time; instructional time maximized; appropriate for learners 4, 12 20. Materials: relate closely to objectives; ready for immediate use; appropriate for student learning 12 21. Closure: sums up lesson; provides application to future learning; engages learners 7,13, 16 22. Assessment: monitors for understanding throughout lesson; adjusts instruction based on findings 1, 14 MANAGEMENT 23. Monitoring: aware of activity throughout room; engages all learners; moves about room as needed 7, 14 24. Discipline: corrects with respect; uses preventative measures; consistent in behavioral expectations; is fair; uses developmentally-appropriate techniques

1, 16

GRADE: See important grading guidelines on the back of this form. Enter Grade % % COMMENTS: Observation I

COMMENTS: Observation II

Observation 1 ______________________________________ Evaluator’s Signature Date Observation 2 ______________________________________ Evaluator’s Signature Date

Definition of Terms: 4 – Exemplary: Teacher Candidate uses this skill consistently with a high degree of competence and confidence. 3 – Competent: Teacher Candidate uses this skill appropriately and competently. 2 – Acceptable: Teacher Candidate is beginning to incorporate this skill in their instructional repertoire. 1 – Unacceptable: Teacher Candidate has not yet developed or used this skill. 0 – Not Observed Justification: (Explain 4 or 1 – comments) When an evaluator determines that the teacher candidate should receive a 4 – Exemplary rating or a 1 – Unacceptable rating, the evaluator must provide written documentation either on the front of the evaluation form or on an attachment to the evaluation form explaining the rationale for this rating. Point Scale: Each category will be assigned a rating (4, 3, 2, 1, or 0). The rating for each category will be totaled and divided by the number of categories that have been observed and rated. (0 – Not Observed should NOT be included in the total number of categories.) For example, 24 categories observed x 4 points given for each category equals 96 points. This total (96) should be divided by 24 to get a number between 0 and 4 that will then be compared to the scale below to determine the percentage grade. When dividing 96 by the number of categories observed (24) the quotient is 4. Comparing 4 to the scale below, the teacher candidate earned a percentage grade of 100%. If only 23 categories were scored because one category was Not Observed, the total points would be divided by 23.

4.0 = 100% 3.4 = 91% 2.8 = 82% 2.2 = 73% 1.6 = 64%

3.9 = 98.5% 3.3 = 89.5% 2.7 = 80.5% 2.1 = 71.5% 1.5 = 62.5%

3.8 = 97% 3.2 = 88% 2.6 = 79% 2.0 = 70% 1.4 = 61%

3.7 = 95.5% 3.1 = 86.5% 2.5 = 77.5% 1.9 = 68.5% 1.3 = 59/5%

3.6 = 94% 3.0 = 85% 2.4 = 76% 1.8 = 67% 1.2 = 58%

3.5 = 92.5% 2.9 = 83.5% 2.3 = 74.5% 1.7 = 65.5% 1.1 = 56/5%

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Oral Roberts University College of Education

COOPERATING TEACHER RESPONSE FORM Name ___________________________________________ Date _______________________ School ___________________________________ Address _____________________________ Phone no. ________________ Grade/Subject ___________________ Years at this level ______ Student teacher supervised __________________________________ Mail completed form to: Coordinator of Student Teaching, College of Education, Oral Roberts University, 7777 South Lewis Avenue, Tulsa, OK 74171. If desired, return via your student teacher. I. Please make observations and recommendations regarding the strengths and weaknesses of

the Oral Roberts University student teaching program as reflected by this student teacher's performance.

II. Comment on the performance of the student teacher in the following areas.

Exc

elle

nt

Goo

d

Sat

isfa

ctor

y

Nee

ds to

Im

prov

e

Uns

atis

fact

ory

Inad

equa

te

Info

rmat

ion

Knowledge of subject area

Classroom management

Content area reading

Individual student differences

Learning theory

Social relationships with professional staff

Teaching strategies

Rapport with students Additional observations and recommendations about the student teacher may be made on the back of this page.

