The Evergreen State College
Master in Teaching Program
Student Teaching Handbook
Section 1: Student Teaching
Guidelines
This information is also available electronically at http://www.evergreen.edu/mit
under Student Teaching Information
Revised August
2005
Table of Contents
Introduction.......................................................................................................................................................................................................................
3
The Master in
Teaching Program Conceptual Framework..........................................................................................................
4
The MIT
Curriculum Design & Structure.................................................................................................................................................
5
MIT Program
Outline................................................................................................................................................................................................
6
A
Developmental Approach to Becoming a Teacher........................................................................................................................
7
Progressively Increased Teaching
Time................................................................................................................................................
7
Continuous Attention to Lesson
Planning............................................................................................................................................
7
Role of the
Teacher Candidate...........................................................................................................................................................................
8
Role of the Teacher Candidate as a
Student......................................................................................................................................
8
Role of Teacher Candidate as a
Teacher..............................................................................................................................................
9
Role of the
College Faculty................................................................................................................................................................................
10
Role of the
Cooperating Teacher-Mentor...............................................................................................................................................
11
Orienting the
Teacher Candidate to the Assigned School..........................................................................................................
12
Lesson Plan
Components....................................................................................................................................................................................
13
Essential
Academic Learning Requirements Project (EALR Project)...............................................................................
14
Withdrawing a
Teacher Candidate During the Student Teaching Placement.............................................................
15
Teacher
Candidate Procedure for Requesting Removal
from a Student Teaching Placement........................................................................................................................................................................................................................
16
The Student
Teaching Portfolio......................................................................................................................................................................
17
Final
Evaluation Protocol.....................................................................................................................................................................................
17
Student
Teaching Evaluation Conference Form ...............................................................................................................................
18
The Student Teaching Handbook for
the Master in Teaching (MIT) program at The Evergreen State College describes
the policies, procedures, and forms that guide the student teaching experiences
that occur in year two of the MIT program. This Handbook has been developed and
refined over many years, based on feedback from K-12 teachers and administrators
and the collective experience of the MIT faculty. The Handbook is published in
two parts: this first part includes background information about the MIT Program
as well as the core student teaching expectations; Part II of the Handbook
contains student teaching performance rubrics and related
information.
We, the faculty for the
Master in Teaching (MIT) program, believe the MIT program’s success lies as much
in the learning processes used to investigate the content as it does in the
content itself. Though we teach particular subject matter content, our processes
are also “content.” Community
building, seminars, collaborative learning, group problem solving, extensive
field experiences and critical and reflective thinking are not just ideas MIT
students read about and are then directed to use when they teach. Rather, these
are the processes used daily in the program to help graduate students learn to
become skilled, competent professionals who can assume leadership roles in
curriculum development, child advocacy, assessment and anti-bias
work.
Interdisciplinary Teacher Education: MIT Curriculum Themes
The MIT program is
centered around the exploration of how public education might meet the needs of
the diverse groups of people who live in this democracy. We examine what it
means to base teacher education and public education on a multicultural,
democratic, developmental perspective and how performance-based assessment can
promote these values.
Using an
interdisciplinary approach, we weave together the following three major themes
that inform both the content and associated processes of the program throughout
the MIT curriculum.
Democracy is presented
as a multidimensional concept as prospective teachers are guided toward
professional action and reflection on the implications for the role of the
teacher in enacting (a) democratic school-based decision making that is
inclusive of parents, community members, school personnel and students and (b)
democratic classroom learning environments that are learner-centered and
collaborative.
• Multicultural and
Anti-Bias Perspective
We seek to expose MIT
students to the consequences of their cultural encapsulation in an effort to
assist future teachers in the acquisition of a critical consciousness. We
believe that future teachers must be ready to provide children and youth with
culturally responsive and equitable schooling
opportunities.
• Developmentally
Appropriate Teaching and Learning
We understand that no
instructional model or limited set of methods responds to the complex cognitive
processes associated with K-12 subject matter learning. A broad-based curriculum
that is interdisciplinary, developmentally appropriate, meaningful and guided by
a competent and informed teacher, as well as by learner interests, results in
active learning.
