STUDENT TEACHING HANDBOOK
REVISED Spring 2012
Department of Education
North Carolina Wesleyan College
Rocky Mount, North Carolina 27804
Wesleyan’s teacher education program is accredited by the North
Carolina Department of Public Instruction and the National Council for
the Accreditation of Teacher Education (NCATE).
North Carolina Wesleyan College does not discriminate on the basis of race, religion, creed, national or ethnic origin,
age sex, marital status, or disability in administration of its educational policies, admissions policies, scholarship and
loan programs, athletic and other school administered programs.
Table of Contents
Preface…………………………………………………………………………………………………………
Overview of Education Program………………………………………………………………………………
North Carolina Professional Teaching Standards ………………………………………………….
The Teacher as Reflective Decision Maker…………………………………………………………………...
Role of the Teacher……………………………………………………………………………………………
Knowledge Base Model……………………………………………………………………………...………..
Reflection Cycle……………………………………………………………………………………………….
Suggested Questions for Reflective Conferencing…………………………………………………………….
Guidelines for Reflecting on Teaching Session……………………………………………………………….
Reflection Rubric……………………………………………………………………………………………...
Reflective Tools for Analyzing Student Learning…………………………………………………………….
Observing Interactions: Diversity…………………………………...………………………………………...
Student Teaching Program
Admission to Student Teaching……………………………………….…….…………………….…
Placement and Orientation/Responsibilities of the Participants/Student Teacher.…………………
The Cooperating Teacher/The Principal…….……...……………………………..……………...…
The College Supervisor/The Director of Field Experiences…………………..…………………….
Phases in the Student Teaching Program……………..……………………….……………………..
Orientation Reminders for Cooperating Teachers……………………………………….…
Suggested Student Teaching Timeline Middle Grades/Secondary….……….…………….
Elementary Education/Special Education Timeline………….……………………..……..
Policies and Regulations………………………………………………………………………………………
Evaluation/Recommendation for Licensure……………..……………………………..……………………..
Procedures for Withdrawal from Student Teaching.
School Request……………………………………………………………………………..………..
Student Request……………………………………………………………………………..……….
College Request……………………………………………………………………………………...
Policy for Early Release……………………………………………………………………………………….
Appendix………………………………………………………………………………………………………
2
3
4
5
6
7
8
9
10
12
13
14
15
17
18
19
20
21
23
24
25
27
28
29
30
31
32
33
PREFACE
This handbook has been designed to provide assistance to students who are entering student
teaching, to the college supervisor, and to the cooperating teacher. The handbook attempts to
describe and interpret the student teaching program, to establish guidelines that help unify the
program as it is carried out in different schools, and to provide suggestions which will aid all
involved in the program. It is intended that the handbook serve as a liberating rather than a
restricting influence for those who are helping students make the difficult transition from
student teacher to professional teacher.
The Department of Education at North Carolina Wesleyan College would like to express its
gratitude to the administrators and teachers who make possible this critical portion of the
preparation of students in professional education. Close communication and collegial working
relationships between college and public school personnel will enhance the success of the
student teaching experience. Suggestions and comments from users of the handbook are
welcome and will be used for its improvement in future revisions.
WRITE:
Field Placement Coordinator, Education Department
North Carolina Wesleyan College
3400 N. Wesleyan Blvd.
Rocky Mount, North Carolina 27804
or
CALL:
252-985-5163
3
Overview of Education Program
North Carolina Wesleyan College has, from its beginning, accepted the responsibility
for educating students who plan to enter the teaching profession. The College continues
that emphasis and has formulated six goals for students majoring in one of the areas of
teacher education: Elementary, Middle Grades Education, Special Education-General
Curriculum or licensure in secondary Education. The goals are based on the role of the
teacher as a reflective decision maker. These goals are aligned with the North Carolina
Professional Teaching Standards and used in structuring and evaluating student and the
program
A graduate of the teacher education program:
1.
Demonstrates an up-to-date body of professional knowledge and a
commitment to continued professional development.
2.
Demonstrates appropriate oral and written communication skills for
interacting with students, parents, and members of the professional
community.
3.
Demonstrates a philosophy of reflective practice which considers both
subject matter and the developmental needs of learners.
4.
Utilizes skills of effective decision making as needed for instructional
planning, classroom management, and implementing active learning.
5.
Interacts effectively and in accordance with ethical codes in carrying out
responsibilities of the profession within the school community.
6.
Demonstrates an awareness of diversity and provides instruction,
curriculum, and a classroom environment supportive of diversity.
These goals are addressed through the courses in the liberal arts and professional studies
that are required of all teacher education majors. They are also supported in the field or
laboratory experiences that North Carolina Wesleyan views as important in helping
students understand the role of the professional teacher in today’s multicultural schools
and the schools of tomorrow. Provisions for experiences of a clinical nature are
included in courses throughout the professional sequence.
4
North Carolina
Professional Teaching Standards
STANDARD I: TEACHERS DEMONSTRATE LEADERSHIP
 Teachers lead in their classrooms.
 Teachers demonstrate leadership in the school.
 Teachers lead the teaching profession.
 Teachers advocate for schools and students.
 Teachers demonstrate high ethical standards.
STANDARD II: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A
DIVERSE POPULATION OF STUDENTS
 Teachers provide an environment in which each child has a positive, nurturing
relationship with caring adults.
 Teachers embrace diversity in the school community and in the world.
 Teachers treat students as individuals.
 Teachers adapt their teaching for the benefit of students with special needs.
 Teachers work collaboratively with the families and significant adults in the lives
of their students.
STANDARD III: TEACHERS KNOW THE CONTENT THEY TEACH
 Teachers align their instruction with the North Carolina Standard Course of
Study.
 Teachers know the content appropriate to their teaching specialty.
 Teachers recognize the interconnectedness of content areas/disciplines.
 Teachers make instruction relevant to students.
STANDARD IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS
 Teachers know the ways in which learning takes place, and they know the
appropriate levels of intellectual, physical, social, and emotional development of
their students.
 Teachers plan instruction appropriate for their students.
 Teachers use a variety of instructional methods.
 Teachers integrate and utilize technology in their instruction.
 Teachers help students develop critical thinking and problem solving skills.
 Teachers help students work in teams and develop leadership qualities.
 Teachers communicate effectively.
 Teachers use a variety of methods to assess what each student has learned.
STANDARD V: TEACHERS REFLECT ON THEIR PRACTICE
 Teachers analyze student learning.
 Teachers link professional growth to their professional goals.
 Teachers function effectively in a complex, dynamic environment.
“For every student in North Carolina,
a knowledgeable, skilled compassionate teacher...
a star in every classroom.”
*Standards developed by North Carolina Professional Teaching Standards Commission, 2006-2008
5
THE TEACHER AS REFLECTIVE DECISION MAKER
The model of the teacher as a reflective decision maker presented in Figure 1 identifies
factors to be considered when a teacher makes decisions and interprets the effects of the
decisions. The three phases of teachers’ reflective thinking are illustrated as a
continuous cycle: 1) pre-teaching decisions, 2) during teaching, and 3) post-teaching
and planning for future actions. Below are listed questions and comments which are to
be considered during each phase.
Pre-Teaching Decisions for Action
What’s important to me in this lesson?
What are the key concepts, generalizations, and facts to be communicated?
What is the appropriate depth and scope of this material for students?
Which students will need special attention?
Which activities will help the students meet the objectives?
How will I know when students have achieved the objective(s)?
Is there any particular aspect of teaching that I am working to improve today?
Are there any problems I’m anticipating, and have I planned strategies to avoid them?
During Teaching
As I am teaching, am I observing to see how students are responding?
Do modifications need to be made?
Have I noted any special needs that need consideration in the future?
Do I follow effective strategies (wait-time, levels of questions, feedback, closure, etc.)?
Post-teaching: Reflection and Predictions
How did the lesson go? What happened as I planned? What didn’t?
What do I know about teaching and learning that might help me explain why the lesson
turned out the way it did?
If there’s anything I’d like to change, what would it be?
Did the students accomplish my stated outcome? How do I know?
How did I do in the area of teaching I chose to work on? What does the information I
gathered show?
Are there any puzzling questions that remain in my mind that I find myself mulling over
during the day? How could I find answers to those questions?
Source: Pasch, M., Starko, A.J., Sparks-Langer, G., Gardner, T.G., & Moody, C. D. (1991).
Teaching as decision making: Instructional practices for the successful teacher. New York
Longman.
6
ROLE OF THE TEACHER
It is expected that a graduate of the teacher education program at Wesleyan will
be able to assume the role of the teacher described below:
 The teacher is a reflective decision maker who recognizes the need for personal and
professional growth, has the skills necessary to pursue it, and is secure enough to
engage in personal and professional reflection.
 The teacher is sensitive to the needs of students with diverse intellectual, cultural,
and physical characteristics and is willing to make decisions which respond to the
needs. The teacher provides an educational environment to enhance the social,
emotional, cognitive, and physical development of individuals.
 The teacher interacts effectively and ethically in the community and in the school
environment supporting the site-based decision making and programs needed for
effective schools.
In summary, the teacher is a reflective decision maker.
7
KNOWLEDGE BASE MODEL
THE EFFECTIVE TEACHER AS A REFLECTIVE DECISION MAKER
Figure 1
Domain I
Pre-teaching:
Decisions for action
Teacher’s Knowledge of
A. Conditions surrounding teaching school/community
context physical/economic conditions (Wesleyan’s
Goals 1, 5 ,6)
B. Teacher’s own characteristics
philosophy/attitudes/beliefs/abilities (Wesleyan’s Goals
1, 2, 4, 5, 6)
C. Subject matter/content of NC Standard Course of Study
(Wesleyan’s Goals 3, 4, 6)
Domain II
During teaching:
Action,
modifications and
observations
D. Student needs/developmental characteristics/cultural
perspectives (Wesleyan’s Goals 3, 6)
E. Principles and techniques of effective
teaching/classroom management (Wesleyan’s Goals 3,
4, 5, 6)
Domain III
Post-teaching:
Reflection and
predictions
Course work and field-based experiences are organized in three Knowledge Domains to provide
education students the opportunities to develop and to demonstrate the knowledge and skills for
reflective decision making needed for effective practice. Knowledge Domain I is the general
education component which addresses A, B, and C in the model. Knowledge Domain II is the
specialty studies component which addresses C and E. Knowledge Domain III is the
professional studies component which addresses A, B, C, D, and E. The content and activities
for each Domain are based on the following: the mission of the College; the goals of the unit;
the standards and guidelines developed by the North Carolina Department of Public Instruction;
the research base for the North Carolina Effective Teacher Training Program; guidelines from
professional learned societies; the North Carolina Standard Course of Study; and, the
knowledge base from professional literature.
Pasch et al. (1991).
8
The Reflection Cycle
North Carolina Department of Public Instruction. (2007). North Carolina mentor teacher’s
handbook: Activities and tools for supporting beginning teachers, 11
9
Questions for Reflective Conferencing
Pre-conference
1.
What knowledge, skills, or attitudes are you hoping to develop in your students?
As you planned the lesson, what did you hope would happen to the students?
2.
In developing your instructional ideas, how did you go about building your ideas
into a teaching method?
3.
What factors led you to think the method selected would work for this lesson? How
do you predict students will respond?
4.
If “X” doesn’t work, what might you do?
5.
How will you know if students are getting what you want/achieving what you
planned?
6.
What is the relationship between this lesson and the long-range goals for the class?
7.
What do you want me to watch for today? (NC-TPAI)
Post-conference
1.
How did you feel about the teaching experience today?
2.
What did you observe your students doing?
3.