5010\42375.026 47

TIMELINE OF RESPONSIBILITIES Student Teacher (ST) __________________________________ School _________________________ District ___________________________________ Cooperating Teacher (CT) ______________________________ Phone _________________________ Email ____________________________________

Gradual release of responsibilities with tentative timeframe (adapted from Jeffrey Wilhelm)

1 week 1 week 2 weeks 3 weeks

A. Complete the following timeline

Week 1 Week 2 Week 3 Week 4* Week 5 Week 6 Week 7 Week 8 General Expectancies *Traditional student teachers combine weeks 4 and 5 as you will be in the classroom only 7 weeks.

Observe; Supervise; Begin performing daily routines; Set-up, clean-up, & prepare materials (copy, laminate, collect items, etc.)

Continue responsibilities assumed during Week 1 while taking on 1 subject following CT lesson plans.

Continue building responsibilities and take an additional subject (bringing your responsibility to 2 subjects).

Add 1 more subject.

Add 1 additional subject and the responsibility of creating a newsletter to parents explaining the academics and experiences that will be covered over the next two weeks.

Assume full responsibility for planning, instruction, and assessment in ALL subjects.

Continue with full responsibility.

Slowly release responsibilities back to CT one subject at a time or as appropriate for your classroom.

Additional Responsibilities/ Specific subjects assigned by CT

B. Enclose a copy of your daily schedule that clearly identifies when you are in and out of the room (lunch, library, computer, etc.). C. Retain a copy of the timeline and schedule for yourself and one for your CT.

____________________________________________________ __________ ___________________________________________________ ___________ ST signature date CT signature date

CT does; ST watches

CT does; ST helps

ST does; CT helps

ST does; CT watches

APPENDIX C:

INSTITUTIONAL

STANDARDS

OORRAALL RROOBBEERRTTSS UUNNIIVVEERRSSIITTYY

CCOOLLLLEEGGEE OOFF EEDDUUCCAATTIIOONN


535010\42375.026 53

UNIVERSITY MISSION The mission and purpose of Oral Roberts University, in its commitment to the historic Christian faith, is defined in the University’s Purpose and Goals and the University’s Statement of Purpose: Purpose and Goals Oral Roberts University came into being as a result of its founder, Oral Roberts, obeying God’s mandate to build a university on God’s authority and the Holy Spirit. God’s commission to Oral Roberts was to: “Raise up your students to hear My voice, to go where My light is dim, where My voice is heard small and My healing power is not known. To go even to the uttermost bounds of the earth. Their work will exceed yours, and in this I am well pleased.” Statement of Purpose It is the purpose of Oral Roberts University, in its commitment to the historic Christian Faith, to assist the student in a quest for knowledge of and relationship to God, mankind, and the Universe. Dedicated to the realization of truth and the achievement of one’s potential life capacity, the University seeks to graduate an integrated person—spiritually alive, intellectually alert, physically disciplined, and socially adept. To accomplish this purpose, Oral Roberts University seeks to synthesize by means of interdisciplinary cross-pollination the best traditions in liberal arts, professional, and graduate education with a charismatic concern to enable students to go into every person’s world with healing for the totality of human need.

PHILOSOPHY STATEMENT It is the Philosophy of the College of Education to provide a sound academic program built on a Christian foundation and integrated with Biblical principles to equip educators inculcated with a Christian worldview in spirit, mind, and body for assignments in public and private elementary, secondary and postsecondary schools, as well as homeschool and mission settings. The College of Education believes that the finest educators are “called” to the profession and those chosen are endowed with special “gifts,” including the gift of teaching.

MISSION STATEMENT The mission of the College of Education is to provide the opportunity for individuals who hold Christian principles to participate in advanced study in preparation for professional public and private responsibilities in the field of education throughout the world.

PORTFOLIO PHILOSOPHY The portfolio is a dynamic collection of artifacts that reflect the student’s development and mastery of competencies required by the College of Education and the Oklahoma Commission of Teacher Preparation. Benefits of the portfolio include the development of an individual’s personal career action plan; clarification of career objectives and goals; self-reflection, assessment and improvement; and facilitation in preparing application for employment or promotion.


