POLICIES RESPONSIBILITIES REQUIREMENTS RESPONSIBILITIES REQUIREMENTS ... teacher is required to report and ends when he ... Jeans/warm-up suits/ shorts are unacceptable

POLICIES

RESPONSIBILITIES

REQUIREMENTS

INDIANA WESLEYAN UNIVERSITYSTUDENT TEACHING

PROFESSIONAL EXPECTATIONS

STUDENT TEACHING

SEMINAR #1

Student Teacher PoliciesProfessional Expectations

I. Attendance, Absences &Punctuality

II. Legal Responsibilities

III. Ethic/Moral Responsibilities

IV. Communication Standards

V. Professional Attire/Demeanor

VI. Professional Development Seminar

VII. Written Requirements


I. ATTENDANCE/ ABSENCES/ PUNCTUALITY

Professionalism is a major goal of the Student Teaching Program at Indiana Wesleyan University. Attendance and punctuality are critical issues in the pursuit of professionalism.

“Ahead of time”

No Absences

Emergencies requiring absence will be made up.


Observe the same time schedule as the

supervising teacher.

The workday begins when the supervising teacher is required to report and ends when he or she is allowed to leave.

Student teachers are not allowed to come in late or leave early when they have a planning period at the beginning or end of the day.


II. Legal Responsibilities

Student teachers must follow all guidelines as outlined in the School Handbook/ Policy Manual, as well as policies in the Student Teaching Handbook and the University behavior manual.

Report all special problems (drug, alcohol) to the supervising teacher

Never drive car with a school student as a passenger

Do not administer medicines

Forms of punishment (school policies)

In case of illness the student teacher must:

Contact the supervising teacher before 6:00 a.m.

All lesson plans and materials must be delivered to the supervising teacher before 7:00 a.m.

Contact the University Supervisor before

6:00 a.m.

Present a medical form validating the absence to the Director of Student Teaching.

Create and submit in advance to the supervising teacher, all lesson plans to be used during the absence period.

Prepare daily plans and materials before departing school.



III. Ethic / Moral Responsibilities

Retain confidences (No gossiping)

Plan appropriately

Carry no crusades (No agitation)

Introduce no controversial issues

Act dependably and responsibly

Dress appropriately (Professionally – Age and grade appropriate

Be a person of your word/Character counts!


IV. COMMUNICATION

***Enthusiastically***

***Energetically***

***Professionally (Error free)***

Daily communicate with your Supervising Teacher.

Invite Constructive criticism.

Demonstrate a professional interest through participation in school, community activities and involving parents in the learning environment.


V. PROFESSIONAL ATTIRE ---MEN

Shirt/Tie, daily

Sweater, shirt and tie underneath are acceptable

Jeans/warm-up suits/ shorts are unacceptable

No flip-flops

Appropriate jewelry

No earrings , or observable pierces

No visible tattoos

“Dress Down Day” is inappropriate


V. PROFESSIONAL ATTIRE --- WOMEN

Modest neck and hemline (no midriff or exposure)

No low/tight pants. Shirts must cover the midriff.

Jeans/warm-up suits/ shorts are unacceptable

No flip-flops

Appropriate jewelry

No observable pierces beyond one per ear

No visible tattoos

“Dress Down Day” is inappropriate


Professional Demeanor/Attitudes/ Action

Be professional at all times-Poised-Dignified.

Demonstrate respect for all constituencies

Manage time wisely

Demonstrate enthusiasm for the learner

Attend all professional meetings

Maintain a healthy, well-groomed appearance


Professional Demeanor/Attitudes/ Actions

DISPOSITIONS ASSESSMENT RUBRIC (Student Teaching Handbook Appendix C, page 57)

You must have this rubric: Completed by your Supervising Teacher Signed by you and your teacher Sent to the university

This was in the packet mailed to your teacher. There was a letter from me explaining what was included and when it needs to be returned.