What was the reaction of the students to strategies you used for this lesson?
4.
Why do you think they reacted this way?
5.
What did you do to cause your students to perform that way?
6.
How did what you observed your students doing compare with what you had
planned for them?
7.
What were you thinking of when _________(used a particular teaching behavior)?
8.
Do you think the objectives for the lesson were achieved?
9.
What did you observe that causes you to think so?
10.
Why do you think your objectives were/were not achieved?
11.
Do you believe that your students changed any of their attitudes of beliefs as a
result of the lesson? If so, which ones?
12.
Have you ever had a problem like that before that you solved?
10
13.
What characteristics did the students have that contributed to their success today?
What was there about the content of the lesson/methods used that contributed to its
being successful?
14.
In what way did the learning environment make a difference in the way students
responded?
15.
What characteristics, professional and personal, did you display that contributed to
student achievement and satisfaction?
16.
Did you make any changes during the lesson in your plans?
17.
If so what was your reason for doing so?
18.
Why do you think it is important for your students to learn this?
19.
What did you learn from teaching this lesson?
20.
What do you believe makes a teacher effective?
Teacher Behaviors
When teaching, you used one or more of many possible teacher behaviors. Here is a partial list of
behaviors you may have used. Select one or two you used rather prominently and tell why you chose to
use them.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
Analyzing
Classifying
comparing/contrasting
defining
demonstrations
designating/labeling/naming/listing
directing
discussing
elaborating
enumerating
evaluating
expanding
generalizing
11
n.
o.
p.
q.
r.
s.
t.
u.
v.
w.
x.
y.
z.
explaining
inferring
interpreting
justifying
lecturing
opining
quoting
reacting
reporting/stating
responding
soliciting
synthesizing
structuring/organizing
GUIDELINES FOR REFLECTING ON TEACHING SESSION
The supervisory process we plan to use is one which emphasizes teacher growth and self-analysis. The
goal is to enable the student teacher to become more self-directed and less dependent on the cooperating
and university supervisors. The supervisor’s role is to assist the student teacher in identifying the
problems, analyzing the lesson, and developing improved lessons. This model of supervision is
composed of four states—preconference, observation, analysis, and post-conference. A description of
each stage follows:
1. Conference
a. purpose of lesson
b. expected student outcomes and behaviors
c. planned teaching strategies
d. concerns about lesson/presentation
e. desired focus of observation
2. Observation—collects data on:
a. desired focus of observations
b. elements of North Carolina TPAI (Teacher performance Appraisal Instrument)
1) management of instructional time
2) management of student behavior
3) instructional presentation
4) monitoring of student performance
5) instructional feedback
c.
Curricular content
1) accuracy
2) consistency with NC curriculum
3. Analysis
a. review of tape by student teacher
b. review of tape by cooperating teacher
c. review of tape by University supervisor
4. Postconference
a. reflect on actual student and teacher behaviors
b. discuss what happened as opposed to what was planned in terms of student and teacher
behaviors
c. discuss what facilitated successful learning outcomes and why
d. discuss what hindered or interfered with learning process and why
e. identify alternative teaching strategies that could be used for similar lessons
Created by:
Dr. Barbara Clawson and Dr. Mildred Johnson
School of Human Environmental Sciences
University of North Carolina Greensboro
Greensboro, North Carolina 27412
12
NORTH CAROLINA WESLEYAN COLLEGE
Department of Education
Reflection Rubric
Macro-Reflective: Distinguished by a search for relationships, connections,
justifications, consequences, evaluation, and critical processes. The reflection is driven
by a vision in the form of personal, pedagogical, or social conceptual and decisionmaking framework. Assertions are specific, supported with evidence from experience
and conceptually connected. The writer’s perspective is multidimensional explaining
how the event can be connected to a larger conceptual framework.
Micro-Reflective:
Includes a self-awareness of the writers’ own meaning-making
process but limited to the immediate situation or event, lacking connections to a broader
educational theory or framework. Assertions are specific and supported with evidence
from experience. The writer’s perspective may be multidimensional, representing more
than one learner or groups of learners.
Pseudo-Reflective: A list, log, story, description or a narrative of an educational
event. A reaction or retelling without thoughtful connection to other events. Assertions
are general and not supported with evidence from experience, theory or research. The
writer’s perspectives undifferentiated and general regarding the needs of learners.
Score
Reflection Rubric
Micro-Reflective
Pseudo-Reflective
(3)
(1)
A reaction or retelling
without thoughtful
connection to other
events.
Assertions are general
and not supported with
evidence from
experience, theory or
research
The perspective is
undifferentiated and
general regarding the
needs of learners
Macro-Reflective
(5)
Self-awareness of the
writers’ own meaningmaking process but
limited to the immediate
situation or event.
Assertions are specific
and supported with
evidence from experience
Search for relationships,
connections,
justifications,
consequences, evaluation,
and critical processes
Assertions are specific,
supported with evidence
from experience and
conceptually connected.
The perspective is
multidimensional,
representing more than
one learner or groups of
learners
The perspective is
multidimensional in
explaining how the event
can e connected to a
larger conceptual
framework
13
REFLECTIVE TOOLS
for
ANALYZING STUDENT LEARNING
I. Pre- and post-test Analysis
Analyzing pre-instructional and post-instructional tests or quizzes is one way to provide
evidence of pupil learning. Fill in the blanks on the following chart and then describe what the
changes show about student learning.
Post-Test
Pre-Test
Change
Range
-Highest score
-Lowest Score
Average
-Mean score
-Median score
Grades
-A (#, %)
-B (#, %)
-C (#, %)
-D (#, %)
-F (#, %)
Test Items
List test item
numbers that 85% of
students missed.
Analysis:
II. K-W-L Analysis
You can provide evidence of pupil learning by comparing pre-instructional and postinstructional knowledge using the KL-W-L technique. In the beginning of the unit, chart
what students know (K), want to know (W), and believe they already have learned (L) about
the topic to be studied. This technique is typically used as a record of whole class or
cooperative group learning. Photograph the original chart. As the unit progresses, return to
the K-W-L chart frequently adding new knowledge. At the end of the unit, finish the chart.
Again photograph the final charts. Compare the pre-instructional and post-instructional
charts. Describe what the change show about student learning.
Alternative:
You can use this technique to show evidence of learning for individuals with diverse
learning styles. Instead of creating a class char, have individuals keep their own K-W-L
sheet. Photocopy the sheets of selected individuals (i.e., typically high, average, and low
achievers, students with learning disabilities or other special needs, matched male and
female pupil pairs, etc.) at the beginning and end of instruction. Compare the preinstructional and post-instructional charts. Describe what the changes show about student
learning.
14
OBSERVING INTERACTIONS: DIVERSITY
Response Opportunities
Research in classrooms by teachers and professors has yielded the following findings:
 Teachers often show male students how to do a task and often do the task for
female students.
 High-achieving males receive more academic interaction from teachers than
high-achieving females.
 Males create more response opportunities for themselves than do females.
 Teachers provide more opportunities for males to respond in class than for
females.
 African American and Hispanic males are interacted with at a rate of 27% less
than their class representation.
Such differential treatment is not always a conscious act, but teachers do convey to
student their lack of expectations. This in turn does influence student performance.
Directions: Use the observation sheet attached or a similar one to record response
opportunities. Record a mark each time the teacher:
1. Calls on a student to answer a question.
2. Accepts the answer of a student who calls out a response to the question.
3. Calls on a student to perform—read aloud, work at board, sing, or similar.
4. Record a mark for each complete response opportunity, not for each question or
comment in an ongoing exchange.
The same process may be used to monitor interactions by gender, by economic
status, by ethnic group, or other selected variable.
Questions for Discussion:
1. Who was given the most opportunities to respond?
2. Are there differences in opportunities when judged by the percentage of
representation I the class? For example, boys make up 50% of a class, were
they given 50% of the response opportunities?
3. What might account for the discrepancies?
4. How might a teacher assure that all children have an equitable opportunity to
respond?
15
Observation Form for One Descriptor:
Response Opportunities
Interactions
Students
Session A
Session B
Males
Females
A similar chart can be used with a different descriptor such as Euro-Americans,
African-Americans, Hispanic-Americans used rather than gender. You are encouraged
to observe various patterns of interaction. Below is a chart on which more than one
description at a time could be observed.
Response Opportunities
Interactions
Students
Session A
Session B
M
M
European-American
F
F
M
African-American
M
F
F
M
M
Hispanic-American
F
M
F
M
F
F
Other Interactions to Observe
Other teacher-student interactions have been studied. You may want to observe which
students receive praise from the teacher and the type of praise given. You could also
observe the use of probing during questions time. Another interesting interaction to
observe is the physical closeness displayed; where in the room does the teacher stand; to
whom does he/she move; are some students or areas ignored?
Activities Adapted: Gender/Ethnic Expectations and Student Achievement. Grayson &
Martin.
16
STUDENT TEACHING PROGRAM
Each student is required to spend 16 weeks in student teaching. Elementary
Education majors will be placed in a classroom for 10 weeks and in a different
elementary grade for six weeks, typically kindergarten and another grade. Special
Education majors will be placed in two different Special Education settings. Students
double majoring in Elementary Education and Special Education will have one
placement in Special Education and one in Elementary. Middle grade majors teach in
both concentration areas during the semester. Students getting licensure in secondary
education are required to spend 16 weeks in their concentration.
Admission to Student Teaching
The culminating experience of any student preparing to teach is the Student
Teaching Block at the level of licensure being sought. A seminar in classroom
management is taken simultaneously. Care should be taken to insure that all
prerequisites for the block have been met prior to registration. Admission policies are as
follows:
1. Students’ teaching assignments in the block program must be made in cooperation
with local schools. It is imperative that information concerning interns be received
in adequate time for these assignments to be completed. Student must apply for the
block program no later than six months prior to the term in which they plan to
enroll.
2. All teaching area courses and methods courses must be completed before student
teaching.
3. Applicants must have maintained high standards of performance in their collegiate
program. Students with less than a 3.0 average in the subject teaching field or in
education courses will be required to have a vote of confidence by the Teacher
Education Council. Course grades in subject teaching field or in education courses
below a C will not be accepted.
4. The College reserves the right to refuse to admit or retain any student in the block
program.
5. Students must enroll for the full course load. Students must request permission to
participate in any other program, course of study, collegiate athletics, or part-time
work.
6. Guidelines from the state require students to be admitted to teacher education one
full semester prior to the student teaching semester.
17
Placement and Orientation
The College Director of Field Experiences, in cooperation with local school systems
and the college supervisor, arranges the placement of each student teacher. This
assignment may not be altered without the approval of the Director.
Student teachers are notified of their placements by the Director of Field Experiences.
Student teachers are placed with their cooperating teacher the semester before student
teaching, providing time to work together an entire year. The college supervisor also
hosts an orientation session for cooperating teachers to distribute and review this
handbook and required forms and to answer questions about the program. The
orientation session is held on the college campus.
The supervisors also meet with the student teachers to plan the semester, schedule the
seminars, and share information about the classroom management course, which is part
of the student teaching semester.
Responsibilities of the Participants
Successful student teaching is a cooperative endeavor involving the student, the
cooperating teacher, the college supervisor, and others. Each placement is unique, but
certain responsibilities and roles are delineated for each participant to maximize the
success of the experience.
The Student Teacher
Student teaching is designed as a transition from the role of a student to that of a
teacher. In order to successfully make the transition, it is expected that the student
teacher will, among other things:
1. Get to know, as quickly as possible, the cooperating teacher, the school principal,
and pupils in the class.
2. Conform to the appropriate regulations and policies of the cooperating school and to
those in this handbook.