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ORAL ROBERTS UNIVERSITY COLLEGE OF EDUCATION

INSTITUTIONAL STANDARDS

1. The candidate is a reflective, transformed educator who continually evaluates his/her practice, particularly the effects of his/her choices, dispositions, and actions on others (students, families, and other professionals in the learning community) from a Christian worldview.

2. The candidate is a reflective, transformed educator who actively seeks opportunities to grow professionally and understands the evaluation process of relative constituencies.

3. The candidate makes educational decisions (i.e. plans instruction and/or administrative duties) based on a Christian philosophy of education and promotes Godly principles among students, colleagues, parents, and agencies in the larger community.

4. The candidate makes educational decisions (i.e. plans instruction and/or administrative duties) based on the principles of the whole person lifestyle, including the spiritual, physical, intellectual, social, and emotional aspects.

5. The candidate draws upon knowledge of content areas, cross‐disciplinary skills, technological resources, learners, the community, multiple and varied clinical experiences and knowledge of subject matter, Core Curriculum, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

6. The candidate understands the central concepts, tools of inquiry, and structures of the disciplines(s) he/she teaches and creates learning experiences that make these aspects of the discipline(s) accessible and meaningful for learners.

7. The candidate demonstrates an understanding of effective verbal, nonverbal and technological skills through a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections to authentic local and global issues.

8. The candidate is a reflective, transformed educator who uses research, research findings, contextual information, and other evidence to adapt his/her practices to meet the needs of each learner.

9. The candidate understands how students learn and designs and implements developmentally appropriate and challenging learning experiences that are supportive of personal and career development.

10. The candidate demonstrates an understanding of the legal aspects of education. 11. The candidate demonstrates the disposition of a transformed educator who seeks outreach opportunities

to diverse populations, both locally and worldwide. 12. The candidate understands how students learn and develop, recognizing that patterns of learning and

development vary individually within and across the cognitive, linguistic, social, emotional, spiritual and physical areas.

13. The candidate understands how to connect concepts and uses differing perspectives to engage learners in critical/creative thinking, collaborative problem solving, and applying performance skills to authentic local and global issues.

14. The candidate demonstrates an understanding of assessment systems that aggregate and disaggregate data collected from multiple formal and informal assessment instruments, and supported by various technological resources.

15. The candidate understands how to use assessment data to engage learners in their own growth, document learner progress, inform ongoing planning, instruction, and program improvement.

16. The candidate works with learners to create inclusive learning environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self motivation.

17. The candidate demonstrates the competencies necessary to foster active inquiry, collaboration, and supportive interaction to build skills to access and appropriately apply information that supports lifelong learning.

18. The candidate demonstrates an understanding of individual differences and diverse communities by creating inclusive learning environments and educational opportunities that allow each learner to reach his/her full potential.


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GENERAL COMPETENCIES

Approved by the Oklahoma State Board of Education 1. The teacher understands the central concepts and methods of inquiry of the subject matter

discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. The teacher understands how students learn and develop, and can provide learning

opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary.

3. The teacher understands that students vary in their approaches to learning and creates

instructional opportunities that are adaptable to individual differences of learners. 4. The teacher understands curriculum integration processes and uses a variety of

instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills and effective use of technology.

5. The teacher uses best practices related to motivation and behavior to create learning

environments that encourage positive social interactions, self-motivation and active engagement in learning, thus, providing opportunities for success.

6. The teacher develops knowledge of and uses a variety of effective communication

techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. The teacher plans instruction based upon curriculum goals, knowledge of the

teaching/learning process, subject matter, students’ abilities and differences, and the community; and adapts instruction based upon assessment and reflection.

8. The teacher understands and uses a variety of assessment strategies to evaluate and

modify the teaching/learning process ensuring the continuous intellectual, social and physical development of the learner.

9. The teacher evaluates the effects of his/her choices and actions on others (students,

parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.

