Handbook for Student Teaching - My Illinois Statemy.ilstu.edu/~eostewa/ArtStudentTeachers/handbookstt...Handbook for Student Teaching 2014-2015 Illinois State University Teacher Education

© Illinois State University Teacher Education Programs

The Cecilia J. Lauby Teacher Education Center

Office of Clinical Experiences and Licensure Processes

DeGarmo Hall 56

Campus Box 5440

Normal, IL 61790-5440

(309) 438-5416

Illinois State University

COOPERATING TEACHER

Handbook for Student Teaching

2014-2015


Teacher Education Programs


Dear Cooperating Teacher:

Thank you! Your willingness to serve as a cooperating teacher for our student teachers is

greatly appreciated. Illinois State University recognizes that our teacher education program

could not develop or continue without the cooperation of dedicated professionals. The

experiences you provide enable your student teacher to demonstrate skills for planning,

organizing, evaluating, and relating to students and parents. Additionally, your interactions will

allow them to observe professional commitment and professional development in action. We

constantly remind our teacher candidates and student teachers that learning to teach is a lifelong

journey.

Student teachers will officially begin their work at your school on the date listed on your

copy of the student teaching confirmation letter. If your student teacher does NOT report at the

time scheduled, please call the appropriate Clinical Coordinator in The Cecilia J. Lauby Teacher

Education Center (Appendix A). Student-teacher absences should be reported to the university

supervisor, who will work with you on appropriate supplementary experiences to fulfill the

student teaching assignments.

The Cooperating Teacher Handbook contains statements of our policies and other

pertinent information. Additional information for cooperating teachers can be found at:

http://education.illinoisstate.edu/teacher_education/cooperating/

At least once every two weeks a supervisor from our University will visit you and the

student teacher. The university supervisor will notify you of the visit in advance. During a

typical student teaching internship, the university supervisor will visit and observe the student

teacher and will confer with both of you following an observation.

http://education.illinoisstate.edu/teacher_education/cooperating/


I. Suggested Cooperating Teacher Responsibilities

a) Please arrange to meet with your student teacher before the official start of the

experience. Spend time learning about one another.

b) Introduce the student teacher to other faculty members, support personnel and

administrators.

c) Please provide a tour of the school including staff work areas, staff lounge, adult

restrooms, etc.

d) Post the student teacher’s name (Mr. /Ms. Smith) along with your name near the

classroom door.

e) Send a note to families to let them know you will have a student teacher with you for the

next several weeks.

f) Provide a desk or designate a work area for the student teacher with supplies and copies

of necessary manuals, textbooks, etc.

g) Provide a picture of the class or individual students to help the student teacher learn

names more quickly.

h) Review policies that directly affect the student teacher: the length of the school day,

school security, emergency plans, where to park, etc.

i) Explain any staff activities or special events that the student teacher could choose to

participate in or attend. However, if it is an event you are required to attend; your

student teacher must be in attendance as well.

j) Please review your classroom rules and expectations for student behavior as well as

acceptable rewards and consequences. Provide the student handbook for review.

k) Discuss a timetable for immersion of the student teacher into full-time teaching

responsibilities.

l) Work closely with your student teacher in planning initial lessons. Require a detailed

lesson plan for each class until the student teacher shows by his/her performance that it is

possible to operate successfully with less written details. Please know that many Illinois

State University Teacher Education Programs require detailed written plans throughout

the student teaching experience.

m) Discuss the lesson plan with the student teacher before the lesson is taught and again after

it is completed. Observe the lesson and help the student teacher evaluate it in terms of

whether the objectives were met, and how it could be improved. A key reflective


question might be “If you had the opportunity to re-teach this lesson, what would you do

differently?”

n) Please allow the student teacher to try various teaching methods and techniques, even

though you may choose not to use them yourself.

o) Plan for the student teacher to assume full teaching responsibility for at least three or

more weeks or as indicated by department preference.

p) Provide the student teacher with verbal and written feedback. Highlight their basic

strengths as well as identifying areas needing improvement. Both informal and formal

conferences will be beneficial.

q) Notify the university supervisor if the student teacher is unable to complete the required

work. Concerns need to be identified and conveyed early and problems need to be

resolved as soon as possible. Please use the Disposition Concerns form as a remediation

tool to help concerns be resolved (Appendix B). This form can be found at:

http://education.illinoisstate.edu/downloads/teacher_education/dispositionassessment.pdf

r) An example of a completed disposition concern form can be found in Appendix C.

s) Please return Illinois State University evaluation forms and other specified materials to

the assigned university supervisor.