3. Report on time for all school duties. Complete assignments accurately and
promptly.
4. Plan in advance and consult with the cooperating teacher.
5. Engage in self-evaluation. (See the forms in the Appendix.) Be receptive to
suggestions and constructive criticism.
6. Dress appropriately and in keeping with faculty standards.
7. Seek the help and guidance of the cooperating teacher and the college supervisor as
needed.
8. Provide the college supervisor with his or her teaching schedule and promptly
inform the supervisor if changes occur.
9. Attend the on-campus seminars.
10. Seek to maintain a high level of teaching and learning in the classroom.
11. Participate in staff activities, demonstrating professional responsibility.
12. Complete application for licensure and other forms as requested.
18
The Cooperating Teacher
The cooperating teacher fills a significant role in the preparation of new teachers.
Because he or she has daily contact with the student teacher, the cooperating teacher
greatly influences the professional development of the student teacher. Some of the
major responsibilities of the cooperating teacher are to:
1. Help orient the student to the pupils, the school, school policies, and other
personnel.
2. Acquaint the student teacher with materials, texts, library resources, and with his or
her methods of instruction and discipline.
3. Be open to new and different techniques. Allow the student teacher to test out his or
her ideas even though experience suggests their inadequacies.
4. Assist as the student teacher begins planning. Stress the importance of planning.
Serve as a planning role model.
5. Consistently, honestly, and fairly evaluate the student’s performance and share
evaluations with the student. (Sample evaluation forms are included in the
Appendix.)
6. Confer and work with the college supervisor. Try to be available for conference
following the supervisor’s observation.
7. Help the student teacher develop a professional attitude toward the role of the
teacher.
8. Share ideas and suggestions regarding Wesleyan’s teacher education and student
teaching programs with the college supervisor or Director of Field Experiences.
9. Provide opportunities for the student teacher to observe and work with exceptional
or mainstreamed pupils.
10. Treat the student teacher in a manner that indicates to the pupils that the student
teacher is to be viewed as the teacher’s peer.
The School Principal
The school principal contributes to the success of the student teaching program by:
1. Helping in selecting cooperating teachers.
2. Assisting in the orientation of the student teacher and aiding the student teacher’s
short-term integration into the faculty and school-wide community.
3. Observing the student teacher working with pupils if possible.
4. Completing the student Teaching/Interning Performance: Evaluation by North
Carolina Local Education Agency form and returning it to the college supervisor or
Director of Field Experiences. (See form in Appendix.)
5. Cooperating with the college in reviewing the student teaching program.
19
The College Supervisor
Each student teacher has a supervisor from the Education Department. Secondary and special
subject area student teachers also have a supervisor from their content area. The supervisors are
expected to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Act as liaisons between the college and the cooperating teacher.
Establish an effective collegial relationship with the cooperating teacher.
Help orient the student and the cooperating teacher with regard to each person’s role.
Visit the student teacher weekly, making observations, monitoring progress, and completing
evaluation records. (Samples are in the Appendix.)
Share observations with the student teacher and cooperating teacher following each
observation. Meet with the principal as needed.
Enforce the regulations and policies pertaining to student teachers.
Tabulate the various evaluations and assign a final course grade.
Help the student complete the application for licensure.
Assist the student in obtaining employment information upon request.
Assist in evaluating the student teaching program.
The Director of Field Experiences
The Director of Field Experiences has the overall responsibility for organizing and
administering the student teaching program. The role may include the following:
1.
2.
3.
4.
5.
6.
Development of policies and procedures for the program.
Coordinating the activities of all personnel involved in the program.
Processing student teaching application and coordinating placement.
Conducting follow-up studies of teacher education graduates.
Working with the Department Chair in submitting licensure material.
Providing the evaluation and improvement of the student teaching program.
20
Phases in the Student Teaching Program
Each placement for student teaching consists of four phases
1. Orientation
2. Transitional Activities
3. Full-time Teaching
4. Debriefing
The length of time a student spends in each phase will vary based on the length of
placement in a class, the readiness of the student, and the uniqueness of the class
situation. The rate of movement from one phase to another will depend on the
judgment of the cooperating teacher and the supervisor and the student. A projected
schedule should be developed for the placement as soon as possible, and adjusted as
needed.
PHASES
A. Orientation Phase
Activities during this phase set the tone for the whole student teaching experience.
They should help reduce the anxiety that often occurs at the beginning of student
teaching. The next page is a checklist for the orientation phase that the cooperating
teacher may find valuable. The student teacher will spend much time in observing
the teacher and the pupils at work. Activities for the first few days should include:
1.
2.
3.
4.
5.
6.
7.
8.
Learning the names of pupils, faculty, and other support personnel.
Making a seating chart.
Checking class rolls.
Studying and practicing the use of media resources.
Collecting and scoring pupils’ work and tests.
Reviewing texts that will be used.
Reviewing the teacher’s plans.
Planning first lessons that will be taught. (See Appendix for information on
lesson planning.)
9. Conferring with your cooperating teacher and supervisor.
10. Submitting the schedule for the placement and the teacher’s weekly schedule.
11. Beginning the reflective journal each student teacher is required to keep.
21
B. Transition Phase
The length of time in this phase will depend on the student’s previous experience,
feelings of security, and understanding of both the instructional program and the
discipline procedures used by the teacher. The student should begin teaching during
this phase. Some suggested activities for this phase include:
1.
2.
3.
4.
5.
6.
Tutoring individuals or small groups.
Making plans and teaching special assignments.
Preparing bulletin boards.
Assisting with homeroom activities.
Gradual assumption of a subject or period for day to day planning and teaching
Continuous evaluation of performance by conferences with teacher
C. Full-time Teaching Phase
As it becomes evident that the student is able to manage the class and provide
quality instruction, the student should assume full responsibility. The student
should do unit planning and daily plans for the teacher to review. Experiences at
this phase should include:
1.
2.
3.
4.
5.
6.
Classroom instruction for most of the school day.
Managing large groups and small groups.
Developing tests and evaluating pupils.
Working with parents.
Consulting with others--special education teachers, librarians, etc.
Having teaching activities observed by the principal.
D. Debriefing Phase
The student should gradually return the teaching responsibilities to the cooperating
teacher. Observations in other classes should be completed. All materials should be
returned. The final evaluation forms should be completed and final conferences
scheduled.
22
Orientation Reminders for Cooperating Teachers
The following checklist suggests some valuable reminders for the cooperating
teacher:
1.
Have I introduced the student teacher to the class and clarified her/his role to the
students?
2.
Have I acquainted the student teacher with course materials and objectives?
3.
Does the student teacher fully understand the methods by which he/she will be
evaluated?
4.
Has the student teacher been given some type of work that he/she can do
immediately so that he/she feels like a part of the class group and not just an
observer?
5.
Have I assigned the student teacher a work space/desk in the classroom that
he/she can call his or her own?
6.
Have I made available to the student teacher a set of textbooks, curriculum
guides, etc.?
7.
Does he/she know what to do in case of fire and other emergencies?
8.
Does he/she know the regulations concerning visitors to the classroom?
9.
Does he/she know how to record and report pupil attendance?
10.
Have I given the student teacher the school policy regarding the releasing of
students from school?
11.
Does he/she understand the procedures for obtaining supplies, equipment, and
duplication services?
12.
Is the student teacher fully aware of any duties involving study hall, playground,
lunchroom, early morning and after school?
23
Suggested Student Teaching Timeline
Middle Grades and Secondary Education
Throughout the term, students will work on journal, plans, and portfolio, as well as
attending the seminar. The following outlines a suggested schedule. Individuals will
work with the cooperating teacher and supervisor to plan a schedule based on the
unique needs of the selected placement.
Weeks
1-4
Activity
Forms to Complete
□
□
□
□
□
□
□
□
□
□
observe
begin journal
begin Portfolio
send parent letter (week 1)
learn student names
begin to plan units
help with small groups
work closely with teacher to teach using
her/his plans
begin to plan and teach a class (week3)
□
□
Contextual Information Sheet
Daily Schedule
□
full time in classroom (gradually add
sections/blocks)
□
Certification of Teaching Capacity
Form
Self-evaluation form
Professional Development (week 8)
5-8
□
□
8-12
□
□
continue full time teaching
Complete videos.
13-14
□
□
□
begin to return teaching to teacher
finish portfolio
complete journal
□
observe other classes
□
□
Video Assessment Form
Certification of Teaching Capacity
Form
□
□
Self-evaluation
Certification of Teaching Capacity
Form
Dispositions Profile
Student Teaching Performance
Application of NC Licensure
Evaluation of Field Experience
□
□
□
15-16
24
Suggested Student Teaching Timeline
Elementary Education/Special Education
The Department of Public Instruction requires student teachers to work in their field
placement for a minimum of 10 continuous weeks in one grade level. In addition to this
10 week placement, Wesleyan’s student teachers will be placed in a different grade
level for the remaining six weeks of the semester.
Throughout the semester, students will be attending a weekly classroom management
seminar and working on a student teaching portfolio using TaskStream. The following
outlines a suggested timeline of student teaching duties.
10-week setting
Activity
Weeks
1-2
□
□
□
□
□
□
observation and orientation to the
school learn
students’ names
begin to plan units
help with small groups
work closely with the teacher to
teach using his/her plans
3
□
assume responsibility for two
instructional areas or time blocks
4
□
5-8
Forms to Complete
□
□
Contextual Information
Sheet
Daily Schedule
add another instructional area or
time block
□
□
Professional Development
Certification of Teaching
Capacity Form
□
full time planning, teaching, and
evaluating
□
Video Assessment
9
□
reduce teaching to two or three
instructional areas or time blocks
10
□
observe other classes and teach one
or two instructional areas
□
□
Self-Evaluation
Certification of Teaching
Capacity Form
Dispositions Profile
Student Teaching
Performance
Evaluation of Field
Experience
□
□
25
6-week setting
Weeks
1
Activity
□
□
□
□
□
□
Forms to Complete
observation and orientation to the
school
learn students’ names
begin to plan units
help with small groups
work closely with the teacher to
teach using his/her plans
2
□
assume responsibility for two
instructional areas or time blocks
3
□
add another instructional area or
time block
□
□
Professional Development
Certification of Teaching
Capacity Form
4-5
□
full time planning, teaching, and
evaluating
□
Video Assessment
6
□
reduce teaching to two or three
instructional areas or time blocks
observe other classes
□
□
Self-Evaluation
Certification of Teaching
Capacity Form
Dispositions Profile
Student Teaching
Performance
Application for NC
Licensure
Evaluation of Field
Experience
□
□
□
□
□
26
POLICIES AND REGULATIONS
In addition to responsibilities and ideas listed elsewhere in the handbook, the following
guidelines have been established regarding student teaching:
1. Student Teachers are expected to conduct themselves in a professional manner which
reflects high standards, in all of their activities.
2. The student teacher is to be punctual, prepared in advance, and willing to spend time needed
in planning and conferencing.
3. Other than the courses in the student teaching block, the student teacher may not take other
courses during the teaching semester.
4. Student teachers are responsible for their own transportation to the schools to which they
are assigned.
5. Student teachers are strongly encouraged to join the National Education AssociationStudent North Carolina Association of Educators (NEA/SNCAE). The membership
includes professional liability insurance and provides information concerning professional
activities.
6. Corporal punishment is not to be administered by the student teacher.
7. The student teacher may not be used as a legal substitute for a certified teacher.
8. Student teachers may not be placed with a cooperating teacher who is a relative, close
personal friend, or one of their former teachers.