VI. PROFESSIONAL DEVELOPMENT SEMINAR

Provide opportunities for discussion related to educational issues (Learning Studio)

Encourage refinement of teaching skills (video analysis)

Assist in organizing capstone Portfolio

Provide direction of procedure issues, job search, interviewing strategies and mock interviews.

• 3 TIMES PER SEMESTER


WHAT ARE THE WRITTEN

REQUIREMENTS

FOR THIS STUDENT

TEACHING SEMESTER?


VII. WRITTEN REQUIREMENTS

Each student teacher will produce and maintain the following items:

A.) STUDENT TEACHING NOTEBOOK

1.) UNIT overview PLAN (2 WEEKS IN ADVANCE)

2.) BLOCK PLANS

3.) LESSON PLANS (Submitted 2 days in advance for approval from your Supervising Teacher)

***Planning for individual teaching or co-teaching***



B. ) TEACHER WORK SAMPLE

(STH Appendix B, page 55) See TWS Handout distributed during this seminar

C.) DAILY JOURNAL

(STH Appendix F, page 80)o 1. Heading (Domain, Name, Date)

o 2. Elaboration of significant episode (Domain)

o 3. Analysis of Episode

o 4. Submit daily via email to your University Supervisor(s)



D.) PORTFOLIO (Efolio) CAPSTONE PROJECT (STH Appendix D, pages 58-69)

E.) VIDEO ANALYSIS PROCESS (STH Appendix G, pages 82 - 91)

1. All student teachers must RECORD one lesson. 2. The CD/DVD and the lesson plan will be submitted to a

selected peer {see Peer List} 3. Specific written feedback will be provided to the student

teacher by the peer DUE DATE: Student Teaching Seminar #2

4. The completed form and changes in performancemay be included in the portfolio



F.) PRINCIPAL INTERVIEW

(STH, Appendix I, pages 95-98) 1. The student teacher is required to establish an interview

with a school administrator during the last week of student teaching

2. The interview form should be given to the administrator

3. The form should NOT be in the Portfolio

G.) MANAGEMENT PLAN

H.) COMMUNITY (PARENTAL ) INVOLVEMENT



I.) ASSESSMENT

1. Take notes daily (anecdotal approach)

2. Pre-test …..Plan based on results

3. Post-test…. Plan based on results

4. Authentic assessment (projects)

5. Rubrics…..Carefully develop-Utilize consistently

6. Utilize varied methodologies/strategies

7. Check for understanding regularly/systematically

8. Demonstrate student achievement over time

Supervising Teacherand the

University Supervisor

WHO EVALUATES THE STUDENT TEACHER?


SUPERVISING TEACHER AS EVALUATOR

INFORMAL Assessment Techniques 1.) Daily discuss instructional/ managerial issues

2.) Review and INITIAL every unit and lesson plan

3.) Write notes expressing strengths and concerns

FORMAL Assessment Techniques 1.) Complete Mid-Term Evaluation Form

2.) Complete the Final Evaluation Form

3.) Complete the Dispositions Rubric


UNIVERSITY SUPERVISOR AS EVALUATOR

The University Supervisor has the ultimate responsibility for: 1. The final evaluation of the student teacher

2. Responding to the daily journals submitted by the student teacher

3. Observing /evaluating instructional performance (entire period)

4. Dialoguing with the supervising teacher and the student teacher(before and after) each observation

5. Providing specific oral/ written feedback regarding strengths and concerns during the Follow-up Conference

6. Evaluating the capstone Portfolio

7. Serving as Chairperson of the Oral Defense Committee

8. Completing the Summative Performance Evaluation Rubric

9. Complete recommendation letters /interviews as requested

Student Teacher candidates are evaluated during the Portfolio Defense:

Phase I (Written) and Phase II (Oral)

Supervising Teachers and University Supervisors

continue to evaluate performance until the end of the student teaching experience.


OBSERVATION TIMELINE 16 WK EXPERIENCE

University Supervisors evaluate 5 observations

onsite

Secondary and All-Grade major observations are shared with content professors.