II. Planning with your Student Teacher and University Supervisor

a) Provide time to develop plans jointly, providing for a range of well-balanced activities

and experiences.

b) Plan an appropriate place and amount of time for conferencing with the university

supervisor and teacher candidate.

c) Supervision of a student teacher requires a great deal of careful planning. Pre-planning on

the part of the classroom teacher and university supervisor can create a good learning

atmosphere and alleviate many problems before they arise.

III. General Information

a) Attendance

Regular attendance is expected of all student teachers. Attendance is a factor that reflects the

professionalism of the student teacher. Unauthorized or lengthy absences may require an

extension of the student teaching experience. The student teacher’s work day is the same as that

of the cooperating teacher. Student teachers are expected to arrive early each morning to allow

ample time for planning and organizing before classes begin. Likewise, they are expected to

remain a short time after dismissal to allow time for planning and conferencing.

http://education.illinoisstate.edu/downloads/teacher_education/dispositionassessment.pdf


b) Absences

When illness occurs, the student teacher has the responsibility of immediately contacting the

assigned school and the university supervisor. Procedures for reporting absences should follow

the policy of the assigned school. If the student teacher is absent to attend any University-

sponsored activity such as a seminar, he/she should make arrangements well in advance with the

cooperating teacher for the absence.

c) Appearance

Appropriate professional dress and conduct is expected of all Illinois State University student

teachers. As a rule, student teachers should be guided by the dress code of their assigned school.

d) Calendar

Student teachers are expected to follow the calendar of the school district in which they teach,

not the university calendar. Exceptions should be discussed and approved by school personnel

and the university supervisor.

e) Corporal Punishment

Student teachers are not permitted to administer corporal punishment.

f) Observations by University Supervisors

A University supervisor will plan to make visits every two weeks during the student teaching

internship to observe the student teacher’s performance and to confer with the cooperating

teacher. After each observation, please note that the student teacher should plan to spend time

with the university supervisor, in a post observation conference.

g) Observations by Student Teachers

When possible, student teachers should have the opportunity to observe teachers in other

classrooms. These arrangements may be made by the student teacher in consultation with the

cooperating teacher and the principal. The purpose for such observations is to broaden the

student teacher’s perspective as to teaching styles, classroom environments, and methods of

classroom management. It also helps to acquaint the student teacher with responsibilities of

teachers across the curriculum. Such observations are often scheduled during the final stages of

student teaching as the cooperating teacher resumes teaching responsibilities.

h) Outside Activities

Attempts to work or to carry on responsibilities outside of student teaching are not encouraged

by Illinois State University as such activities usually mean that the long hours of preparation

demanded in student teaching may not be met.

i) Seminars

Student teachers may be required to attend on-campus seminars by their university teacher

education program. Cooperating teachers should be informed of these seminars by the student

teacher within the first two weeks of student teaching.


j) Substitute teaching

Student teachers, by law, are not allowed to fill the role of substitute teacher.

k) Work Stoppage and/or Strikes

Student teachers will assume the role of neutral persons and will maintain an uninvolved status

with respect to a work stoppage. In the event that the work stoppage continues for a week or

more, the university may make arrangements for an extended experience or an alternate

placement in another agency.

IV. University Required Student Teaching Assignment: edTPA

What is edTPA?

edTPA (educational Teacher Performance Assessment) is a national performance based

assessment that is designed to assess a student teacher’s readiness to teach. The edTPA was

developed by faculty and staff at the Stanford Center for Assessment, Learning, and Equity

(SCALE) and has a design and review team of more than 120 members including university

faculty, national subject-matter organization representatives, and K-12 teachers. The edTPA is

currently being implemented in 24 states and Washington, D.C.

What is edTPA based on?

edTPA is based on the concept that effective teachers do the following things:

• Engage students in active learning

• Create intellectually ambitious tasks

• Use a variety of teaching strategies

• Assess student learning

Continuously adapt teaching to student needs:

• Create effective scaffolds and supports

• Provide clear standards, constant feedback, and opportunities for revising work

• Develop and effectively manage a collaborative classroom in which all students have

membership.

edTPA assesses student teachers’ ability to do these things at the beginning teacher level. This is

referred as the Core of Effective Beginning Teaching (CEBT).


Core of Effective Beginning Teaching (CEBT)

What do teacher candidates need to do?

To complete the edTPA, student teachers must submit a portfolio that consists of three tasks:

Planning for Instruction and Assessment, Instructing and Engaging Students in Learning, and

Assessing Student Learning. Within this portfolio, students are asked to submit artifacts (lesson

plans, video clips, student work samples, etc.) to show evidence of their teaching and

commentaries to describe the thinking behind their work. All of the artifacts and commentaries

must come from the same learning segment (3-5 interconnected lessons). Specific instructions

for each task and related artifacts/commentaries can be found in the edTPA handbooks, which

are subject specific.