9. The student teacher is to maintain at least minimum levels of teaching proficiency. If the
student teacher demonstrates ineffectiveness to the degree that the progress of the pupils is
seriously impeded, he or she will be withdrawn. (See pages 20 & 21.)
Policy on Absences During Directed Student Teaching
A student teacher is expected to be present in the assigned class each day. The student teacher
may be excused no more than three (3) days during the directed student teaching experience.
Excused absences result from illness, death in the family, or other extreme emergencies only.
Any student teacher missing more than three days must make up the additional days before
credit for student teaching can be given.
Approval for absences must be secured from the Director of Teacher Education through the
college supervisor prior to the absence, except in the case of illness or emergency where prior
notification cannot be given. Students shall call their cooperating teacher and their college
supervisor assigned to them as soon as they know they will have to be absent from their directed
student teaching experience.
27
Evaluation
Continuous guidance and evaluation of the student teacher is the responsibility of both
the cooperating teacher and the College supervisor(s). A written record is to be made
for each visit by a College supervisor. Samples are included in the Appendix. The
cooperating teacher is to complete in writing a mid-term and final evaluation form to
supplement ongoing evaluations.
The student teacher should always be involved in the evaluation process so that he or
she is well informed of his or her progress, as perceived by the cooperating teacher and
the supervisor. The student should keep a growth plan that indicates areas to be worked
on each week. These areas may come directly from either the student’s self-evaluation
or suggestions from the teacher or supervisor.
The student teacher will receive a Pass* or Fail grade for the directed teaching part of
the semester. A Pass indicates an overall satisfactory rating on the final evaluation
criteria. (See the form in the Appendix.) A Pass is needed to be recommended for
licensure. The final grade is assigned by the College supervisor.
Recommendation for Licensure
Upon successful completion of student teaching, the PRAXIS II, if required, and all
other College requirements, the student must submit a completed application for
licensure to the Chair of the Education Department. Forms are available in the
Education office. The chairperson has the responsibility in the final decision regarding
recommendation. The decision will be based on the input of the College supervisor, the
cooperating teacher and Local Education Agency official, and the faculty in the
student’s major department. The Local Education Agency (LEA) must endorse the
candidate.
*effective, Spring, 1987
28
PROCEDURES FOR WITHDRAWAL FROM STUDENT TEACHING
School Request
When the school and/or the cooperating teacher request the removal of a student
teacher, the following steps will be followed:
1. The College supervisor will meet with the cooperating teacher and with the
student teacher (in a three-way conference, if possible) to determine if the
situation can be resolved without the removal of the student teacher.
2. If the request is a formal request for withdrawal, it will be honored. The
contact for the school will be notified of the withdrawal. The College
Supervisor may meet with the supervising teacher and the principal.
3. The cooperating teacher may provide information in addition to weekly
progress reports indicating the areas of deficiency and any problems related
to behavior, attitude, etc.
4. Education faculty and college supervisor will meet with the student to
determine his/her position. .
5. The student teacher will be asked if he/she wishes to be placed in another
placement (A) or if he/she wishes to withdraw from the student teaching
semester (B)
A. If the student wishes to continue, the Field Placement coordinator and
college supervisor must decide that there is the possibility of successful
completion; that is, that the problems can be remedied.
1. If the decision is negative, the student teacher may appeal to the
Teacher Education Council, one member of the Council (from
another discipline), will serve as acting Chair for the meeting. If
there is no appeal, the student, the Chair, his/her advisor, and the
Registrar will negotiate the schedule for the semester.
2. If the decision is positive, an action plan will be written that specifies
the areas to be worked on and the tasks to be completed. The student
teacher, the college supervisor, and the Field Placement Coordinator
must all sign the action plan. The specific time frame and the details
of evaluation and additional placements will be determined as a part
of the plan.
B. If the student does not wish to continue, the student, Field Placement
Coordinator, his/her advisor, and the Registrar will negotiate the
student’s schedule for the semester
29
PROCEDURES FOR WITHDRAWAL FROM STUDENT TEACHING
Student Request
When the student teacher requests the withdrawal from student teaching or from
the student teaching placement, the following steps will be followed:
1. The College supervisor will meet with the cooperating teacher and with the
student teacher (in a three-way conference, if possible) to determine if the
situation can be resolved without the removal of the student teacher.
2. If the student teacher formally requests withdrawal, it will be honored and
the teacher and school will be notified.
3. The student will have the option of requesting a replacement.
4. The Teacher Education faculty and College supervisor will meet with the
student to determine his/her position.
A. If the student wishes to continue, the Field Placement Coordinator and
the college supervisor must decide that there is the possibility of
successful completion; that is, that the concerns can be remedied.
1. If the decision is negative, the student teacher may appeal to the
Teacher Education Council. One member of the council (from
another discipline) will serve as Chair for the meeting. If there is no
appeal, the student, the Chair, his/her advisor, and the Registrar will
negotiate for the schedule for the semester.
2. If the decision is positive, an action plan will be written that specifies
the areas to be worked on and the tasks to be completed. The student
teacher, the college supervisor, and the Field Placement Coordinator
must all sign the plan. The specific time frame and the details of
evaluation and additional placements will be determined as a part of
the plan.
B. If the student does not wish to continue, the student, the Field Placement
Coordinator, his/her advisor, and the Registrar will negotiate the
student’s schedule for the semester.
30
PROCEDURES FOR WITHDRAWAL FROM STUDENT TEACHING
College Request
When the college requests the removal of a student from student teaching, the
following steps will be followed:
5. The College supervisor will meet with the cooperating teacher and with the
student teacher (in a three-way conference, if possible) to determine if the
situation can be resolved without the removal of the student teacher.
6. If the Field Placement Coordinator requests a formal withdrawal, it will be
honored and the teacher and school will be notified.
7. Weekly progress reports will indicating the areas of deficiency and any
problems related to behavior, attitude, etc. will be used as supporting
evidence.
8. Education faculty and college supervisor will meet with the student to
determine his/her position.
9. The student teacher will be asked if he/she wishes to be placed in another
placement (A) or if he/she wishes to withdraw from the student teaching
semester (B)
C. If the student wishes to continue, the Field Placement coordinator and
college supervisor must decide that there is the possibility of successful
completion; that is, that the problems can be remedied.
3. If the decision is negative, the student teacher may appeal to the
Teacher Education Council, one member of the Council (from
another discipline), will serve as acting Chair for the meeting. If
there is no appeal, the student, the Chair, his/her advisor, and the
Registrar will negotiate the schedule for the semester.
4. If the decision is positive, an action plan will be written that specifies
the areas to be worked on and the tasks to be completed. The student
teacher, the college supervisor, and the Field Placement Coordinator
must all sign the action plan. The specific time frame and the details
of evaluation and additional placements will be determined as a part
of the plan.
D. If the student does not wish to continue, the student, Field Placement
Coordinator, his/her advisor, and the Registrar will negotiate the
student’s schedule for the semester.
31
Policy: Early Release
Occasionally, schools request that a student teacher be released early from student
teaching to fill a teaching vacancy in the school. The Education Division reviews such
requests as a positive endorsement regarding the work of the student teacher, but an
early release is rarely granted. Faculty believes that student teaching plays a crucial
role in the development of our candidates as teachers. The following procedures have
been adopted to guide decision making regarding such requests.
1.
The school principal should contact the Coordinator of Field Placement and/or
college supervisor regarding such a request. After the initial contact is made the
request must be submitted in writing to the Coordinator of Field Placement.
2.
The college supervisor, the Coordinator of Field Placement, and other faculty
involved in the student teaching block will review the requests.
3.
Each case will be reviewed and considered individually. Items to be considered
are, status of PRAXIS, current performance, and previous experience as a
teacher, long terms substitute, or teacher assistant. Students seeking a degree
will be required to complete 80% of their student teaching before a release will
be considered. Early release is not guaranteed.
4.
The student and school principal will be informed of the College’s decision by
the Coordinator of Field Placement.
5.
Students will be expected to complete seminar and other course requirements.
32
Appendix
Contextual Information Sheet……...……………………………………………………………...…………..
Daily Schedule of Classes...…………………………………………………………………………………...
Lesson Planning/Daily and Weekly Reports….………………………………………………………………
Student Teacher Video and Assessment………………………………………………………………………
The Ten-Step Lesson Plan Design………………………………………………...…………………………..
Checklist for Student Teacher Self-Evaluation………………………………………………………………..
Weekly Progress Report for Student Teachers………………………………………………………………...
Student Teacher Observation Form……………………………………………………………………………
Professional Development Report……………………………………………………………………………..
Certification of Teaching Capacity……………………………………………………………………………
Student Teaching Performance Evaluation by LEA…………………………………………………………..
Application for a North Carolina License………………………………...…………………………………...
Portfolio Suggested Table of Contents………………………………………………………………………...
Portfolio Review Form…………………………………………….…………………………………………..
Survey of Parents………………………………………………………………………………………………
Questions to Clarify Knowledge, Skills, and Dispositions……………………………………………………
Wesleyan Warranty……………………………………………………………………………………………
Code of Ethics for the Education Profession…………………………………………………………………..
Code of Ethics for North Carolina Educators……………………………………………...………………….
NCAE Presents Tips for New Teachers……………………………………………………………………….
Testing Requirements for Licensure………………………………………………...………………………...
TaskStream…………………………………………………………………………………………………….
33
34
35
36
37
38
39
41
42
43
44
47
48
50
53
56
57
58
59
60
62
63
64
Contextual Information Sheet
To help the assessors more completely understand your school setting, you are asked to
provide the following information.
1
My school is
□
urban
□
suburban
□
2
My school population is
□
<100
□
101-300
□
□
501-800 □
>801
3
My school serves students in grades
through
4
My classroom is in a mobile unit
□
Yes
□
No
5
I have my own classroom
□
Yes
□
No
6
I have computers in my classroom.
□
Yes
□
No
If yes, number is
7
I have internet access in my school.
□
Yes
□
No
8
I have internet access in my classroom.
□
Yes
□
No
9
I have access to a computer lab on a
□
Yes
□
No
regular basis.
10 10.
Data about students in my classroom(s):
Placement 1: Total Number
Gender
Race
ESL
Number of inclusive special education
students
(list classifications):
Male
White
Female
Black
other
Male
White
Female
Black
other
Placement 2: Total Number
Gender
Race
ESL
Number of inclusive special education
students
(list classifications):
Optional: Other information you deem pertinent.
34
rural
301-500
DAILY SCHEDULE OF CLASSES
Daily Class Schedule for: _________________________________________________
Location:_______________________________________________________________
(Name of School or Agency)
______________________________________________________________________
(Address)
______________________________________________________________________
(Telephone)
Administrator:___________________________________________________________
Local Supervisor(s):______________________________________________________
______________________________________________________________________
______________________________________________________________________
Your schedule, including lunch and special classes:
Time
Grade Level/Subject
Teacher
Room #
Date you expect to begin teaching first class or group:_________________________________
Best time(s) for conference(s) with you:_____________________________________________
with Cooperating Teacher:_____________________________________________
with both of you together:_____________________________________________
Teacher workdays and/or holidays:_________________________________________________
_____________________________________________________________________________
Add other information you think will help us in planning visits to you:____________________
_____________________________________________________________________________
Return to College Supervisor one week after student teaching begins.
35
LESSON PLANNING
A major objective of the student teaching experience is that the student teacher
becomes a reflective decision-maker. Deliberation about student learning necessarily
involves asking questions about how learning takes place and what behaviors are
exhibited that yield such information. In support of this objective, student teachers are
required to prepare daily lesson plans. The Ten-Step Lesson Plan Design approved by
the NCDPI is one format that is taught and practiced in education courses at the
College. It is suggested that these daily plans be reviewed by the cooperating teacher
on a regular basis prior to being implemented to promote discussion and feedback. A
suggested lead time for such review should be at least two days prior to implementation.