The MIT program reflects
the Evergreen coordinated studies model; the curriculum is organized around
themes or questions. An interdisciplinary team of faculty and a cohort of
full-time students join together in a community of learners to pursue inquiry
into the curricular themes.
This approach removes
traditional course constraints and facilitates a flexible, intensive schedule
that creates a climate in which interactive learning may occur. Competition
among students is de-emphasized and collaboration encouraged; ranking of
students or faculty is absent. Student input is highly valued. Faculty members
are facilitators of learning and co-learners with students and colleagues as
well as experts. Small group seminars on readings and field experiences are a
central component of this coordinated studies model.
The MIT program at
Evergreen is a full-time, six-quarter, two-year professional teacher preparation
program leading to residency teacher certification in Washington state. Students
are expected to carry no other academic credit during the six program quarters
and to avoid outside employment during the two quarters of full-time, daily
student teaching.
The program interrelates
theory and practice by including two full quarters of student teaching and
substantial field experiences. During the first year of the program,
approximately one-fourth of program time is spent in the field observing and
working with students and the remaining time is devoted to on-campus seminars,
workshops and lectures. During the second year, nearly 70 percent of MIT student
time is allocated to direct involvement in K-12 schools.
NOTE: Year One of each MIT cycle begins according to the Evergreen schedule in late September while Year Two begins in late August in accordance with the public school calendar. An outline of the structure for the six quarters follows.
Year
One
|
Fall Quarter • building a learning community • seminars, lectures, workshops • guided observations in schools • begin master’s project |
Winter Quarter • seminars, lectures, workshops • guided participation in schools • candidacy review for Year Two • continue master’s project |
Spring Quarter • seminars, lectures, workshops • curriculum development & guided teaching in schools • complete master’s project |
Between
Year One & Two
|
Summer • Students must complete any outstanding subject matter teaching endorsement credits prior to the beginning of Year Two student teaching. |
Year
Two
|
Fall Quarter · begins in late-August · full-time student teaching · weekly student teaching seminars |
Winter Quarter • intensive reflection • seminars, lectures, workshops • present master’s project • job placement activities |
Spring Quarter · full-time student teaching · weekly student teaching seminars · job placement file completed |
The student teaching assignment is a full-time, developmental experience in which the Teacher Candidate spends time in a progressive series of teaching responsibilities. Guided teaching tasks leading to full-time teaching activities generally include individual tutoring, small group instruction, and team teaching and planning lessons with the Cooperating Teacher-Mentor.
After a daily monitored, progressive series of classroom teaching responsibilities, the Teacher Candidate is expected to assume solo teaching responsibilities. Solo teaching requires the Teacher Candidate to assume the full-time planning, teaching & assessment responsibilities of the Cooperating Teacher-Mentor for a minimum of 3 consecutive weeks of each full-time student teaching assignment.
Time should be allowed for the Teacher Candidate, whenever possible toward the conclusion of a placement, to observe other teachers suggested by the Teacher Candidate, Cooperating Teacher-Mentor, and/or College Faculty.
The College Faculty expect the Teacher Candidate to be continuously active in attending to what happens in the classroom as he or she is considering and developing lesson plans. The Teacher Candidate is expected to follow the developmental procedures for planning and writing lessons as outlined below, especially during the Fall Quarter student teaching assignment. Taking into account the experiences and abilities of each Teacher Candidate as he or she enters the second student teaching assignment during the Spring Quarter, the outline time frame below may be modified.
1. During week one and two of the assignment the Teacher Candidate plans with the Cooperating Teacher.
2. During week three the Teacher Candidate takes responsibility for 2-3 days of the week’s lesson plans.
3. During week four the Teacher Candidate begins planning an entire week of lessons independently, consulting with the Cooperating Teacher-Mentor prior to submitting them to the Cooperating Teacher the Friday prior to the week for which lessons are planned unless another deadline has been established.
4. During the remaining weeks of the assignment the Teacher Candidate continues to plan independently, following an approved deadline procedure for review.
Note: The
outlined expectations below are intended as a focusing guide for MIT program
Teacher Candidates and are complementary to the requirements for successful
completion of the student teaching assignment contained throughout both sections
of this Student Teaching Handbook.