10. The teacher fosters positive interaction with school colleagues, parents/families, and

organizations in the community to actively engage them in support of students’ learning and well being.

11. The teacher shall have an understanding of the importance of assisting students with

career awareness and the application of career concepts to the academic curriculum.


535010\42375.026 56

12. The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development.

13. The teacher understands the legal aspects of teaching including the rights of students and

parents/families, as well as the legal rights and responsibilities of the teacher. 14. The teacher understands, and is able to develop instructional strategies/plans based on the

Oklahoma core curriculum. 15. The teacher understands the State teacher evaluation process, “Oklahoma Criteria for

Effective Teaching Performance,” and how to incorporate these criteria in designing instructional strategies.


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Minimum Criteria For Effective Teaching Performance I. Practice

A. Teacher Management Indicators

1. Preparation--The teacher plans for delivery of the lesson relative to short-term and long-term objectives.

2. Routine--The teacher uses minimum class time for non-instructional

routines, thus maximizing time on task. 3. Discipline--The teacher clearly defines expected behavior (encourages

positive behavior and controls negative behavior). 4. Learning Environment--The teacher establishes rapport with students

and provides a pleasant, safe, and orderly climate conducive to learning.

B. Teacher Instructional Indicators

1. Establishes Objectives--The teacher communicates the instructional objectives to students.

2. Stresses Sequence--The teacher shows how the present topic is related to

those topics that have been taught or that will be taught. 3. Relates Objectives--The teacher relates subject topics to existing student

experiences.

4. Involves All Learners--The teacher uses signaled responses, questioning techniques, and/or guided practices to involve all students.

5. Explains Content--The teacher teaches the objectives through a variety of

methods.

6. Explains Directions--The teacher gives directions that are clearly stated and related to the learning objectives.

7. Models--The teacher demonstrates the desired skills. 8. Monitors--The teacher checks to determine if students are progressing

toward stated objectives. 9. Adjusts Based on Monitoring--The teacher changes instruction based on

the results of monitoring.


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10. Guides Practice--The teacher requires all students to practice newly learned skills while under the direct supervision of the teacher.

11. Provides for Independent Practice--The teacher requires students to practice newly learned skills without the direct supervision of the teacher.

12. Establishes Closure--The teacher summarizes and fits into context what has been taught.

II. Products

A. Teacher Product Indicators

1. Lesson Plans--The teacher writes daily lesson plans designed to achieve the identified objectives.

2. Student Files--The teacher maintains a written record of student progress.

3. Grading Patterns--The teacher utilizes grading patterns that are fairly

administered and based on identified criteria.

B. Student Achievement Indicators

Students demonstrate mastery of the stated objectives through projects, daily assignments, performance, and test scores.


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ORAL ROBERTS UNIVERSITY COLLEGE OF EDUCATION

HIGHLY EFFECTIVE TEACHER QUALITIES FOR STUDENT TEACHERS AND INTERNS

Goe, Bell, & Little. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.

Have high expectations for all students

Contribute to positive academic, attitudinal, and social outcomes for students

Use diverse resources to get the job done

Value diversity

Collaborate with others

Stronge, J. H., (2007). Qualities of effective teachers (2nd ed.). Alexandria, VA. Association for Supervision and Curriculum' Development.

X Data‐Driven Planning

+ The teacher’s planning process constantly anticipates student misconceptions and/or prior knowledge by employing a variety of instructional strategies and resources.

X Instructional Delivery

+ The teacher’s instructional delivery optimizes students’ opportunity to learn by engaging students in higher‐order thinking skills and processes to address divergent learning needs.

X Assessment for Learning

+ The teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to monitor their own academic progress.

X Student Progress

+ The teacher attains a high level of achievement with all populations of learners.

1 “Teaching is judged by successful learning.”

Tomlinson, C. A., & McTighe, J. (2006). Integrating: Differentiated instruction understanding by design. Alexandria, VA: ASCD.


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X Learning Environment

+ The teacher consistently uses effective management strategies so that learning time is maximized and disruptions are minimized.