Daily and Weekly Reports*
Students are expected to be current on all reports while in the directed student teaching
experience.
1. Daily Lesson Plans: Each student teacher is expected to write a lesson plan for
each lesson taught.
2. Reflective Student Teaching Journal: The purpose of the Student Teaching
Journal is to provide the student teacher a chance to record those occurrences
that he/she considers noteworthy.
3. Student teaching Video and Assessment: The purpose of the Student
Teaching Video is to give the student teacher and the cooperating teacher a
chance to view and reflectively evaluate a brief lesson. (At least one video per
placement)
36
TEACHER EDUCATION PROGRAM
Undergirding the Teacher Education Program is the Reflective Practitioner Framework
Student Teacher Video and Assessment
Student Teacher Contact Information
Student Teacher Video
Information
First and Last
Name:
Public School
Name:
Cooperating
Teacher Name:
Video Camera
Person:
Grade Level in
Video:
Subject(s) Being
Taught:
Date and Time
Video Made:
Length of Video
(Minutes):
Please briefly answer the following questions after reviewing the video. For additional
comments, please use the back of this form:
Student teacher reflections:
Cooperating teacher reflections:
Strengths seen by the student teacher:
Strengths seen by the cooperating teacher:
Areas for improvement seen by the student teacher:
Areas for improvement seen by the cooperating teacher:
Signature of Student Teacher:
Signature of Cooperating Teacher:
Public School Location:
Today’s Date:
37
The Ten-Step Lesson Plan Design
1. COMMON CORE / ESSENTIAL STANDARDS COVERED:
2. STUDENT LEARNING OBJECTIVE(S):


The student will…
The student will…
3. ACCESS PRIOR KNOWLEDGE (Time: )
4. TEACHER INPUT (Time: )
5. GUIDED PRACTICE (Time: )
6. INDEPENDENT PRACTICE (Time: )
7.
CLOSURE (Time:
8. FORMATIVE ASSESSMENT:
9. DIFFERENTIATION STRATEGIES
10. MATERIALS NEEDED:
38
CHECKLIST FOR STUDENT TEACHER SELF-EVALUATION
Name__________________________________________Date____________________
School________________________________Subject(s) Taught__________________
Directions:
Place a checkmark in the box to the right of each statement which reflects your
performance on each of the good teacher traits listed below. After you have completed the list,
review both your strong and weak points. Make a plan for emphasizing your strengths and
improving your weaknesses in Section IX. This checklist is for your personal benefit.
Outstanding
Good
Average
Needs
Attention
I. Personal Appearance
A. My dress is always appropriate for work.
B. My personal grooming habits are good.
C. My posture is always the best it can be.
II. Personality
A. I make every effort to cooperate with others.
B. I am always honest in my dealing with others.
C. I know when to listen.
D. I am slow to anger.
E. I willingly accept and learn from constructive criticism.
III. Scholarship
A. I strive to improve my knowledge of the subjects I teach.
B. I try to relate the subjects I teach to other disciplines.
C. I show genuine interest in subjects other than those I teach.
IV. Teaching Techniques
A. I always prepare and use a teaching plan.
B. I use visual aids appropriately.
C. I give clear directions and explanations.
D. I give individual attention and help to pupils.
E. I try to vary my teaching methods.
F. Students seem interested in the topics I teach.
G. I strive to have all students participate in my classes.
H. I am genuinely enthusiastic about my subjects.
I. I try to allow students to develop their own independent judgments.
J. I ask questions clearly and fairly.
K. The assignments I make are reasonable.
L. The tests I give are well designed.
M. I try to develop student competencies daily.
N. I use class time wisely.
O. I try to develop positive student attitudes toward learning.
P. I teach for transfer of learning.
V.
A.
B.
C.
D.
E.
Work Habits
I am always on time for work, class and meetings.
I have developed a good work routine.
I use my time wisely.
I plan every day.
I try new things.
Continued on back
39
Outstanding
Good
Average
Needs
Attention
VI. Class control
A. My pupils respect each other.
B. My pupils respect me.
C. My pupils cooperate with me.
D. When necessary, I discipline fairly.
VII. Language Habits
A. I always use correct grammar.
B. I enunciate words clearly and distinctly.
C. I use a vocabulary appropriate for my job.
D. The tone of my voice is pleasant.
E. I speak loudly enough to be easily heard.
VIII. Professional Attitude
A. I participate in school activities.
B. I actively participate in professional organizations.
C. I regularly read professional publications.
D. I always respect my co-workers.
IX.
Plan for Improvement
I plan to emphasize my strengths and improve on my weaknesses by doing the following:
A.____________________________________________________ C.______________________________________________
Completion date
Completion date
B._____________________________________________________ D._____________________________________________
Completion date
Completion date
40
NORTH CAROLINA WESLEYAN COLLEGE
Weekly Progress Report
For
Student Teachers
Areas of Strength:
Area(s) to Improve:
Suggestions:
_________________________
(signed by Cooperating Teacher)
____________
(date)
_________________________
(signed by Student Teacher)
41
Student Teacher Observation Form
Candidate Name:
School:
Cooperating Teacher Name:
Grade:
Date/Time
Student Demographics
In addition to all other state and institutional requirements, the candidate must meet each of the descriptors identified in this
document to be recommended for licensure.
Rating Scale
3 = Above Standard (clear, convincing evidence of high performance)
2 = At Standard (clear evidence of adequate/acceptable work)
1 = Below Standard (needs improvement)
NA = Not Observed
Standard
Developing Descriptor
Rating
Professionalism
1e.
1e.1 Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.
NA
1
2
3
NA
1
2
3
NA
1
2
3
Classroom Climate/Culture
1a.3 Maintains a safe and orderly classroom that facilitates student learning.
1a.
2a.
1a.4 Uses positive management of student behavior, including strategies of conflict resolution and anger
management, effective communication for defusing and deescalating disruptive or dangerous behavior, and
safe and appropriate seclusion and restraint.
2a.1 Maintains a positive and nurturing learning environment.
NA
1
2
3
2c.
2c.1 Maintains a learning environment that conveys high expectations of every student.
NA
1
2
3
4g.1 Uses a variety of methods to communicate effectively with all students.
NA
1
2
3
4g.2 Consistently encourages and supports students to articulate thoughts and ideas clearly and effectively.
NA
1
2
3
NA
1
2
3
NA
1
2
3
NA
1
2
3
4g.
Instruction
2b.
3a.
2b.1 Appropriately uses materials or lessons that counteract stereotypes and acknowledges the contributions of all
cultures.
2b.2 Incorporates different points of view in instruction.
3a.2 Integrates effective literacy instruction throughout the curriculum and across content areas to enhance students’
learning.
3b.
3b.2 Encourages students to investigate the content area to expand their knowledge and satisfy their natural curiosity.
NA
1
2
3
3d.
3d.1 Integrates 21st century skills and content in instruction.
NA
1
2
3
4c.
4c.1 Uses a variety of appropriate methods and materials to meet the needs of all students.
NA
1
2
3
4d.
4d.1 Integrates technology with instruction to maximize students’ learning.
NA
1
2
3
NA
1
2
3
NA
1
2
3
1a.1 Evaluates the progress of students toward high school graduation using a variety of assessment data measuring
goals of the North Carolina Standard Course of Study.
4h.1 Uses multiple indicators, both formative and summative, to monitor and evaluate students’ progress and to
inform instruction.
4h.2 Provides evidence that students attain 21st century knowledge, skills and dispositions.
NA
1
2
3
NA
1
2
3
NA
1
2
3
5a.
5a.1 Uses data to provide ideas about what can be done to improve students’ learning.
NA
1
2
3
1d.
1d.1 Implements and adheres to policies and practices positively affecting students’ learning
NA
1
2
3
2d.1 Cooperates with specialists and uses resources to support the special learning needs of all students.
NA
1
2
3
2d.2 Uses research-verified strategies to provide effective learning activities for students with special needs.
NA
1
2
3
4e.
4f.
4e.1 Integrates specific instruction that helps students develop the ability to apply processes and strategies for critical
thinking and problem solving.
4f.1 Organizes student learning teams for the purpose of developing cooperation, collaboration, and student
leadership.
Evaluation/Assessment
1a.
4h.
Impact on Student Learning
2d..
University Supervisor
Main focus for next observation
Conference followed observation
42
yes
no
School____________________________________________Date________________________
Please rate and make comments concerning your student teacher’s professional development. The purpose of
this form is to indicate areas of strength, areas needing improvement and the progress that is on-going. Please
share your completed forms with your student teacher each week. The college supervisors will collect the
completed forms during their visits for observations. We hope the form is helpful.
A rating of “5” indicates great strength; a rating of “1” indicates a definite weakness in the area.
1. Dependability (carries out plans; punctual; attendance)
Low
1 2
3
High
4 5
2. Initiative (performs duties without prompting; self-motivated)
1
2
3
4
5
3. Relationship with students (likes and respects students; is “real and
genuine” with them; uses appropriate interpersonal skills)
1
2
3
4
5
4. Personal maturity (poise; stability; responds positively to constructive
criticism)
1
2
3
4
5
5. Interest in teaching (seems glad to be teaching; demonstrates
enthusiasm)
1
2
3
4
5
6. Lesson plan writing (clarity; objectives written in behavioral terms;
appropriate evaluation; daily and long-term planning; provides for student
differences)
1
2
3
4
5
7. Lesson presentation (vitality; variety; clarity; sequence; closure)
1
2
3
4
5
8. Questioning skills (questions are asked on all levels of Bloom’s
Taxonomy; uses probing questions)
1
2
3
4
5
9. Behavior management (clear expectations; demonstrates firmness and
consistency; effectively uses nonverbal communication; identifies and
takes appropriate action in problem situations)
1
2
3
4
5
10. Creativity (demonstrates creativity in planning and teaching)
1
2
3
4
5
Additional comments:
43
Wesleyan College
LEA/IHE Certification of Teaching Capacity
Candidate Name:
Semester:
Cooperating Teacher Name:
School:
Grade level and/or Subject Taught:
Evaluator:
Year:
In addition to all other state and institutional requirements, the candidate must meet each of the descriptors identified
in this document to be recommended for licensure.
Standard/Element
Developing Descriptor
Rating
Professionalism
1e. Teachers demonstrate high
ethical standards.
1e.1 Articulates the importance of ethical behavior as outlined in
the Code of Ethics for North Carolina Educators and the
Standards for Professional Conduct.
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Classroom Climate/Culture
1a. Teachers lead in their
classrooms.
1a.3 Describes the characteristics and importance of a safe and
orderly classroom environment.
1a.4 Understands positive management of student behavior,
including strategies of conflict resolution and anger
management, effective communication for defusing and
deescalating disruptive or dangerous behavior, and safe and
appropriate use of seclusion and restraint.
2a. Teachers provide an
environment in which each
child has a positive,
nurturing relationship with
caring adults.
2a.1 Recognizes and can explain aspects of a respectful and
2c. Teachers treat students as
individuals.
2c.1 Encourages and values individual student contributions,
4g. Teachers communicate
effectively.
4g.1 Demonstrates the ability to communicate effectively with
effective learning environment.
regardless of background or ability.
students.
4g.2 Provides opportunities for students to articulate thoughts and
ideas..
Instruction
2b. Teachers embrace diversity
in the school community
and in the world.
2b.1 Displays knowledge of diverse cultures, their histories, and
their roles in shaping global issues.
2b.2 Acknowledges the influence of all aspects of diversity on
students’ development and attitudes.