1.
Participate in a MIT program
orientation and planning meeting for Teacher Candidates prior to the beginning of Fall Quarter student teaching in
mid-August.
2.
Take responsibility for
meeting all expectations described in the Student Teaching Handbook (Sections 1
and 2), including becoming familiar with the assessment rubrics included in
Section 2 of the Handbook.
3.
Become acquainted with the
school principal and school program (see “Orienting the Teacher Candidate to the
Assigned School”)
4.
Arrange a meeting with the
Cooperating Teacher and Faculty Supervisor during the first week of the student
teaching assignment.
5.
Produce a videotape of one's
own teaching by mid-quarter with an accompanying critique of the lesson
following the guidelines specified by the College Faculty.
6.
Attend afternoon/evening
seminars as scheduled by the College Faculty.
7.
Turn in teaching schedules to
the College Faculty as often as needed to keep him/her informed.
8.
Write lesson plans for all
lessons taught using appropriate criteria and formats, evaluate each lesson, and
provide the College Faculty with evaluated plans on a weekly basis after use
(see “Minimum Components of the Teacher Candidate’s Lesson Plan”).
9.
Create and maintain a Student
Teaching Portfolio of all teaching plans (see “Minimum Lesson Plan Components
& the ‘Student Teaching Portfolio’”).
10.
Plan for daily conferences
with the Cooperating Teacher-Mentor and arrange for follow-up conferences with
the College Faculty.
1.
Participate in the school
activities that are expected of a teacher. This includes being on site for at
least the full teacher contract day (usually 30 minutes before and after school
start/finish times), as well as for staff meetings, committee meetings, and
special school events.
2.
Notify the school, the cooperating teacher, and the college supervisor
the night before an absence.
3.
Become familiar with the school’s program, resources, and materials (see
check list under “Orienting the Teacher Candidate to the Assigned
School”).
4.
Assist the Cooperating Teacher-Mentor in fulfilling routine
duties.
5.
Plan, enact, and assess developmentally appropriate activities for
children consistent with the course of study provided the school district and
EALRs.
6.
Meet with the Cooperating Teacher-Mentor to establish a plan for the
gradual assumption of teaching responsibilities and for the return of classes to
the teacher toward the close of the assigned placement (see “A Developmental
Approach to Becoming a Teacher”).
7.
Collaborate and consult with the Cooperating Teacher-Mentor to obtain
clearance for proposed lessons and activities.
8.
Provide the Cooperating Teacher-Mentor with a full-week of lesson plans
the Friday prior to the week for which the lessons are planned
and during the weeks of solo teaching
provide a full set of current/revised lesson plans each afternoon before the
following day’s lesson so that a substitute teacher or the Cooperating
Teacher-Mentor could, if necessary, enact the lesson
plans.
9.
Invite the Cooperating Teacher-Mentor to observe specific lessons on a
regular basis for critical evaluation and feedback.
10.
Invite the Principal to
observe during the quarter.
11.
Critically evaluate classroom activities with the Cooperating
Teacher-Mentor on a daily basis and with the College Faculty on a follow-up
basis.
12.
Hold in strict confidence information about children and youth and their
families recorded in cumulative records or obtained from other
sources.
13.
Use materials belonging to the school or the Cooperating Teacher-Mentor
with care, making sure that all such materials are returned
promptly.
14. Maintain ethical and professional relationships with pupils, staff, and parents.
15.
Maintain appropriate standards of dress and
grooming.
1. Become acquainted with the background of the Teacher Candidate he or she is supervising.
2. Become acquainted with the school principal and school program of the Teacher Candidate he or she is supervising.
3. Participate in a faculty-designed orientation and planning meeting for Teacher Candidates prior to the beginning of Fall Quarter student teaching.
4. Visit the student teaching site to
(a) convene a meeting with the Cooperating Teacher by the end of the first week of the student teaching assignment in order to:
(1) provide an overview of the student teaching Assessment Rubric.
(2) determine how the Teacher Candidate’s time will tentatively be allocated.
(3) respond to any concerns that may arise.
(b) supervise the Teacher Candidate for at least one entire instructional period per observation.