X Professionalism

+ The teacher is a professional role model for others, engages in a high level of professional growth, and contributes to the development of others and the well‐being of the profession.

ORAL ROBERTS UNIVERSITY COLLEGE OF EDUCATION DISTINCTIVE

Supportive of the ORU College of Education’s vision and mission

Positive disposition toward student learning

Visionary

Strong content and pedagogical knowledge

An individual who has coaching knowledge. Mentors intentionally and enthusiastically.

A minimum of three years of teaching and/or administrative duties.

Willing to share classroom governance.

Supportive of teacher education programs.

Demonstrate a professional attitude toward service to the profession.

Evidence or perception that they have/run a good school effective for students, effective for staff.

2 “Teaching is judged by successful learning.”

Tomlinson, C. A., & McTighe, J. (2006). Integrating: Differentiated instruction understanding by design. Alexandria, VA: ASCD.


APPENDIX D:

STUDENT TEACHING

AWAY POLICY

&

PROFESSIONAL

COMPETENCY PLAN


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STUDENT TEACHING AWAY POLICY Rationale As part of the approved agreement with the Oklahoma Commission for Teacher Preparation, the Oral Roberts University College of Education is required to send a university representative to complete an on-site observation for all teacher candidates completing their student teaching internship assignments away from the Tulsa area. Occasionally residential teacher candidates are approved to complete their student teaching internship outside of the greater Tulsa metropolitan area if they meet all of the qualifications. Fees: Students completing internships at a distance are required to take care of the following financial obligations:

Air or car travel to and from the student teaching internship location for the university supervisor.

Hotel expenses at a medium to high quality hotel for the university supervisor. The $30.00 per day ORU per Diem for four days for the university supervisor. Local travel arrangements. Plus any additional fees required by the school or district.

Requirements:

Application for student teaching away should be made one year in advance of the internship semester requested—by September’s student teacher meeting for the following fall or by February’s student teacher meeting for the following spring. (See Appendix I for timeline.)

A minimum GPA of 3.0 (A transcript should be attached.) Admittance to the Professional Education Program. Completion of all requirements in the degree program except for student teaching before

entering the internship, including the Professional Seminar/Portfolio. (PED 361) Enroll in and pass PED 361—Professional Seminar/Portfolio the semester prior to

student teaching away. Successfully taken and passed all three components of the Oklahoma Certification

TESTS. (OGET, OSAT, OPTE) Attend a special required meeting for all teacher candidates seeking to complete the

student teaching internship outside of the Tulsa area. Advisor’s approval is required signifying the candidate has the knowledge, skills, and

dispositions to successfully complete a student teaching internship at a distance. Secondary teacher candidates must have their advisor’s approval signifying their

willingness to travel to supervise the student teacher in an away school.


66 5010\42375.026

It is the teacher candidate’s responsibility to contact the desired school to obtain approval in writing from the administrator to student teach in that school along with contact information prior to applying for student teaching away. The school must be state or nationally accredited by an accrediting agency recognized by the UDSE. (Once approved, the student teaching coordinator will contact the school to complete the process.)

Pay any required expenses requested by the school district prior to the first day of student teaching.

It is the teacher candidate’s responsibility to organize housing in Tulsa as well as at the student teaching location.

Enroll in PED 450 – Student Teaching Away, which includes a $1,300.00* course fee to cover the university supervisor expenses.

Limit employment outside of student teaching to a maximum of 15 hours if it is necessary to work during the internship semester.

Submit all weekly reports and all required documents promptly and electronically. Maintain frequent contact with your ORU supervisor via telephone and/or email

communication during the internship including notification of any needs and/or problems that arise.

Obtain the student teacher packet, which includes all necessary documents and report forms before leaving ORU in the semester prior to Student Teaching.

Return for College of Education Senior Day, Investiture ceremony, and ORU graduation in April following Student Teaching.

Finish all course work prior to leaving for the student teaching internship.

*Request to complete student teaching away at international sites will incur additional expenses.