Candidate initials: ______
44
Standard/Element
Proficient Descriptor
Rating
3a. Teachers align their
instruction with the North
Carolina Standard Course
of Study.
3b. Teachers know the content
appropriate to their teaching
specialty.
3a.2 Integrates literacy instruction in individual lessons and in
3d. Teachers make instruction
relevant to students.
3d.1 Identifies relationships between the North Carolina Standard
Course of Study and life in the 21st century..
4c. Teachers use a variety of
instructional methods.
4c.1 Demonstrates awareness of the variety of methods and
4d. Teachers integrate and
utilize technology in their
instruction.
4e. Teachers help students
develop critical-thinking
and problem-solving skills.
4d.1 Assesses effective types of technology to use for instruction.
4f. Teachers help students to
work in teams and develop
leadership qualities.
4f.1 Demonstrates awareness of multiple approaches or strategies
particular subject areas.
3b.1 Encourages students to investigate the content area to
expand their knowledge and satisfy their natural
curiosity.
materials necessary to meet the needs of all students.
4e.1 Demonstrates knowledge of processes needed to support
students in acquiring critical thinking and problem-solving
skills.
for developing and supporting student learning teams.
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Evaluation/Assessment
1a. Teachers lead in their
classrooms.
1a.1 Demonstrates how teachers contribute to students’ progress
4h. Teachers use a variety of
methods to assess what each
student has learned.
4h.1 Interprets data on student progress accurately and can draw
5a. Teachers analyze student
learning.
5a.1 Identifies data sources to improve students’ learning.
toward high school graduation by following the North
Carolina Standard Course of Study. .
appropriate conclusions.
Impact on Student Learning
1d. Teachers advocate for
schools and students.
1d.1 Identifies the policies and practices affecting students’
2d. Teachers adapt their
teaching for the benefit of
students with special needs.
2d.1 Understands resources and strategies that can provide
learning.
assistance in meeting the special learning needs of individual
students.
Candidate initials: _____
45
LEA/IHE Certification of Teaching Capacity
In addition to all other state and institutional requirements, the candidate must meet each of the descriptors identified
in this document to be recommended for licensure.
SIGNATURES
Note: The candidate signature does not imply agreement with the ratings. All other signatures verify the accuracy of and
agreement with the ratings on each descriptor.
(Complete only with final evaluation)
Individual
Printed Name
Signature
Candidate
Cooperating Teacher
Principal (or designee)
University Supervisor
Do you recommend this student for certification?
Yes
No
Comments (optional):
In a brief narrative statement, express whether or not you believe that the student teacher has the
potential to continue to meet all the above competencies in his/her future professional career
46
Date
STUDENT TEACHING/INTERNSHIP PERFORMANCE:
EVALUATION BY A NORTH CAROLINA LOCAL EDUCATION AGENCY
This form must be submitted with the license application of individuals completing approved teacher education programs in North Carolina. The student’s performance
in student teaching/internship must be satisfactory to qualify for a North Carolina license.
student’s last name
first name
middle name
street address
maiden name
city
social security number
state
zip code
college or university
The student performed his or her teaching or interning assignment at
________________________________________________
name of school
___________________________________________________
school unit
The assignment began_____________________
month, day, year
and ended ___________________month, day, year
The individual taught _________________________ in grade (s) ____________________________
or interned in _________________________________________________________
name of program
We have reviewed the evaluation of this student’s performance. The evaluation was systematic and continuous during the student teaching or
interning assignment. Based on the evaluation and recommendations from professional staff, we certify that
The student’s performance has been successful.
The student’s performance has not been successful.
Comments (optional):
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Signatures:
__________________________________________________
__________________________________________________
LEA Supervisor
Superintendent or Designee
__________________________________________________
__________________________________________________
Date
Date
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
Licensure Section
6365 Mail Service Center
Raleigh, North Carolina 27699-6365
Form S
March 2006
47
APPLICATION FOR A NORTH CAROLINA LICENSE
Type or print the following information.
last name
first name
middle name
street address
social security number
city
date of birth (month, day, year)
sex
male
maiden
state
zip code
telephone number (with area code)
race
female
African American
American Indian
Asian
Caucasian
Hispanic
Other
List the areas of licensure for which you are applying
___________________________
___________________________________
___________________________
___________________________________
-----------------------------------------------------------------------------------------------------------------
STATEMENT OF APPLICANT
Have you ever had a certificate or license revoked or suspended by any state or other governing
body? If yes, attach a statement giving full details and official documentation of the action taken.
yes
no
Have you ever been convicted of a crime (excluding minor traffic violations)? If yes, you must
submit court documents that indicate judgment and disposition of the case from the court of
conviction and an explanation of the incident(s).
yes
no
I certify that the information provided in this application is correct and true. I understand that the falsification of any statement or document will
result in the revocation of my North Carolina license.
Signature:
_______________________________________________________
Date:
_______________________________________________________
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
Licensure Section
6365 Mail Service Center
Raleigh, North Carolina 27699-6365
Form A
March 2006
48
Form A: Instructions
1.
Fill in complete name, beginning with your last (no initials please).
2.
Give complete address, including zip code.
3.
Fill in your telephone number in case the Licensure Section needs to contact you about your application.
4.
Write in your social security number. This number serves as your license number.
5.
Fill in your date of birth (month, day, year).
6.
Check the correct box for sex and race.
7.
Indicate the areas of licensure for which you are applying.
8.
Answer the questions under Statement of Applicant. Your application will not be evaluated without this
information. An answer of “yes” does not automatically exclude a person from obtaining a license.
9.
Sign the application. Your signature certifies that the information provided is correct and true. Falsification of
any statement or document is grounds for revocation of a license.
10. Write in the date of your application.
49
Student Teacher Portfolio
Suggested Table of Contents
Teacher Education Program
North Carolina Wesleyan College
Table of Contents
I.
Introduction
A. Cover sheet
B. Table of Contents
C. Resume
D. Philosophy of Education
E. Description of School Placement
F. Contextual Information Sheet (in Handbook)
G. List of Prior Field Experiences (school/courses/activities)
II.
North Carolina professional Teaching Standards (Essay addressing each standard, stating how you met
each standard, and referring to specific items in the portfolio that support your statements).
A.
Standard 1: Teachers Demonstrate Leadership
 Teachers lead in their classrooms
 Teachers demonstrate leadership in the school.
 Teachers lead the teaching profession
 Teachers advocate for schools and students

Teachers demonstrate high ethical standards
B. Standard 2: Teachers Establish A Respectful Environment For A diverse Population Of Students
 Teachers provide an environment in which each child has a positive, nurturing relationship with
caring adults.
 Teachers embrace diversity in the school community and in the world.
 Teachers treat students as individuals.
 Teachers adapt their teaching for the benefit of students with special needs.
 Teachers work collaboratively with the families and significant adults in the lives of their
students.
C. Standard 3: Teachers Know the Content They Teach
 Teachers align their instruction with the North Carolina Standard Course of Study.
 Teachers know the content appropriate to their teaching specialty.
 Teachers recognize the interconnectedness of content areas/disciplines.
 Teachers make instruction relevant to students.
D. Standard 4: Teachers Facilitate Learning For Their Students
 Teachers know the ways in which learning takes place, and they know the appropriate levels of
intellectual, physical, social, and emotional development of their students.
 Teachers plan instruction appropriate for their students.
 Teachers use a variety of instructional methods.
 Teachers integrate and utilize technology in their instruction.
 Teachers help students develop critical thinking and problem solving skills.
 Teachers help students work in teams and develop leadership qualities.
 Teachers communicate effectively.
 Teachers use a variety of methods to assess what each student has learned.
E. Standard 5: Teachers Reflect On Their Practice
 Teachers analyze student learning.
 Teachers link professional growth to their professional goals.
 Teachers function effectively in a complex, dynamic environment.
III.
Instruction
A. Lesson plan 1, student work samples and reflection*
B. Lesson plan 2, student work samples and reflection*
50
C. Unit plan
D. Pictures of bulletin boards, centers including descriptions (midpoint of each placement)
E. Student assessment activity—why selected, results, follow up (include the assessment item,
analysis, etc.) (See p. 70 in Handbook)
F. Other students’ work samples and reflections to document your skills
IV.
Classroom Management
A. Video, evaluation using observation form, analysis (in Handbook) (Submit with the matching lesson
plan and the work samples and analysis)
B. Discipline plan
C. Analysis of discipline incident and how handled
V.
Relationships with colleagues, parents, students
A. Letter to parents
B. Philosophy statement about role of parents, how to build support
C. Log of parent contacts (each month)
D. Reflection on parent contacts, conferences, etc.
E. Brief case of special student (SPED , other), work samples or other supporting evidence, and
reflection on how you met student’s needs
VI.
Professional Development
A. Observation forms from supervisor/teacher-weekly
B. PRAXIS scores (Elementary must pass Praxis II to be highly qualified and to be recommended for
license.)
C. Log of professional activities and memberships
D. List or statement about extra-curricular activities/volunteer service, tutoring, etc. in the public
school or community
E. Self assessments (end of each month)
F. Notes from others
Reflection Suggestions
The following are suggestions for preparing the reflections to be included in the portfolio. Your
reflections should be narratives that describe the situation and address the concepts in the
questions below. The questions are based on the guidelines from the Performance-Based
Licensure handbook published by Public Schools of North Carolina.
III.
Instruction
A. & B. Reflecting on a Lesson Plans
How/why was the lesson chosen? What kinds of strategies were chosen and why? How does the lesson fit in
with prior student learning? How successful was the lesson? What did you learn from planning the lesson?
How did you adjust instruction while teaching the lesson? How will the lesson influence future lessons?
What modifications will you make?
E. Reflecting on Assessment
Develop an assessment instrument (e.g. teacher made test, observation check list, survey, interview,
conference notes) following a series of lessons. Evaluate each student’s performance, record data, and
determine if remediation is needed. Should remediation be necessary, plan and reteach the material, reassess
student learning, and re-evaluate student progress. Maintain useful records and be prepared to communicate
student progress knowledgeably and responsibly.
Write a reflective narrative about the construction of the assessment instrument, the success or non-success
of the students, how you adjusted instruction, your record keeping methods, and your interpretation of the
assessment results. (Include the assessment instrument with your reflective narrative and a spreadsheet
showing results.)
51
F. Students’ Work Samples and Reflection
1.
2.
Collect samples of students’ work showing a range of achievement (high, medium, low). Write
an analysis about students’ achievement at these levels and why they fell within the given
ranges.
Collect samples of a few students’ work over time showing progression of learning. Write a
reflection discussing how students have grown academically and how your teaching has had an
impact on students’ learning.
IV.
Classroom Management
C. Discipline Challenge
Describe a student who was a discipline challenge; use initials only. In reflecting on the situation what
specific actions did you take that were productive? What actions were unproductive? Describe your
management strategies and discipline plan? Describe other adjustments you have made to make the
classroom climate more supportive for keeping students engaged inactive learning.
V.
Relationships with Colleagues, Parents, Students
D. Reflecting on Work with Parents and Other Professionals
How did the evidence presented establish partnerships with parents? What benefits derived from the
partnerships? Based on your experiences, what strategies will you use in the future to establish your
relationship with parents? What interactions did you maintain with counselors, special educators, etc., to
support students’ well-being?
E. Meeting a Student’s Unique Needs
Select a student with unique characteristics (learning styles, prior experiences, exceptional needs…). What
steps did you take to assess the needs of the student? Describe ways you adjusted instruction to
accommodate the unique needs. How did you select and incorporate special resources? What new learning
on your part will you incorporate in your future teaching?