(c) provide the Teacher Candidate with concrete pedagogical recommendations through post-observation conferences.
(d) collaborate with the Cooperating Teacher-Mentor using the Assessment Rubric and related procedures to formatively and summatively evaluate the Teacher Candidate, including conducting the following meetings with the Teacher Candidate present:
(1) a non-binding, mid-assignment evaluation of the Teacher Candidate and
(2) a final assessment upon which the Teacher Candidate’s evaluation is based.
5. Visit the student teaching site during a 10 week placement for:
a) an introductory meeting during week one (see items 2 & 4a above)
b) a minimum of 4 full lesson observations followed by post conference debriefing with the Teacher Candidate and, as necessary, with the Cooperating Teacher-Mentor (see items 4b & 4c above)
c) two evaluation meetings: mid-term & final (see item 4d above)
6. Conduct weekly field seminars with assigned Teacher Candidates.
7. Meet with all College Faculty supervisors in regular faculty field seminars.
8. Forward to the MIT Director each Teacher Candidate’s documentation related to the EALR Project for MIT Program records.
9. Provide to the designated Program Secretary at the conclusion of the Student Teaching assignment an official narrative evaluation for each student teacher.
10. Complete a “State of Washington Performance-Based Pedagogy Assessment” rubric for each teacher candidate (this must be done a minimum of two times by the completion of both student teaching experiences).
11. Submit an “End of the Quarter Rubric Rating Form” (based on the MIT Student Teaching Rubric) and the “Student Teaching Evaluation Form” (with signatures documenting completion of student teaching) for each student teacher to the MIT Field Experience Officer.
1. Become acquainted with the background of the Teacher Candidate.
2. Establish a welcoming and supportive relationship, including providing the Teacher Candidate with a desk or other personal work space.
3. Promote student and parent recognition of the Teacher Candidate as a “teacher.”
4. Meet with the College Faculty during the first week of the assignment in order to:
• address any questions regarding the use of the assessment rubrics
• reach agreement on a tentative time-line for the Teacher Candidate’s transition to full-time solo student teaching for a minimum of three weeks
• share expectations and any concerns
• set dates & times for the mid-term and final evaluation conferences.
5. Help orient the Teacher Candidate to the school.
6.
Provide a gradual transition for the Teacher Candidate to increase
teaching responsibility to the minimum of three-weeks of solo full-time
teaching.
7. Provide the Teacher Candidate opportunities to meet the expectations of the Assessment Rubric.
8. Give regular constructive feedback to the Teacher Candidate, including written and verbal comments keyed to the Student Teaching Assessment Rubric (The Evergreen State College formative instrument) and the Pedagogy Assessment Rubric (the State of Washington summative rubric).
9. Review and discuss the conceptual and developmental appropriateness of Teacher Candidate lesson plans prior to the Candidate teaching each lesson.
10. Use professional judgment — in collaboration with the College Faculty — to determine the appropriate balance between your time in/out of the classroom during the days the Teacher Candidate is responsible for planning and managing the learning activities in the classroom.
11.
Collaborate with the College Faculty in the continuing evaluation of the
Teacher Candidate.
12. Alert the College Faculty to circumstances that may be threatening the successful completion of the student teaching assignment as soon as the concern arises.
13. Provide for a substitute teacher when absent so that the Teacher Candidate is always under the supervision of a certified teacher. During the second student teaching experience, if the Teacher Candidate has a valid Intern Substitute Certificate (which requires the prior approval of the Cooperating Teacher-Mentor and College Faculty), the Cooperating Teacher has the option of allowing the Teacher Candidate to serve as substitute teacher.
Each Teacher Candidate needs to be provided an orientation to the assigned student teaching site by the Cooperating Teacher-Mentor at the beginning of the student teaching experience to become more familiar with his/her resources and responsibilities.