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PPRROOFFEESSSSIIOONNAALL CCOOMMPPEETTEENNCCYY PPLLAANN FFOORR TTHHEE CCOOLLLLEEGGEE OOFF: PPaarrttiicciippaattiinngg MMaajjoorrss:: RESUME/COVER LETTER (1 point each/2 points recommended for this section) Competency(ies) already in place: 1. Resumes must be submitted in order to apply for a student teaching position through the College of Education. Resume/Cover Letter Competencies Offered by Career Services—chosen by department: Submit a resume for approval on the Golden Hire Network (prior to student teaching). Attend an in‐class resume development session provided by Career Services (prior to student teaching)

(requirement met within Student Teaching application process as coordinated by Student Teaching Rep.; mid‐fall and mid‐spring).

INTERVIEWING (1 point each/2 points recommended for this section) Competency(ies) already in place: 1. All students are required to interview to gain entrance into the College of Education. 2. Mock interviews are available through current educational professionals on ORU staff, one is required for each student (Course #:PED 361 Professional Education Seminar). Interviewing Competency(s) Offered by Career Services—chosen by department:

None JOB SEARCH STRATEGIES (1 point each/2 points recommended for this section) Competency(ies) already in place: 1. All students must research potential organizations at which to do student teaching. Job Search Strategies Competence(ies) Offered by Career Services—chosen by department: Attend a job search strategies class presentation or workshop (Course #:PED 361 Professional Education Seminar). All students must attend the Career Services Career Fair Tips Workshop during Career Week in either the fall or spring of their senior year (Course #:PED 361 Professional Education Seminar).


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NETWORKING (1 point each/2 points recommended for this section) Networking Competence(ies) already in place: 1. All students are strongly encouraged to participate in an informational and/or mock interview with the school principal or teaching professional at the school where they student teach. 2. Participation in the TCLA‐Teacher Candidate Leadership Association required by all Education majors. Networking Competence(ies) Offered by Career Services—chosen by department: Senior Activity Day—Seniors will attend and participate in a morning Career Expo focused on Education majors. Students are required to interact with at least four participating recruiters for a potential job opportunity.

COLLEGE/MAJOR SPECIFIC ACTIVITIES (1 point each/2 points recommended for this section) College/Major Specific Competence(ies) already in place: 1. All students are required to participate in student teaching positions for 620‐640 hours during one or two semesters at two different locations. 2. All seniors are required to attend the Professional Development Panel during Senior Activity Day. 3. Oklahoma Teacher of the Year comes and speaks to ORU students about achieving success.


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Scholarships and Other Financial Aid for In-Service Teachers

Loan payment Temple Scholarship

Available to ORU graduates in teacher education with standard certification who have not previously received this scholarship

Must be teaching in a Title I school Must be in first or second year of teaching $5,000 Applications are available in the School of Education Office

Loan Forgiveness Perkins Loan Borrowers

Available to full-time teachers in a Title-I school or teaching in an area of mathematics, science, foreign languages, bilingual education or any field of expertise that is designated to have a shortage of qualified teachers within the state in which the loan recipient teaches. To find these areas of certification for your state, go to http://www.ed.gov/about/offices/list/ope/pol/tsa.pdf or http://www.sde.state.XX.us/ (XX- replaces these letters with the abbreviation for your state)

A percentage of the loan is forgiven up to 100% over a period of five years for each year of teaching

Forms are available in the ORU Student Loan Office For more information concerning guidelines and limitations see

http://studentaid.ed.gov/PORTALSWebApp/students/english/cancelperk .isp?tab=repaying

Loan Deferment or Forgiveness FEEL/Stafford Loan Borrowers

Available to teachers who are teaching in a Title I School or teaching math, science or special education

Up to $5,000 for most teachers; $17,500 for teachers of math, science, or special education

Forms may be obtained from your FFEL or Direct Loan Lender For more information concerning guidelines and limitations see

http://studentaid.ed.gov/PORTALSWebApp/students/english/cancelstarr .jsp?tab=repaying

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