52
STUDENT TEACHER PORTFOLIO REVIEW FORM
Teacher Education Program
North Carolina Wesleyan College
Teacher Candidate___________________________________________________
Reviewer__________________________________________________________
Date______________________________________________________________
Directions: As you evaluate each section of the portfolio, place a √ in each box to indicate that
the artifact is included. Then, use the rating scale below to indicate the teacher candidate’s level
of performance on each section of the portfolio. Follow the directions on the last page to
compute an overall score and rating.
1 = Below Standard
I.
2 = At Standard
Introduction
cover sheet
table of contents
resume
philosophy of education
3 = Above Standard
description of school placement
contextual information sheet
List of prior field placements
Section Rating: _______
II.
NC Professional Teaching Standards
Standard I
Standard II
Standard III
Standard IV
Standard V
Section Rating: _______
III. Instruction
lesson plan 1
lesson plan 2
unit plan
bulletin boards
student assessment
other work samples and reflections
Section Rating: _______
53
IV. Classroom Management
video
discipline plan
discipline incident
Section Rating: _______
V. Relationship with Colleagues, Parents
and Students
letter to parents
role of parent philosophy statement
parent contact log
Reflection on parent contacts and conferences
special student case
Section Rating: _______
VI. Professional Development
observation forms
Praxis scores
professional activity
extra-curricular activity
self-assessments
notes from others (optional)
Section Rating: _______
VII. Overall Quality of Presentation of the
Portfolio
professional presentation
organization
grammatically correct
visually appealing
Section Rating: _______
******************************************************************************
Total Points from Each Section Rating _____  7 = _____
Circle the corresponding level:
1 = Below Standard
2 = At Standard
3 = Above Standard
Comments or Suggestions: ______________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
54
Directions: Please rate the level of reflection.
1 - pseudo-reflective (A list, log, story, description or a narrative of an educational event. A
reaction or retelling without thoughtful connection to other events. Assertions are general
and not supported with evidence from experience, theory or research. The writer’s
perspective is undifferentiated and general regarding the needs of learners.)*
2 - micro-reflective (The micro level includes a self-awareness of the writer’s own
meaning-making processes but limited to the immediate situation or event, lacking
connections to a broader educational theory system or framework. Assertions are specific
and supported with evidence from experience. The writer’s perspective may be
multidimensional, representing more than one learner or group of learners.)*
3 - macro-reflective (The macro level is distinguished by a search for relationships,
connections, justifications, consequences, evaluation, and critical processes. This reflection
is driven by a vision in the form of a personal, pedagogical, or social conceptual and
decision-making framework. Assertions are specific supported with evidence form
experience and conceptually connected. The writer’s perspective is multidimensional
explaining how this event can be connected to a larger conceptual framework.)*
Reflection Rating (please circle):
1
2
3
*from Contemporary Education 2000, Volume 71 Issue 2, p. 33, 9p. 2 charts, Campoy, Renee.
55
Survey of Parents
Teaching
Does the teacher…
 appear to enjoy teaching and believe in what he/she does in school
 set high expectations and help children attain them?
 make expectations and standards for student learning clear?
 know the subject matter he/she teachers and how to teach it?
 create a safe classroom where children are encouraged to pay attention, participate in class,
and learn?
 deal with behavior problems fairly and consistently?
 assign meaningful homework?
 make homework assignments clear?
 provide enough time for the completion of assignments?
 return homework assignments in a timely manner?
Children
Does the teacher…
 understand how my child learns and try to meet his/her needs?
 treat my child fairly and with respect?
 contact me promptly with any concerns about my child’s academic and behavioral
performance?
 provide helpful information during conferences?
 tell me how my child is doing in class?
Communicating
Does the teacher…
 provide clear information about class expectations?
 use a variety of communication tools to report progress and student needs?
 work with me to develop a cooperative strategy to help my child?
Is the teacher…
 accessible and responsive when I call or want to meet?
Source: Adapted from D. Rich, (1998). “What Parents Want From Teachers,” 1998, Educational Leadership, 55(8), pp. 37-39. In Hilda
Hernandez (2001) Multicultural Education 2nd ed.
56
Questions to Clarify Knowledge, Skills, and Dispositions
Questions that enhance perceptiveness and withitness
What am I feeling about the present event? Why do I feel this way?
How do my feelings and needs govern my actions in class?
How do my students see me and perceive my actions?
What does my body language show to my students?
What are my students experiencing from this event?
What does this student need from me right now?
Why are my students showing this behavior?
What do I expect from my students? Am I being realistic?
Questions that develop a proactive search for information
What information do I need right now?
What can I learn from my colleagues?
Which of my colleagues is likely to have information I need?
Who else can I ask about this?
What books or articles are available on this subject?
How could a reference librarian help me find what I need?
How could the school librarian help me?
What other teaching materials are available on this subject?
Where can I learn new teaching strategies to use?
What conferences are coming up on this topic?
How can I approach the principal to get support for my search?
Questions that help clarify your values and moral principles
What are the values and principles that guide my life?
Are these the same principles that guide my classroom decisions?
What do I believe children need to succeed in school and life?
Am I meeting those needs in my classroom?
What attitudes do I want my students to have at the end of the year?
What values do I model for my students with my own behavior?
Are those values consistent with the ones I believe in?
What is the most important goal I have for myself this year?
What is the most important goal I have for my students this year?
Questions that encourage your creativity
How can I adapt the materials available to me to meet my goals?
How can I adapt the teaching strategies I’ve learned to fit me?
What risks are there in trying new strategies or materials?
Am I willing to take those risks?
What gains are possible if I try new strategies or materials?
Do the possible gains outweigh the risks in this instance?
What new challenge do I want to set for myself this year?
Questions that promote persistence and task commitment
What goals am I most interested in working on this year?
Am I motivated enough by this interest to complete the task?
How can I make time for myself to reach my goals this year?
What will I have to give up or put aside to reach my goals?
What can I do to recognize and deal with roadblocks on my path?
Who can assist me in reaching my goals? How can they help?
When I visualize reaching my goal, what are the rewards?
When I visualize my goal, what tasks do I still have to accomplish?
How can I organize those tasks to fit the time remaining?
Questions that improve your communication skills
How can I organize my ideas to make them comprehensible?
How can I learn whether my ideas are clearly understood?
To whom do I need to communicate my ideas to achieve my goal?
What data or evidence do I need to be more persuasive?
How can I learn to communicate better with parents?
What do I want to say to my colleagues about the goals I value?
Am I assertive in my communications?
When I am not assertive, do I tend toward passivity or aggression?
What can I do to become more consistently assertive?
How can I learn to resolve conflicts with students in my class?
How can I express my own needs and feeling to my class?
From: Eby, Judy W. Reflective Planning, Teaching, and Evaluation, K-12. 2nd ed. Upper Saddle River, NJ: Prentice Hall Publishers,
1998.
57
“Wesleyan Warranty”
Support for Beginning Teachers
Wesleyan’s education professors are committed to supporting our graduates. Any NC graduate
(or licensure-only completer) who is recommended for North Carolina licensure and who is
employed will receive at least two years of follow up support services from the education
faculty. We will be available for consultation and support. The following are examples of
support provided at no cost:
Visits to new Teachers
1.
If the graduate is working within a 100 mile radius of Wesleyan, the graduate will
receive a visit or call from a member of the education faculty at least once a year in
order to review his or her professional development. Additional visits maybe
arranged upon request. At this meeting graduates may review any concerns they
might have and will receive guidance and support to aid in their development.
2.
For students working more than 100 miles from campus faculty will use phone
interviews and email. To review progress and provide support. The use of email will
be encouraged to promote frequent interaction with all graduates.
3.
The visiting professor will also meet with supervisors of the graduate upon request to
review the professional development of the graduate. If needed, the professor will
provide support services to enhance the professional performance of the graduate.
Support Group
A support group for recent graduates working in the local schools will meet once per semester.
The sessions will be informal or more formal depending on the interest of the teachers. Guest
speakers will be provided to discuss the progress, graduate school, NBPTS, or other professional
topics. Graduates will be encouraged to share topics of interest including teaching ideas,
successful discipline strategies, professional opportunities, and so on.
Other Types of Support
1.
Alumni have free library privileges and thus have access to books, curriculum
materials, reference materials, and online databases for research.
2.
Many Wesleyan professors are willing to be guest speakers as their schedules permit.
They also can serve as judges for various projects or contests. They may be readers
during special projects, such as Read across America, or bring current students to
assist with special events.
3.
Professors are good resources for graduates enrolled in graduate programs. They can
loan books, ides for projects, and support with research projects.
4.
Professors are willing to review NBPTS materials for those seeking national board
certification.
5.
Discussion webpages will be created based on interest and needs.
For more information about this warranty/pledge of assistance or to leave a message please
contact the teacher education faculty secretary (252 985-5163) or your former advisor (general
college number is 252 985-5100). We look forward to maintaining contacts with recent
graduates as well as for years to follow. Share your needs, news, and successes with us.
58
Code of Ethics
Of the Education Profession
PREAMBLE
The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the
pursuit of truth, devotion to excellence, and the nurture of democratic principles. Essential to these goals is the protection
of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the
responsibility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the
respect and confidence of one’s colleagues, of students, or parents, and of the members of the community provides the
incentive to attain and maintain the highest aspiration of all educators and provides standards by which to judge conduct.
The remedies specified by the NEA and/or its affiliates for the violation of any provision of this CODE shall be
exclusive and no such provision shall be enforceable in any form other than one specifically designated by the NEA or its
affiliates.
PRINCIPLE I
Commitment to the Student
The educator strives to help each student realize his or her potential as a worthy and effective member of society.
The educator, therefore, works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the
thoughtful formulation of worthy goals.
In fulfillment of the obligation to the student, the educator:
1.
Shall not unreasonably restrain the student from independent action in the pursuit of learning.
2.
Shall not unreasonably deny the student access to varying points of view.
3.
Shall not deliberately suppress or distort subject matter relevant to the student’s progress.
4.
Shall make reasonable effort to protect the student from conditions harmful to learning or to health and
safety.
5.
Shall not intentionally expose the student to embarrassment or disparagement.
6.
Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious
beliefs, family, social or cultural background, or sexual orientation, unfairly
a.
exclude any student from participation in any program
b.
deny benefits to any students
c.
grant any advantage to any student
7.
Shall not use professional relationships with students for private advantage.
8.
Shall not disclose information about students obtained in the course of professional service, unless
disclosure serves a compelling professional purpose or is required by law.
PRINCIPLE II
Commitment to the Profession
The education profession is vested by the public with a trust and responsibility requiring the highest ideals of
professional service.
In the belief that the quality of the services of the education profession directly influences the nation and its
citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the
exercise of professional judgment, to achieve conditions which attract persons worthy of the trust to careers in education,
and to assist in preventing the practice of the profession by unqualified persons
In fulfillment of the obligation to the profession, the educator:
1.
Shall not in an application for a professional position deliberately make a false statement or fail to
disclose a material fact related to competency and qualifications.
2.
Shall not misrepresent his/her professional qualifications.
3.
Shall not assist any entry into the profession of a person known to be unqualified in respect to character,
education, or other relevant attribute.
4.
Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional
position.
5.
Shall not assist a non-educator in the unauthorized practice of teaching.
6.
Shall not disclose information about colleagues obtained in the course of professional service unless
disclosure serves a compelling professional purpose or is required by law.
7.
Shall not knowingly make false or malicious statements about a colleague.
8.
Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions
or actions.
59
CODE
OF ETHICS
FOR
NORTH CAROLINA
EDUCATORS
PREAMBLE
The purpose of this Code of Ethics is to define standards of professional conduct.