How are teacher candidates assessed?

edTPA portfolios are assessed based on 15 rubrics (5 per task), each of which looks at a different

aspect of effective teaching. Official scoring is done by trained content experts who are hired,

trained, and supervised by Pearson.

The rubrics are designed on a progressive scale of 1 to 5, with a “1” representing a struggling

teacher candidate and a “5” representing a stellar candidate. A “3” represents an acceptable level

for the beginning teacher.

The student teacher’s work in the three tasks is judged on five components of teaching practice:

1. Planning

2. Instruction

3. Assessment

4. Analyzing Teaching

5. Academic Language


How does edTPA benefit student teachers?

edTPA allows student teachers to show their readiness to teach as well as preparing them for the

new teacher evaluation system that they will encounter as they embark on their careers.

What role does edTPA play in teacher preparation at Illinois State University?

edTPA is a required student teaching assignment for all Illinois State University teacher

candidates. Effective September 1, 2015, passage of the edTPA will be a requirement for teacher

licensure in the state of Illinois.

V. Evaluations of Student Teaching:

a) Realizing the Democratic Ideal

Student teachers from Illinois State University are evaluated throughout the student teaching

assignment(s) with evaluative instruments provided by The Cecilia J. Lauby Teacher Education

Center. The student teacher evaluations are based on the Realizing the Democratic Ideal’s

Ethical and Intellectual Commitments listed below (developed by ISU’s Council for Teacher

Education). Individual departments may also use additional evaluation instruments.

Illinois State University has a historic and enduring commitment to prepare teachers and other

school personnel who will be responsive to the ethical and intellectual demands of a democratic

society. The democratic conception of education informs all aspects of teacher education at

Illinois State University. Graduates ready to meet the challenges and rewards of serving students

in a democratic society embody these ethical and intellectual commitments of teaching and

learning:

The ethical commitments are

Sensitivity toward the varieties of individual and cultural diversity

Disposition and ability to collaborate effectively with others

High regard for learning and seriousness of personal, professional, and public purpose

Respect for learners of all ages, with special regard for children and adolescents

The intellectual commitments are

Wide general knowledge and deep knowledge of the content to be taught

Knowledge and appreciation of the diversity among learners

Understanding of the factors that affect learning and appropriate teaching strategies

Interest in and ability to seek out and use informational, technological, and collegial

resources

Contagious intellectual enthusiasm and courage enough to be creative

These commitments are observable in daily professional practice as outlined by the 15

indicators below:


Professional Demeanor

1. Demonstrates specialized content knowledge for teaching

2. Communicates effectively (written, verbal, nonverbal)

3. Uses effective classroom management skills to maintain safe and positive learning

environments

4. Demonstrates practice consistent with an appropriate philosophy of education

5. Seeks appropriate opportunities for professional development

Teaching and Learning

6. Plans and develops lessons to meet instructional goals and serve diverse learners

7. Differentiates instruction

8. Appropriately integrates instructional resources, including technology, into the

curriculum to support student learning

9. Uses multiple assessment strategies

10. Uses reflection to improve instruction

11. Demonstrates persistence in helping all students learn

12. Demonstrates a positive impact on student learning

Interpersonal Skills

13. Demonstrates respect for all students

14. Develops positive working relationships with others involved in the educational setting

15. Includes families in the education process

b) Final Evaluation The final evaluation is summative in nature and serves to indicate the quality of the student

teacher’s total performance. The final grade is determined by the university supervisor and

should reflect the combined judgment of the cooperating teacher and the university supervisor.

The following standards are prepared for arriving at final grades in student teaching. Illinois

State University does not use plus and minus with letter grades, however, several programs use

split grades for the hours earned in student teaching. The university supervisor will provide the

criteria to be used when this is an option to assigning a single letter grade.

1. The “A” student teacher demonstrates beginning level competencies to such degree that

he/she can be recommended without reservation to prospective employer.

2. The “B” student teacher demonstrates beginning level competencies to such a degree that

he/she can be highly recommended to a prospective employer.

3. The “C” student teacher demonstrates potential beginning level competencies which would

allow him/her to be recommended with certain reservations to a prospective employer.

4. The “D” student teacher demonstrates such limited potential for teaching that he/she will not

be recommended for teacher certification.


5. The “F” student teacher is as completely ineffective as a teacher that he/she would not be

awarded any college credit for student teaching nor be recommended for teacher certification.

Individuals who demonstrate inadequate performance should be counseled early to consider

dropping student teaching.