8 WEEK EXPERIENCE

University Supervisors evaluate 3 observations onsite

Secondary and All-Grade major observations are shared with content professors.

Education Supervisors-2 times

Content area supervisors -1 time

INDUCTION PHASE

INITIAL TEACHING PHASE

SUSTAINED TEACHING PHASE

FULL-TEACHING PHASE

CONCLUSION PHASE

(STH 47-49)

STUDENT TEACHER TIMELINE******SUGGESTED*****

STUDENT TEACHER TIMELINE8 week placement

Induction Phase

1 week

Initial Teaching Phase

1 week

Sustained Teaching

1 week

Full Teaching Phase

4 weeks

Conclusion Phase

1 week

16 week placement

Induction Phase

1 week

Initial Teaching Phase

1 week

Sustained Teaching

2 weeks

Full Teaching Phase

9 - 11 weeks

Conclusion Phase

1 week

*****Suggested Timeline*****

Induction [week #1] Observe/ Orient self to school

Participate with students

Evaluate daily activities

Conference with teacher

Begin daily reflective journals

Attend Student Teaching Seminar

Initial Teaching [week #2] Assume some of the teaching responsibility, utilize the IWU lesson plan

format

Individual or Co-teaching

Begin IWU eFolio

Confer with teacher – TWS

Continue daily reflective journals

*****Suggested Timeline***** Sustained Teaching [week #3] [week #3 & 4] Assume more teaching responsibility in the classroom

(Individual or Co-teaching as circumstances allow)

Begin process TWS

Complete lesson analysis for each lesson

Be observed and evaluated

Work on eFolio

Continue Daily reflective journals

Full- Teaching [week #4-7] [week # 5 -15] Assume 100% of teaching load as individual circumstances allow

Assume total teaching responsibility (Individual or Co-teaching)

Complete Teacher Work Sample

Prepare for observation

Continue reflective journaling

*****Suggested Timeline***** Conclusion Phase [week#8] [week #16]

Continue some teaching responsibilities

Attend Professional Development Seminar

Observe in other classrooms

Complete Post Teaching Observations

(STH Appendix H, pages 92- 94)

Submit eFolio

Defend eFolio

Return all borrowed materials

FOR

STUDENT TEACHERS

Learning Studio REQUIREMENTS

Learning Studio REQUIREMENT STUDENT TEACHERS ARE REQUIRED TO……

…..SUBMIT ONE IDEA, WEEKLY

…..TO READ Learning Studio ENTRIES

Web address:

Find Discussion Board

Select Forum

Submit Entry (Weekly)

Student Teachers may submit more that one entry weekly, if desired.

“The first requisite and the last criterion of a teacher is…

To be a true follower of the Great Teacher, not so much in professing,

but in living…

BECOMING A PROFESSIONAL EDUCATOR

It means an attitude (dispositions) toward the profession….

(STH Appendix C, page 57)

Toward the subject taught

Toward the home

Toward the community and the child/ young adult

It means to possess knowledge

(of the content and how students learn)

and the ability

(skills /pedagogy/assessment techniques)

to interpret it to right uses so that it becomes a power of good in the life of the child/young adult…

“To Be A Teacher” Sarah Gillespie Huftalen


A professional is defined not by the business a person is in but by the way that person does his or her business.

(Linda Darling-Hammond)

An Indiana Wesleyan University professional educator is a caring, confident, and competent professional who daily strives to make a difference in the lives of all members of the educational community.


I touch the future…

I teach!

Christa McAuliffe

POLICIES

RESPONSIBILITIES

REQUIREMENTS

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INDIANA WESLEYAN UNIVERSITYSTUDENT TEACHING

PROFESSIONAL EXPECTATIONS

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POLICIES RESPONSIBILITIES REQUIREMENTS RESPONSIBILITIES REQUIREMENTS ... teacher is required to report and ends when he ... Jeans/warm-up suits/ shorts are unacceptable