The responsibility to teach and the freedom to learn, and the guarantee of equal opportunity for
all are essential to the achievement of these principles. The professional educator acknowledges
the worth and dignity of every person and demonstrates the pursuit of truth and devotion to
excellence, acquires knowledge, and nurtures democratic citizenship. The educator exemplifies
a commitment to the teaching and learning processes with accountability to the students,
maintains professional growth, exercises professional judgment, and personifies integrity. The
educator strives to maintain the respect and confidence of colleagues, students, parents and legal
guardians, and the community, and to serve as an appropriate role model.
To uphold these commitments, the educator:
I.
COMMITMENT TO THE STUDENT
A.
B.
C.
D.
E.
F.
II.
Protects student s from conditions within the educator’s control that circumvent
learning or are detrimental to the health and safety of students.
Maintains an appropriate relationship with students in all settings; does not
encourage, solicit, or engage in a sexual or romantic relationship with students,
not touch a student in an inappropriate way for personal gratification, with intent
to harm, or out of anger.
Evaluates students and assigns grades based upon the students’ demonstrated
competencies and performance.
Disciplines students justly and fairly and does not deliberately embarrass or
humiliate them.
Holds in confidence information learned in professional practice except for
professional reasons or in compliance with pertinent regulation s or statutes.
Refuses to accept significant gifts, favors, or additional compensation that might
influence or appear to influence professional decisions or actions.
COMMITMENT TO THE SCHOOL AND SCHOOL SYSTEM
A.
B.
Utilizes available resources to provide a classroom climate conducive to learning
and to promote learning to the maximum possible extent.
Acknowledges the diverse views of students, parents and legal guardians, and
colleagues as they work collaboratively to shape educational goals, policies, and
60
C.
D.
E.
III.
decisions; does not proselytize for personal viewpoints that are outside the scope
of professional practice.
Signs a contract in good faith and does not abandon contracted professional duties
without a substantive reason.
Participates actively in professional decision-making processes and supports the
expression of professional opinions and judgments by colleagues in decisionmaking processes or due-process proceedings.
When acting in an administrative capacity:
1.
Acts fairly, consistently, and prudently in the exercise of authority with
colleagues, subordinates, students, and parents and legal guardians.
2.
Evaluates the work of other educators using appropriate procedures and
established statutes and regulations.
3.
Protects the rights of other in the educational setting, and does not
retaliate, coerce, or intentionally intimidate others in the exercise of rights
protected by law.
4.
Recommends persons for employment, promotion, or transfer according to
their professional qualifications, the needs and policies of the LEA, and
according to the law.
COMMITMENT TO THE PROFESSION
A.
B.
C.
Provides accurate credentials and information regarding licensure or employment
and does not knowingly assist others in providing untruthful information.
Takes action to remedy an observed violation of the Code of Ethics for North
Carolina Educators and promotes understanding of the principles of professional
ethics.
Pursues growth and development in the practice of the profession and uses that
knowledge in improving the educational opportunities, experiences, and
performance of students and colleagues.
61
presents . . .
30
Tips for
new
teachers
Questions you should ask:
1.
Where and how do I secure
supplies (chalk, erasers,
duplicator paper, etc.)?
2.
How do I check out regular
and supplemental texts?
3.
What are the procedures for
use of A-V equipment?
4.
How do I make
arrangements for a field trip?
5.
How do I sign my class up
for the library?
12.
13.
14.
6.
7.
8.
9.
10.
11.
What are the attendance
accounting procedures for
students, and what are my
responsibilities in attendance
record-keeping?
What do I do with any money
I collect?
What are the grading
guidelines for the school
system? What documentation
must I provide?
15.
How do I fill out an interim
report?
16.
To whom do I report serious
problems with a student’s
health or behavior?
17.
What student records in
cumulative folders must I
maintain?
How do I order films?
What are the procedures for
taking a class to an
assembly?
When am I responsible for
locking my room?
What machines are available
for me to use—copier,
grading machines, etc.?
Where can I get free and
inexpensive materials?
18.
19.
What procedures do other
teachers in my school follow
for contacting parents by
letter or phone?
What should I expect from a
parent conference?
With whom should I consult
as I make decisions on the
use of supplemental
materials?
20.
What should I do if I must
leave my room during class?
21.
What should I do in case of a
medical emergency in my
classroom
22.
How do I handle a fight
between students?
23.
How do I report a disciplinary
problem?
24.
How do I arrange for a
substitute?
25.
How do I apply for personal,
professional, vacation, or sick
leave?
26.
What is my salary and what
deductions are taken?
27.
Are there any unwritten rules
for teachers at my school?
28.
What is my personnel file?
29.
Where do I go if I’m having
trouble?
30.
How do I know if I’m doing a
good job?
North Carolina Association of Educators, Inc.
62
North Carolina Wesleyan College
PRAXIS Exam Requirements
Specialty Area Exams
Elementary Education
5015 Instructional Practice and Applications (computer delivery only)
161 required score to pass
Special Education-General Curriculum
0543 Education of Students: Mild to Moderate Disabilities
158 required score to pass
0511 Fundamental Subjects: Content Knowledge
148 required score to pass
63
The Teacher Education Department utilizes TaskStream, a web-based software and support
service to maintain student information and work samples. (This is a requirement of all teacher
education programs in North Carolina Institutions of Higher Education.) Therefore, you will be
required to purchase an account with TaskStream within the first week of beginning your
coursework. Please note that you must have an account with TaskStream for the duration of
your time in the Teacher Education program at North Carolina Wesleyan College. Many of you
will see the benefit in purchasing the account that will take you into your first years of teaching
full time. However, you may purchase your account by semester if you choose. Below are
instructions on how to go about purchasing and registering your account.
How to Create a TaskStream Account
To create a TaskStream account using your credit card, go to www.taskstream.com and click
Create or Renew Account.
Step 1: Choose Create a new TaskStream subscription and click the Continue button under
Option 1 to pay with a credit card.
Step 2: Choose whether you are a college/university student, a K-12 teacher, or other type of
subscriber.
Step 3: Enter your personal information.
If you are a college student, you will need to choose your home state, institution type, the name
of your school, and click Continue. Review your entry and click Proceed with Renewal.
You will need to choose the desired length of subscription, indicate if you wish to enable the
Teaching Productivity Toolpack, and agree to the End-User Agreement. Click Continue.
Step 4: Confirm your Registration Information by clicking Continue.
Step 5: If you do not wish to add storage to the 500mb which are included with your subscription
purchase, click Proceed to Checkout. If you would like extra storage, click the appropriate
button.
Step 6: Enter your name, your credit card information, and your billing address and click
Continue.
Step 7: Finally, click Place Order to finalize your subscription.
64
How to Access and Create the Student Teaching Portfolio on TaskStream









Log in
Go to Folios and Web Pages Tab
Type a title for your portfolio (ex: J. Powell Portfolio) and click create new
Click the custom templates button
Select Student Teaching Portfolio
Click continue
Click on the edit content tab and begin uploading your work by clicking on each required
element found on the left column
Use the style tab to choose portfolio style and color scheme
Use the comment tab to make any comments for each required element
How to Upload Student Teaching Portfolio and Submit on TaskStream









Log in
Go to Home tab and enter your Program
Scroll down and click on the Student Teaching Portfolio section
Click attachments
On left, click an artifact created in TaskStream
Select web folios
Select your file (ex: J. Powell Portfolio)
Click add file
Click save and return
Uploading Videos on TaskStream



Click on the video section in the Student Teaching Portfolio
Click the video button
Upload your video from your computer (see handouts attached regarding formats for
compressing videos)
65
Compressing Video for TaskStream
Currently, TaskStream allows users to upload videos up to 100 megabytes in size.
Therefore, in order to upload a video to TaskStream, you will need to compress the video to
make sure it is smaller than 100 megabytes in size.
Below is a list of issues that may prevent you from uploading your videos on to TaskStream:




Videos over 100 megabytes in size
DVD video. DVD video is usually much larger in size and cannot be uploaded directly
into TaskStream using conventional means. The DVD must be transcoded into a
compatible digital video file, such as .wmv, .mov., or mpg.
Streaming video from sites such as YouTube cannot be uploaded to TaskStream as
is. It can be embedded if you have knowledge of HTML, but we do not recommend
embedding video since it is not archival, meaning the video may be removed from
the streaming service.
Upload size restrictions from your Internet Service Provider (ISP). For more
information on your upload size restrictions, please contact your ISP.
If your video is larger than 100 MB in size, you will need to compress (make smaller) your
video to ensure that you can successfully upload your video to TaskStream. Luckily, all the
tools to compress video files come free with your computer, either PC or Mac. There are
also free programs available for download. A basic web search for compression tools should
give you more options if you do not wish to use the software listed below.
How to Compress Video using a PC
1. First open up Windows Movie Maker from the programs menu.
2. Click the File menu, and select
Import into Collections. Then
choose the video file you want to
compress.
3. Your video
will import as
a series of
clips that will
66
appear in a list in the middle of the window. You will want to select all of the clips.
4. Once you have
selected the clips, drag
them onto the timeline
at the bottom of the
window.
5. Go to the File menu and select
Save Movie File.
6. A new window will appear. Choose “My
Computer” under Movie Location and click
“Next.”
7. Enter a file name for your movie and
choose a place on your computer to save
your movie. Then click “Next”.
67
8. If the only option showing is “Best
quality for playback on my computer.
(recommended)”, click ‘’Show More
Choices’’. Another menu should appear
which will have the radio selection, “Best
fit to file size”. Choose a size under 100
megabytes and select “Next”.
9. Your movie will begin saving to your computer. When it is finished, you will be able to
upload the file to TaskStream.
68
How to Compress Video using a Mac
1. First, open up iMovie.
2. Click the File menu, and then select
Import  Movies.
3. Choose the video file you want
to compress and click Import.
iMovie will take some time to
import your movie.
69
4. When your movie has finished importing, you will see it in a series of clips near the
bottom of the window.
5. You will now need to select your entire movie by clicking and dragging, or you may right
click and choose Select All.
6. Click and drag your selected movie up to the area that says “Drag media here to create
a new project”.
7. Go to the Share menu and now
select Export Movie.
8. A window should appear with the following options:

Export As: Enter your file name here.

Where: Select the area of your computer where you
would like to save your file. (i.e. Desktop or Documents)

Size to Export: For the most optimal video size for uploading to the web, you will
want to select “Mobile (480x272).
70
9. Once you have made your selection, click Export. When your video has finished
exporting, you will be able to upload the file to TaskStream.
71
`
Compressing Video with Windows Movie Maker Live for Windows 7
If this program has not yet been installed on your computer, you can download it from
http://explore.live.com/windows-live-movie-maker by clicking Download now.
Once the program is installed, go to your programs menu to open it.
To begin,
file by
Videos and
located in
add your video
clicking the Add
Photos button
the top menu bar.
72
Select your video file and click the Open button.
Once your video file has loaded, click on the Save Movie button located in the top menu bar.
73
In the Save Movie menu, select a setting. The For Computer or For Email settings will likely
be the best options for compression in order to upload to the web.
You can also choose to
neither of the above
below 100MB.
make your own custom setting if
settings compress the video to
Using this option,
height, bitrate and
settings until the
reduced enough to
100MB.
you can customize the video width,
framerate. Continue to adjust the
estimated file size per minute is
reduce the total size to under
74
Once you
the
choice,
location
video
saved and
button.
have chosen
setting of your
choose the
where the
should be
click the Save
75
When the video file has finished saving, it should then be ready for upload to TaskStream.
76