The following check list (√) is suggested for assisting the Cooperating Teacher-Mentor in the orientation of the Teacher Candidate:
q School calendar during period of student teaching assignment: dates of open house, parent conferences, state testing, etc.
q School & classroom daily schedule
q Cooperating Teacher-Mentor’s daily/weekly teaching schedule
q School and classroom discipline, referral, attendance and tardy policies (view Student Handbook if available)
q School and classroom grading/assessment procedures
q List of student names
q Background information on students
q Parent permission for videotaping, field trips, etc.
q Emergency procedures (including how to summon office help quickly, fire, earthquake and lockdown procedures, blood spills)
q Review other faculty responsibilities (view Faculty Handbook if available)
q Student Teacher Candidate's workspace (desk, cabinet, secure area for personal items, etc.)
q Access to computer, printing and copying
q Access to grading and attendance software and backup policies
q Access to supplies and other teaching materials
q Accessibility of student records
q After hours school and classroom admittance (keys?)
q Student Teacher Candidate's relation with parents (e.g., introductory letter to parents, Teacher Candidate role during parent meetings)
q Tour of building
q Faculty lounge and restrooms, meal options
q Introduction to principal, faculty, and staff
q Introduction to library and learning resource center, guidance counseling area
q Faculty parking procedures
q Arrangements for regular sharing of Student Teacher's lesson planning with the Cooperating Teacher
q Arrangements for the event of an illness/absence by the Student Teacher or Cooperating Teacher.
q Arrangements for Cooperating Teacher to provide routine, ongoing feedback after Student Teacher's teaching of a lesson or lessons.
Although the Teacher Candidate is given the opportunity to select and refine his/her own lesson plan format, there are several components that need to be included in all student teaching lesson plans. These "minimum components" are outlined below. Including these required components helps ensure that the Teacher Candidate has not missed any of the planning "basics". The criteria for assessing the adequacy of lesson planning can be found on the Student Teaching Assessment Rubric (see Components 1c,1e, and 4a).
Definition and Description of the EALRs
Project
Through the EALR Project the Teacher Candidate systematically documents the learning of a representative sample of students during a unit of instruction. The EALR project is done during the solo student teaching experience. The Teacher Candidate selects 3-5 students of various ability levels and closely monitors the students' mastery of some of the unit's Essential Academic Learning Requirements (EALRs). The planning of the curricular unit, its assessment, and the teacher candidate's reflections are documented through this project. The purpose of this project is to demonstrate positive impact on student growth in the chosen EALRs as a result of the teacher candidates teaching.
Core Documentation
The core documentation for the EALRs project includes:
·
Pre-assessment instruments
and results, showing each selected student’s knowledge and skills in relation to
the unit's EALRs;
·
Formative assessment
instruments and assessment results showing student learning at one or more
points during the delivery of the curricular
unit;
·
Summative assessment
instruments and assessment results documenting student learning at the
conclusion of the unit;
·
A written narrative,
supported by the assessment data, which describes the unit's impact on student
learning.
State Pedagogy Assessment
Documentation
The EALRs project also must include the written sources of evidence required for the State of Washington's Pedagogy-Based Assessment. For this reason, the EALRs project documentation must also include:
·
Classroom characteristics:
describe the classroom in which you are teaching the unit. You should also
describe the classroom rules and routines, physical arrangements, and grouping
patterns that affect learning and
teaching;
· Student characteristics: Describe the students in the classroom, including the number of students and their ages and gender, range of abilities, cultural and socioeconomic backgrounds, native language(s) and levels of English proficiency, and special needs. You should specifically note students who are on Individualized Education Plans (IEPs) and any objectives cited in the IEPs that pertain to the unit you are teaching.
Finally, the EALRs project must include one written Instructional Plan and its associated Instructional Plan Rationale that follow the guidelines required by the State Pedagogy Assessment. Accordingly, your EALRs documentation must include an Instructional Plan and Rationale (select one lesson plan from the EALR project unit) that follows the Pedagogy Assessment guidelines. The categories for the plan and rationale are: Learning Targets, Assessment Strategies, Learning Experiences, and Family Interaction. You will find more details about writing an Instructional Plan and Instructional Plan Rationale on pages 21- 23 of Part II of the Pedagogy Assessment Instrument section of the Student Teaching Handbook (the last section of Part II).
The
EALR project documentation should be placed in a binder or notebook (separate
from the Student Teaching Portfolio). Teacher Candidates are required to also
submit an electronic version of the EALR project – this version need not contain
the optional supporting documentation (student work) that may be included in the
written version. Teacher Candidates are also encouraged to make a copy for their
own professional records of the entire document that they eventually submit to
their faculty.