The Illinois State University Teacher Education Community greatly appreciates your effort and

commitment in helping us prepare our next generation of teachers. We welcome your comments

and suggestions and ask that you share them with our university supervisors or with me directly

([email protected]).

My best to you,

Deborah A, Garrahy

Deborah A. Garrahy, Ph.D.

Professor and Director

The Cecilia J. Lauby Teacher Education Center


309-438-5103


Appendix A

The Cecilia J. Lauby Teacher Education Center Staff Directory

Director: Phone Number Email

Dr. Deb Garrahy 309-438-5103 [email protected]

Associate Director

Lynn Steffen 309-438-5056 [email protected]

Clinical Coordinators:

Colleen Herald 309-438-5029 [email protected]

Gary Higham 309-438-2682 [email protected]

Marleen Monts 309-438-3549 [email protected]

Karen Mills 309-438-5053 [email protected]

Annette Raver 309-438-3716 [email protected]

Carolyn Rutherford 309-438-5024 [email protected]

edTPA Coordinator:

Elisa Palmer 309-438-1837 [email protected]

mailto:[email protected]


Appendix B

Disposition Concerns

Disposition concerns are very important for teacher candidates as disposition becomes

increasingly important to the development of collaboration skills and other professional

behaviors. Concerns need to be identified early and problems need to be resolved as soon as

possible. All teacher candidates will be evaluated on the following disposition indicators*, but

only those candidates who have engaged in behaviors that suggest a negative disposition should

be reported.

Disposition Indicators

Collaboration Issues: The ability to work together, especially in a joint intellectual effort.

Honesty/Integrity: The ability to demonstrate truthfulness to oneself and to others; demonstrate

moral excellence and trustworthiness.

Respect: The ability to honor, value, and demonstrate consideration and regard for oneself and

others.

Reverence for Learning: Respect and seriousness of intent to acquire knowledge.

Emotional Maturity: The ability to adjust one’s emotional state to suitable level of intensity in

order to remain engaged with one’s surroundings.

Reflection: The ability to review, analyze, and evaluate the success of past decisions in an effort

to make better decisions in the future.

Flexibility: The willingness to accept and adapt to change.

Responsibility: The ability to act independently, demonstrating accountability, reliability and

sound judgment.

_____________________________________ __________________ _____________________

Student’s Name (please print) UID# Major

Explanation of Concern(s):

This concern has been discussed with the teacher candidate. My signature verifies that I am

aware of the document’s contents and existence.

_________________________ _______________________________________________

Faculty/Staff Signature Student Signature

______________________________________________________________________________

Faculty/Staff Name (please print) Department Date

Send a copy of this report to: The Lauby Teacher Education Center, Campus Box 5440

Illinois State University, Normal Illinois 61790-5440

* Adapted from materials created and used by the Special Education Department, Illinois State


Rubric

Disposition Concerns

Indicator Does Not Meet Expectation Meets Expectation

Teacher candidate has

appropriate disposition to

work with children or young

adults.

Teacher candidate has shown

a pattern of behavior through

three unresolved referrals and

student’s department has not

notified CECP that the issues

have been resolved.

Teacher candidate has no

referrals or no referrals that

have not been resolved by the

student’s major department

(student’s major department

has notified CECP of

resolution.)

General Procedures: Teacher candidates must meet expectations for Admission to Professional

Studies and for Admission to Student Teaching.

Faculty/Staff will report disposition concerns after discussing the concern with the teacher

candidate. The faculty/staff member will complete the Disposition Concern form and have the

teacher candidate sign and date the form. The original form is then sent to CECP.

The CECP office will send a copy of the concern to the student’s major program coordinator. It

is the responsibility of the department to investigate and resolve dispositional concerns with the

teacher candidate. Departments must notify CECP when they are satisfied that specific concerns

have been resolved.

When a student has a record of three dispositional concerns in the CECP office that have not

been resolved by the teacher candidate’s major department, the student will have a “No” for

meeting this disposition assessment and will not be admitted to Professional Studies and/or

Student Teaching. CECP will contact the major department to verify that the 3 dispositional

concerns have not been resolved.


Documentation of Student Conference

(May be used by Program Coordinators to resolve disposition concerns.)

Student: _____________________________ Other Participants_______________________

_______________________________________

_______________________________________

_______________________________________

Concern:

Plan:

______________________________________ ______________________________________

Student Signature Faculty Signature

Date: ____________________


Appendix C

Sample of a Completed Disposition Concern Form

Documents

Handbook for Student Teaching - My Illinois Statemy.ilstu.edu/~eostewa/ArtStudentTeachers/handbookstt...Handbook for Student Teaching 2014-2015 Illinois State University Teacher Education