When the College Faculty, Cooperating Teacher-Mentor, and/or Principal request the removal of a Teacher Candidate from a student teaching experience, the following procedure is to be followed. The intent of this procedure is to ensure fairness to all concerned while minimizing disruption in the student teaching setting.
If a Teacher Candidate seeks to be removed from a student teaching placement prior to the start of the placement or during the placement, the procedures below are followed. Teacher Candidates are not authorized to initiate placement changes with either the MIT Field Experience Officer or public school personnel.
Note: A Teacher Candidate who rejects the decision of the MIT Program and refuses to accept the student teaching placement provided by the college will be dismissed from the program. If a Teacher Candidate wishes to appeal the outcome of this decision, they must submit a written request to appeal to the MIT director, as described in the MIT Student Guidebook to Policies, Procedures and Resources.
The College Faculty expect that all Teacher Candidates will create a Student Teaching Portfolio of their teaching plans. Besides lesson plans, this portfolio should include reflections revealing the Teacher Candidate's theory to practice connections and learning from teaching and planning. The portfolio must be completed for the College Faculty prior to the final evaluation conference.
Although the College Faculty is ultimately responsible for submitting an evaluation for the Teacher Candidate’s transcript, Evergreen’s Master in Teaching Program faculty respect that the evaluation process is a collaborative one with the Cooperating Teacher-Mentor. Within this collaborative approach both the Cooperating Teacher-Mentor and the College Faculty base their individual feedback and evaluation of the Teacher Candidate upon the Student Teaching Assessment Rubric. A written narrative evaluation by the Cooperating Teacher-Mentor made available at the final evaluation conference contributes to the development of the final narrative evaluation submitted by the College Faculty to the College Registrar.
The final decision regarding successful completion of a student teaching assignment is based on the professional judgments of the College Faculty in consultation with the Cooperating Teacher-Mentor. It is understood that what constitutes consistency of performance on the Student Teaching Assessment Rubric may vary given the conditions of each student teaching situation.
Teacher Candidate performances which are in the “inappropriate teacher” range at the conclusion of a student teaching assignment will serve as a basis for the Cooperating Teacher-Mentor and the College Faculty to seriously consider giving such a Teacher Candidate an overall evaluation equivalent to unsatisfactory performance. In the case where the Cooperating Teacher-Mentor and the College Faculty conclude a Teacher Candidate has not satisfied the minimum expectations for the successful completion of a student teaching assignment, a written statement to that effect is attached to the sign-off form “Student Teaching Evaluation Conference” and reflected in the College Faculty’s narrative evaluation of the Student Teacher.
Master in Teaching Program
|
Fall Quarter _____ |
mid-term _____ |
|
Spring Quarter _____ |
final _____ |
PERFORMANCE ASSESSMENT OF TEACHER CANDIDATE
______________________________________________________
(name of Teacher Candidate)
for the time period _________________________ through _______________________
(starting date)
(ending date)
in the ____________________________________________ grade(s)/classroom(s) of
Cooperating Teacher-Mentor _______________________________ in the subject area(s)
of __________________________________________________________ .
The signatures below of the Cooperating Teacher-Mentor and the College Supervisor indicate completion of the evaluation of the Teacher Candidate based on the MIT Student Teaching Assessment Rubric. The signature of the Teacher Candidate indicates that he or she was present and participated in the evaluation with the Cooperating Teacher-Mentor and the College Faculty.
For the mid-term evaluation performance areas needing attention or improvement have been noted and shared with the Teacher Candidate. For the final evaluation any written concerns by the Cooperating Teacher-Mentor and/or the College Faculty regarding the Teacher Candidate not meeting minimum expectation for the student teaching assignment are attached.
Cooperating Teacher-Mentor:
Date:
College Faculty:
Date:
Teacher-Candidate: Date:
Note to College Faculty: At the completion of the student
teaching experience, please return this completed and signed form, along with
one completed copy of the Student Teaching Checklist (the short form of The
Evergreen State College rubric) and one completed Pedagogy Assessment Rubric to
the Field Experience Officer.